Investigating Factors Impacting Timely Feedback Provision in Postgraduate Thesis Supervision: An Exploration of Supervisory Practices

Abstract

Despite the emphasis on supervisory timely feedback practices in postgraduate students' thesis writing, our understanding of timely feedback may only be comprehensive when investigating the factors influencing it. Therefore, the present study, conducted at Majmaah University in Saudi Arabia, explores the factors that influence timely feedback on the progress of the postgraduate thesis and how supervisors perceive the importance of providing timely feedback. A qualitative approach was adopted to address the study's aims through semi-structured interviews. The study used thematic analysis to analyse the qualitative data gathered from the semi-structured supervisor interviews. The study's sample included (N = 4) supervisors (2 male and 2 female supervisors) supervising postgraduate students as part of an M.A. in Applied Linguistics program at Majmaah University. The findings revealed that eight factors affect the provision of timely feedback: teaching and administrative workload, procrastination, student-related factors, communication barriers, supervisors' personal factors, perfectionism, lack of expertise in providing feedback, and lack of interest in students' research topics. Furthermore, supervisors emphasized the importance of timely feedback in improving postgraduate theses. They believe it is crucial for students' development, shaping the quality of theses, and supporting student growth. This study offers significant pedagogical implications for supervisors and provides essential recommendations for future research. The exploration of these factors contributes to a deeper understanding of the complexities involved in thesis supervision and feedback provision.