A Study on Elementary Education Examples for Data Science using Entry

Hur, Kyeong; 컴퓨터교육과, 경인교육대학교

doi:10.14352/jkaie.2020.24.5.473

Cited by 1 publication

(1 citation statement)

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“…It has also been effectively applied in health care (Becker et al, 2016) and human resources (Popović, Kuzmanović, & Martić, 2012). While there has been a handful of CBC studies within the education sector (Hur & Pak, 2007; Kuzmanovic et al, 2012; Sohn & Ju, 2010), there has been no investigation into higher education supervisory practices.…”

Section: Present Studymentioning

confidence: 99%

The essential ingredients of research supervision: A discrete-choice experiment.

Roach

Christensen

Rieger

2019

Journal of Educational Psychology

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The quality of the relationship between academic research supervisors and their students has been recognized as the most important determinant of successful and timely postgraduate degree completion. Many functions have been deemed important in facilitating this alliance. However, due to resource constraints and personal capabilities, supervisors must prioritize certain functions over others. It is, therefore, important to know the relative value of supervisory functions. The current study employed choice-based conjoint methodology to investigate the importance of different supervisory functions to Australian postgraduate students. These methods are notable for overcoming many of the drawbacks associated with conventional survey methods. Participants included 570 postgraduate students who completed 10 choice tasks comprising 16 attributes, each 3 levels, using a partial profile design. Preferences were ascertained using importance and utility scores. Latent class analysis was used to probe the presence of distinct sample segments whereas randomized first choice simulations were carried out to estimate the sample’s endorsement of hypothetical supervisors. Results revealed three key findings: (a) students valued academic integrity, constructive feedback, open communication, and bonding as the most preferred supervisory attributes; (b) student preferences were similar regardless of background differences and the sample was best classified as a single group; and (c) students preferred supervisors who fostered caring/supportive relationships over those who focused more strictly on instrumental functions. These results suggest that supervisors and training programs should focus on the interpersonal aspects of supervision and supporting the psychosocial needs of students.

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