The art of giving feedback and the ability of apprehending feedback: a time (r)evolution.

Abstract

In guiding PhD students to become more independent researchers, feedback from supervisors and co-supervisors is essential. As the student progress through the studies, the type and style of feedback need to change. How do students and supervisors adapt to different needs during the PhD study, and does the seniority of the supervisor matter? Here, we interview PhD students and supervisors in different stages of their careers, trying to assess changes in how feedback is given and perceived over time. Our findings show that the type of feedback and how students respond to feedback does change over time; from the student being the listener/learner towards a discussion between equals in the field of research. As a student becomes more independent, the feedback approach from most of the supervisors evolved to meet the need of the student. Moreover, the feedback style of a majority of the supervisors interviewed also evolved over time to become more adaptive to their students' needs to provide a supportive
environment.