Drawing on leader-member exchange (LMX) theory, this study constructed a theoretical model to deeply explore the mechanism and boundary conditions of the relationship between supervisor developmental feedback (SDF) and postgraduate student creativity in academic organizations. Using multi-wave and multi-source data collected from 445 supervisor-student dyads at three time points, this study empirically examined the hypothesized model. Results showed that (a) LMX mediates the relationship between SDF and postgraduate student creativity, (b) job complexity moderates the relationship between SDF and LMX, and (c) perceived organizational support for creativity moderates the relationship between LMX and postgraduate student creativity. The findings have implications for how academic supervisors can use feedback to cultivate postgraduate student creativity, and the need for academic organizations to design job and organizational environment to support the cultivation of student creativity.