Lessons of Feedback in Higher Education in Sweden

Persson, Peter (author): Lund University,Lunds universitet,Byggnadsmekanik,Institutionen för byggvetenskaper,Institutioner vid LTH,Lunds Tekniska Högskola,Structural Mechanics,Department of Construction Sciences,Departments at LTH,Faculty of Engineering, LTH

Hjort, Klas (author): Lund University,Lunds universitet,Förpackningslogistik,Institutionen för designvetenskaper,Institutioner vid LTH,Lunds Tekniska Högskola,Packaging Logistics,Department of Design Sciences,Departments at LTH,Faculty of Engineering, LTH

Mendoza, Alfredo (author): Lund University,Lunds universitet,Teknisk geologi,Institutionen för biomedicinsk teknik,Institutioner vid LTH,Lunds Tekniska Högskola,Engineering Geology,Department of Biomedical Engineering,Departments at LTH,Faculty of Engineering, LTH

(creator_code:org_t)

2018
2018
English 4 s.
In: 10:e Pedagogiska Inspirationskonferensen 2018. - 2003-3761 .- 2003-377X. ; 10

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Abstract Subject headings

Lessons learned in the feedback process are atwo-sided coin that ultimately guide the PhD candidatetowards becoming an independent researcher as well aseducating “reader/docents” in their role as supervisor.Building on a brief literature review, observations from 14interviewed PhD candidates were reflected upon and these arethe suggested lessons learned. The study’s preliminary findingssuggest that feedback is most productive when it is organized,systematic, and tends to offer guidance rather than directinstruction. Perhaps of greatest significance is the need to haveconsistent dialogue about the feedback’s form and contentbetween student and supervisor(s).

By the author/editor: Persson, Peter; Marr, Stephen; Hjort, Klas; Rana, Arun; Mendoza, Alfredo

About the subject

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