Smedegaard Ernst Bengtsen, Søren3; Jensen, Gry Sandholm4
1 Centre for Teaching Development and Digital Media, Arts, Aarhus University2 HE Centre - Centre for Health Sciences Education, HE Centre, Health, Aarhus University3 Centre for Teaching Development and Digital Media, Arts, Aarhus University4 HE Centre - Centre for Health Sciences Education, HE Centre, Health, Aarhus University
Paper Presenter/author: Søren S.E. Bengtsen Title/position: PhD, Research assistant, Centre for Teaching Development and Digital Media, Aarhus University Postal Address: Paludan Müllers-Vej 48, 8200 Aarhus N. E-mail: email@example.com Co-author: Gry S. Jensen (co-author and co-presenter) Supervisory feedback on student texts in higher education is traditionally understood as an evaluation of prod- ucts. However, there is a lack of knowledge about the ways students work with and reshape their material be- tween supervision meetings. A key problem is that the literature focuses either on student material as products (Biggs & Tang 2007; Eley & Murray 2009; Rienecker & Jørgensen 2012) or as existential processes (Barnett 2007; Batchelor 2008; Dall’Alba & Barnacle 2007) without rendering visible the link between them. Through analysis of different versions of texts written for supervisory feedback, we wish to render visible such student thinking and writing processes. Drawing on phenomenological and linguistic research methods (Manen 2002; Manen 1997; Johnstone 1996) we argue that a new vocabulary for supervision on student texts must be developed for supervisors to more fully grasp the different dimensions of the relation between product and pro- cesses in higher education.