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Exploring written feedback on a self-study dissertation: is this educative mentoring?
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DOI：10.1080/13562517.2026.2643833.png)
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Abstract
En 中文
This study explores the written feedback I provided to a doctoral student completing a self-study dissertation in the field of education as the chair of her dissertation committee at a high research activity university in the United States. Particular emphasis is placed on feedback stemming from various drafts of the doctoral student's dissertation, as well as through our shared email correspondence. Incorporating content analysis within a self-study of practice approach, findings identity the function and focus of the feedback across both sources of data, and consider the extent to which I was engaging in my espoused approach of educative mentoring. Important differences emerged between the two data sources in relation to my mentoring approach, the category of feedback being stressed, as well as the relative focus of the feedback. The significance and implications of these findings are discussed within the context of better supporting doctoral student learning.
Keywords:
Doctoral student learning
written feedback
dissertation
educative mentoring