Learning Through Critique: Intercultural Awareness in Student–Supervisor Feedback Practices

Abstract

As a form of instruction, feedback plays a crucial role in promoting PhD students’ learning and development. However, some students report receiving feedback that they were not expecting, leading to dissatisfaction. This is particularly prevalent in situations of intercultural supervision. In this chapter, I present the nature of feedback given by supervisors, including the role this feedback can play in supporting students’ learning and development. Then, I discuss the dissonance that may occur between supervisors and students in viewing the same feedback event, particularly in intercultural supervisory relationships. Finally, I propose strategies for understanding and responding to supervisor feedback.