TY - JOUR
T1 - “Chasing my supervisor all day long like a hungry child seeking her mother!”
T2 - Students’ perceptions of supervisory feedback
AU - Neupane Bastola, Madhu
AU - Hu, Guangwei
N1 - Funding Information:
We would like to thank the Research Centre for Professional Communication in English at the Department of English of The Hong Kong Polytechnic University for its support.
Publisher Copyright:
© 2021 Elsevier Ltd
PY - 2021/9
Y1 - 2021/9
N2 - Students’ perceptions of supervisory feedback can have a profound impact on their engagement with and agency in learning. Understanding students’ perceptions is vital to tailoring feedback to their needs. However, little is known about student perceptions of supervisory feedback on master's theses. To address this lacuna, the present study collected feedback perceptions with a written questionnaire from 434 students in four disciplines (English Education, English Studies, Physics, and Engineering) at a Nepalese university. Quantitative and qualitative analyses revealed that the students as a group did not receive sufficient supervisory support and found their supervisors’ feedback practices unsatisfactory. Despite the inadequate support, they reported emotional, cognitive, and behavioural engagement with the supervisory feedback that they received, and their perceptions of supervisory feedback significantly predicted their self-reported engagement. Furthermore, perceptions of supervisory feedback and self-reported engagement varied significantly across the disciplines. Implications are derived from these findings for improving supervisory feedback practices.
AB - Students’ perceptions of supervisory feedback can have a profound impact on their engagement with and agency in learning. Understanding students’ perceptions is vital to tailoring feedback to their needs. However, little is known about student perceptions of supervisory feedback on master's theses. To address this lacuna, the present study collected feedback perceptions with a written questionnaire from 434 students in four disciplines (English Education, English Studies, Physics, and Engineering) at a Nepalese university. Quantitative and qualitative analyses revealed that the students as a group did not receive sufficient supervisory support and found their supervisors’ feedback practices unsatisfactory. Despite the inadequate support, they reported emotional, cognitive, and behavioural engagement with the supervisory feedback that they received, and their perceptions of supervisory feedback significantly predicted their self-reported engagement. Furthermore, perceptions of supervisory feedback and self-reported engagement varied significantly across the disciplines. Implications are derived from these findings for improving supervisory feedback practices.
KW - Master's thesis
KW - Nepalese higher education
KW - Student engagement
KW - Student perceptions
KW - Supervisory feedback
UR - http://www.scopus.com/inward/record.url?scp=85108356435&partnerID=8YFLogxK
U2 - 10.1016/j.stueduc.2021.101055
DO - 10.1016/j.stueduc.2021.101055
M3 - Journal article
AN - SCOPUS:85108356435
SN - 0191-491X
VL - 70
JO - Studies in Educational Evaluation
JF - Studies in Educational Evaluation
M1 - 101055
ER -