Feedback is critical to our learning, growth, and development as scholars. Yet, for many in academia, critical feedback has a negative connotation and evokes varying levels of defensiveness because it has become synonymous with criticism and error corrections more often than not. This negativity bias may cause students to lose sight of the more capacious meaning of “critical,” which also includes being indispensable, essential, and important. So, how can we develop our capacity to thwart our negativity bias and engage with feedback in ways that are more constructive and generative? The chapter identifies three tenets of critical feedback and associated tips about receiving, responding to, asking for, giving, and reflecting on the process of sharing feedback. It concludes with a few final takeaways for the doctoral student, including a few questions to ask in the process of drafting the doctoral dissertation.
Emily A. Morrison
Edited by Keith Townsend, Mark N.K. Saunders, Rebecca Loudoun and Emily A. Morrison
Rebecca Loudoun, Emily A. Morrison, Mark N. K. Saunders and Keith Townsend
The chapter introduces and sets out the main aims of the volume. This volume addresses the realities that doctoral researchers in the social sciences face daily. In contrast to the majority of books about doctoral research and research methods texts, it places at centre stage the lived experiences of current and past candidates and supervisors. It seeks to offer insights to those considering or presently undertaking doctoral research, as well as those supporting them. Rather than comprising a procedural step-by-step manual, it is a companion for the reader’s doctoral journey, from first thoughts of how to begin through to submission and to finding the first job. The volume brings together 59 contributions from authors across the world and from a variety of disciplinary backgrounds, and it is intended for use by both students and supervisors. Moreover, it is of relevance to both traditional and newer forms of doctorate.