Clutch-Starting Stalled Research Students

Abstract

Many research students go through periods where their research seems to stall, their motivation drops, and they seem unable to make any progress. As supervisors, 1 we attempt to remain alert to signs that our student's progress has stalled. Drawing on cognitive strategies, this article explores a problem-solving model supervisors can use to identify the major causes of the student's lack of progress and facilitate the student's re-ignition. Each of the problem identification and solving phases is acknowledged by and situated within research on postgraduate supervision and supported by analyzing transcripts from a study on postgraduate supervision.

Challenges to the doctoral journey: a case of female doctoral students from Ethiopia

“…287-297 not make any progress. Moreover, constantly changing topics, lack of communication with the supervisor and general isolation were some of the causes that delay (Ahern & Manathunga, 2004). Similarly, Mouton (2001) outlined factors associated with non-completion of postgraduate studies such as poor planning and management, poor research skills, poor academic writing, isolation, personal problems and inadequate supervision.…”

“…For instance, Bitzer (2007) outlines some challenges that doctoral students experience, such as uncomfortable events in life, student supervisor relationships and self-efficacy. Ahern and Manathunga (2004) point out that students tend to experience a drop in motivation as their research is stalled and they do 288 …”

The Role of Doctoral Advisors: A Look at Advising from the Advisor’s Perspective

“…Among the roles highlighted for advisors are source of reliable information, departmental socializer, advocate, role model, and occupational socializer. In addition, Ahern and Manathunga (2004) argued that doctoral dissertation advisors should be "clutch starters" for their stalled advisees. According to the authors, being a clutch starter requires advisors to be able to recognize when their students are stalled as well as to be able to determine the cause of the stall (cognitive, emotional, social, or just part of the research process) and then to be able to provide the type of support and encouragement that will get the student moving again.…”

Evaluación de la tutoría en los estudios d posgrado: construcción y validez de escalas

“…Esta modalidad en los procesos de enseñanza-aprendizaje implica que un académico con ciertos atributos (experiencia, formación, habilidades docentes, entre otras) y trayectoria académica se hace cargo de uno o varios estudiantes a lo largo de su itinerario a fin de guiarlos en sus procesos de formación con miras a adquirir un conjunto de dominios cognitivos, afectivos y sociales (Ahern y Manathunga, 2004;Cadman, 2000) que los preparen para la práctica profesional y/o la investigación. Comúnmente este tipo de interacción se ha caracterizado por su carácter bipersonal (tutor-tutorado), se ha asociado con la elaboración de la tesis (Garcia et al, 1988), con la eficiencia terminal y con la graduación de los estudiantes (Crawford et al, 2008).…”