Problems in the Research Problem: Critical Feedback and Resistance in Academic Supervision

Vehviläinen, Sanna

doi:10.1080/00313830902757592

Cited by 81 publications

(65 citation statements)

References 21 publications

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“…These negotiations also play an important role in facilitating the teacher's understanding of the students' needs in relation to meaning-making. This offers further interpretations for Vehviläinen's (2009) findings of student-teacher misalignment occurring during supervision meetings, which might be related to their diverging understandings of what roles each had to play in that interaction. This supports also the idea that the feedback comment should not be considered a message transmitted from teacher to student but rather as a resource that can expand or limit access to the knowledge space within which students move.…”

Section: Discussionmentioning

confidence: 99%

“…An observation study of supervision meetings showed how students reacted with subdued but persistent resistance to critical comments provided on their master thesis manuscripts (Vehviläinen 2009). Students attempting to maintain their own agenda and teachers re-issuing their critical comments characterized these encounters.…”

Section: Previous Research On Feedback As a Dialogical Processmentioning

confidence: 99%

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Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments

Esterhazy

Damşa

2017

Studies in Higher Education

104

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Section: Discussionmentioning

confidence: 99%

Section: Previous Research On Feedback As a Dialogical Processmentioning

confidence: 99%

Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments

Esterhazy

Damşa

2017

Studies in Higher Education

104

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“…Undersøkelser av sekvenser er beslektet med og kan tilpasses flere typer analyser, som interaksjonsanalyse (jf. Svinhufvud & Vehviläinen, 2013;Vehviläinen, 2009). Undersøkelse av sekvenser er også interessant for forskning på praksis, fordi bestemte typer tilbakemelding kan vaere nyttige og mindre nyttige, avhengig av hva som kommer først og hva som kommer etter i dialogen.…”

Section: Drøfting Av Plus-modellen Som Verktøy For Koding Av Muntligeunclassified

Veiledningssamtaler i høyere utdanning: Utprøving av en modell til bruk i forskning på tilbakemeldinger

Karlsen

2016

ADNO

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“…Some of the studies on epistemics include dilemmas of advice (Heritage & Sefi, 1992), aspects of the production of talk for an over-hearing audience in news interviews (Heritage, 1985), sequence organisation and territories of knowledge (Heritage, 2012b), and negotiation of epistemic rights (Shin Kim, 2011). Prior CA research with a focus on epistemics to examine pedagogical practices has been conducted in some education settings: classroom (Park, 2006), epistemic asymmetry and student autonomy in seeking advice (Park, 2012b), and academic supervision (Vehviläinen, 2009a(Vehviläinen, , 2009b.…”

Section: Conversation Analysis and Institutional Talkmentioning

confidence: 99%

“…Feedback as an action can be performed in different ways and occur in different positions including initiating, responsive or third position turn (Schegloff, 2007). Feedback may be composed of one or all of the following components: advice, assessment, and counterstatements (Vehviläinen, 2009a). Advice refers to recommendations of some preferable or appropriate course of action (Heritage & Sefi, 1992;Vehviläinen, 1999).…”

Section: Disseminationmentioning

confidence: 99%

Pedagogical practices in PhD supervision meetings from a conversation analytic perspective

Nguyen¹

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This study examines pedagogical practices in PhD supervision meetings in an Australian university using conversation analysis. Although communication between supervisors and students has been acknowledged as having a great impact on the successful completion of a PhD and several studies of PhD supervision meetings have been conducted, the actual interaction that takes place in this goal-oriented institutional setting is under-researched.Data for this study consist of approximately 25 hours of supervisory talk and video recorded during 25 PhD supervision meetings in an Australian research intensive university. Participants include five supervisors and five PhD students in both social and natural sciences at two stages of candidature: an early stage within the first year of candidature, and a late stage before thesis submission.Analysis of the data shows that supervisors performed a range of actions in accomplishing their challenging task of balancing giving guidance and developing student autonomy. These actions include giving guidance and factual information, giving feedback with equivocation, providing several options, withholding advice, and questioning. In performing these actions and flexibly switching between actions, supervisors sometimes treat the students as needing guidance and advice, and sometimes regard them as independent researchers. The examination of supervisors' pedagogical practices highlights that equivocation is a factor constituting the balancing act.The analysis demonstrates that students are oriented to the goal of learning to become independent researchers. Their orientations centre on the balance between seeking guidance, advice from supervisors and developing their skills and knowledge as independent researchers. The students' orientations towards independent researchers at the early stage of candidature are displayed in the way they take responsibility for their study, voice their opinions, and demonstrate their knowledge and capability of doing research. Meanwhile students at both stages of candidature take responsibility for their study and voice their own opinions, those at the late stage display more confidence and competency. In addition to taking responsibility and voicing opinions, the students at the late stage are in a position to make own decisions on research-related issues and claim independent knowledge.The dynamics of the interaction between the supervisors and students emerge from the analysis of the data and this suggests distinctive features of supervision meetings in the two stages of candidature. As a result, this study provides empirical evidence for an understanding of institutional ii talk in the context of higher education and implications for supervision pedagogy. It extends empirical knowledge of pedagogical practices in supervision meetings. This knowledge will provide supervisors and students with deep insights into their own practices. It can also help to bridge the mismatch of expectations about roles and responsibilities between supervisors and stu...

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Problems in the Research Problem: Critical Feedback and Resistance in Academic Supervision

Cited by 81 publications

References 21 publications

Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments

Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments

Veiledningssamtaler i høyere utdanning: Utprøving av en modell til bruk i forskning på tilbakemeldinger

Pedagogical practices in PhD supervision meetings from a conversation analytic perspective

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