In the ever-evolving landscape of higher education, the role of postgraduate supervisors has come under increased scrutiny. The dynamics that underpin the supervisor-student relationship are complex, requiring a nuanced understanding of how written feedback plays a pivotal role in shaping students’ academic journeys. This is precisely the focus of a groundbreaking study conducted by Lomotey and Oblie, titled “Moulding from the margins: unveiling postgraduate supervisors’ socialisation attempts via written feedback.” Set to be published in the esteemed journal Discover Education, this compelling research is expected to shed light on the intricate processes involved in academic socialisation through feedback mechanisms.
At the heart of the study lies the premise that feedback is not merely a tool for assessing student work but a vital agent in socialising postgraduate students into the academic community. The authors argue that feedback serves as a powerful conduit for supervisors to instill their academic norms, values, and expectations, thereby shaping the next generation of scholars. Through an in-depth analysis of various supervisory practices, the researchers aim to decipher the intricacies of feedback and its implications for student development.
One of the most striking revelations from the study is the dual role feedback plays in both facilitating and hindering the socialisation process. On one hand, constructive feedback can empower students, boosting their confidence and encouraging a sense of belonging within the academic community. On the other hand, poorly delivered criticism or ambiguous commentary can alienate students, leading to feelings of inadequacy or confusion. The authors are keen to explore how different approaches to feedback can lead to vastly different outcomes in the socialisation journey of postgraduate students.
Furthermore, the authors delve into the concept of ‘marginality’ as it pertains to postgraduate supervision. They argue that many students, particularly those from underrepresented backgrounds, experience a sense of marginalisation within their academic settings. This marginality can significantly influence how feedback is interpreted and internalised. By focusing on supervisors’ attempts to reach out to these students, Lomotey and Oblie provide valuable insights into the potential for written feedback to serve as an inclusive tool that fosters engagement and support.
The methodology employed in this research study is equally commendable. Through a mix of qualitative and quantitative approaches, the authors gather data from a diverse cohort of postgraduate students and their supervisors. Surveys, interviews, and written feedback samples are analysed to reveal patterns and themes that emerge from supervisory interactions. This rigorous approach contributes not only to the credibility of the findings but also offers a comprehensive picture of the current landscape of postgraduate supervision.
In addition, the study underscores the importance of fostering a supportive environment where feedback is viewed as an iterative conversation rather than a one-time evaluation. By encouraging an open dialogue, supervisors can provide context to their critiques, making it easier for students to navigate the often-challenging terrain of academic writing and research. This dialogue does not only enhance student comprehension but also creates a culture where students feel empowered to ask questions and seek clarification, further enriching their academic experience.
The implications of the research extend beyond the confines of individual supervisory relationships. As institutions of higher learning strive to cultivate inclusive academic environments, the findings of Lomotey and Oblie serve as a clarion call for the need to prioritise feedback mechanisms that embrace diversity and encourage engagement. Training and professional development for supervisors are critical components that can ensure a more equitable approach to postgraduate education. By equipping supervisors with strategies to provide constructive, clear, and inclusive feedback, universities can enhance the socialisation experience for all students.
Moreover, the study highlights the significant role technology plays in contemporary feedback practices. With the advent of digital platforms and communication tools, the exchange of feedback has become more dynamic and instantaneous. However, the authors caution that while technology offers new avenues for interaction, it also poses challenges, particularly in terms of the tone and nuance that can be easily lost in written communication. Thus, a thoughtful approach to integrating technology into feedback practices is essential for fostering effective supervisor-student relationships.
Looking ahead, the research also poses critical questions about the future of postgraduate supervision. As academic expectations shift and evolve, how can supervisors adapt their feedback practices to meet the needs of a diverse student body? Are there universal principles that can be applied across different disciplines and contexts, or must feedback be tailored to the unique challenges faced by individual students? These inquiries invite further exploration and underscore the ongoing need for empirical research in this vital area of academia.
Overall, the work of Lomotey and Oblie provides a rich and nuanced understanding of the role of written feedback in postgraduate education. By illuminating the socialisation attempts made by supervisors through feedback, the study not only contributes to the existing body of literature but also lays the groundwork for future research. The findings hold the potential to influence policy and practice, guiding supervisors to foster environments that are inclusive, supportive, and conducive to academic growth.
In conclusion, “Moulding from the margins: unveiling postgraduate supervisors’ socialisation attempts via written feedback” promises to be an essential read for educators, policymakers, and anyone invested in the postgraduate educational experience. The insights gleaned from this research could pave the way for more effective feedback practices and, ultimately, a more equitable academic landscape. As we await its publication in Discover Education, one can only imagine the far-reaching impact this study may have on the field of higher education in the years to come.
Subject of Research: Postgraduate supervision and the role of written feedback in academic socialisation.
Article Title: Moulding from the margins: unveiling postgraduate supervisors’ socialisation attempts via written feedback.
Article References: Lomotey, C.F., Oblie, E.L. Moulding from the margins: unveiling postgraduate supervisors’ socialisation attempts via written feedback. Discov Educ 4, 318 (2025). https://doi.org/10.1007/s44217-025-00757-3
Image Credits: AI Generated
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Keywords: Postgraduate supervision, written feedback, academic socialisation, inclusivity, higher education.
