Exploring the Impact of Delayed or Insufficient Feedback from Thesis Supervisors on Postgraduate Scholars’ Timely Degree Completion

Abstract

This paper uses a mixed-methods approach in which quantitative and qualitative methods of research have been used to assess the quality of feedback, establish the reasons for delays in feedback, and evaluate the effects of disruptions and problems in feedback on students' academic performance and well-being. The findings of this paper indicate that the major reasons for delays in giving feedback to students include the supervisor's workload, lack of clarity and ambiguity in policies, and communication problems and gaps. These delays in feedback have an impact on students' academic progress, which in turn delays their graduation. To resolve and overcome these problems, this study proposes a framework to emphasize the importance of providing clear feedback timelines, communication, and institutional support to resolve delays. This framework aims to enhance the quality of postgraduate supervision through better feedback practices. In addition, this study offers suggestions for supervisors, students, learners, and institutions to improve feedback practices and resolve delays to enable students to complete their studies on time. Thus, by resolving these problems associated with feedback, institutions can enhance the quality of postgraduate learning and enable students to complete their learning objectives on time.