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Lessons of Feedback in Higher Education in Sweden

Persson, Peter LU ; Marr, Stephen; Hjort, Klas LU ; Rana, Arun and Mendoza, Alfredo LU (2018) LTHs 10:e Pedagogiska Inspirationskonferens
Abstract
Lessons learned in the feedback process are a
two-sided coin that ultimately guide the PhD candidate
towards becoming an independent researcher as well as
educating “reader/docents” in their role as supervisor.
Building on a brief literature review, observations from 14
interviewed PhD candidates were reflected upon and these are
the suggested lessons learned. The study’s preliminary findings
suggest that feedback is most productive when it is organized,
systematic, and tends to offer guidance rather than direct
instruction. Perhaps of greatest significance is the need to have
consistent dialogue about the feedback’s form and content
between student and supervisor(s).
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to conference
publication status
published
subject
keywords
feedback, higher education, PhD education, supervision, pedagogy
categories
Higher Education
pages
4 pages
conference name
LTHs 10:e Pedagogiska Inspirationskonferens
conference location
Lund, Sweden
conference dates
2018-12-06 - 2018-12-06
language
English
LU publication?
yes
id
4b59fe86-409a-4675-8880-03198d78874d
alternative location
https://www.lth.se/fileadmin/lth/genombrottet/konferens2018/E2_Persson_etal.pdf
date added to LUP
2018-12-28 10:36:14
date last changed
2019-03-08 02:54:22
@misc{4b59fe86-409a-4675-8880-03198d78874d,
  abstract     = {Lessons learned in the feedback process are a<br/>two-sided coin that ultimately guide the PhD candidate<br/>towards becoming an independent researcher as well as<br/>educating “reader/docents” in their role as supervisor.<br/>Building on a brief literature review, observations from 14<br/>interviewed PhD candidates were reflected upon and these are<br/>the suggested lessons learned. The study’s preliminary findings<br/>suggest that feedback is most productive when it is organized,<br/>systematic, and tends to offer guidance rather than direct<br/>instruction. Perhaps of greatest significance is the need to have<br/>consistent dialogue about the feedback’s form and content<br/>between student and supervisor(s).},
  author       = {Persson, Peter and Marr, Stephen and Hjort, Klas and Rana, Arun and Mendoza, Alfredo},
  keyword      = {feedback,higher education,PhD education,supervision,pedagogy},
  language     = {eng},
  location     = {Lund, Sweden},
  month        = {12},
  pages        = {4},
  title        = {Lessons of Feedback in Higher Education in Sweden},
  year         = {2018},
}