Doctoral supervision as an academic practice and leader–member relationship: A critical approach to relationship dynamics

Vähämäki, Maija; Saru, Essi; Palmunen, Lauri-Matti

doi:10.1016/j.ijme.2021.100510

Cited by 12 publications

(10 citation statements)

References 61 publications

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“…12 This indicates the difference in the discourse models of supervision between the two Indonesian contexts. Overall, we have demonstrated that although the supervisors' discourse models of supervision emanate from shared ideals about promoting dialogue and students' intellectual development (Mahmood et al, 2019;Ugrin et al, 2008;Vähämäki et al, 2021), these supervisors face different tensions and dilemmas in enacting these models, depending on their context. Arguably, the supervision practice must be situated in its context to be explicated.…”

Section: Discussionmentioning

confidence: 93%

“…Research on the supervisory relationship has stressed the necessity for collaborative supervision styles that entail both collaboration between the supervisor and the student and the student's knowledge-based research improvement. A strong and supportive collaborative supervisory relationship facilitates students achieving their goals, creates trust in feedback, stimulates students' creativity and innovation, empowers students, and boosts their self-esteem, all of which improves student performance (Mahmood et al, 2019;Ugrin et al, 2008;Vähämäki et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Diverse views on supervision: Insights from interviews with EAL supervisors in Sweden and Indonesia

Nangimah¹,

Walldén²

2023

JPHE

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Literature on thesis supervision emphasises collaborative approaches with strong and supportive relationships. Despite an increasing research interest in supervisory relationships, little cross-cultural research has been conducted on supervisory roles and relationships in expanding-circle countries. This research explores how thesis supervisors negotiate different roles in supervision and relationships with colleagues and students in EAL (English as an Additional Language) contexts. A multi-case study was employed in three contexts: a Swedish university, two Indonesian private universities and an Indonesian public university. Semi-structured interviews were conducted with 14 thesis supervisors. Thematic analysis and systemic-functional appraisal theory were used to analyse the discourse. Our findings revealed that supervisors expressed dealing with (a)symmetrical relationships with students and colleagues, dealing with different roles as supervisors, and managing priorities relating to intellectual development and instrumental goals. However, these dimensions of supervision were described differently in the three contexts. Swedish supervisors expressed concerns about weak authority, while the Indonesian private supervisors described frustrated attempts to form a closer relationship with the students. However, the Indonesian public supervisors reacted to students trying to become too familiar. Furthermore, supervisors in the three contexts had to take different unwanted roles in supervision. Implications for the understanding of situated supervision are discussed.

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Section: Discussionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Diverse views on supervision: Insights from interviews with EAL supervisors in Sweden and Indonesia

Nangimah¹,

Walldén²

2023

JPHE

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“…In academic interactions during the defense of undergraduate theses, students' responses to lecturers' questions indicate compliance and acceptance. Similarly, Vähämäki et al, (2021) discovered an unbalanced relationship between a supervisor and his students contextualized as a leader-follower relationship.…”

Section: Discussionmentioning

confidence: 99%

“…Lin (2017) found the characteristics of interactional discourse in the examiner-promotendus relationship in a dissertation defense session. Vähämäki et al, (2021) discovered a similar unequal relationship between supervisors and students contextualized in their respective roles as leaders and followers. In addition, the findings of (Wang, 2021) revealed unequal power relations in Chinese universities, which placed students in a subordinate position.…”

Section: Introductionmentioning

confidence: 85%

Power Relations in Academic Discourse: A Critical Discourse Analysis of Lecturer-Student Interrogation During Undergraduate Thesis Defense Sessions (Relasi Kuasa Dalam Wacana Akademik: Studi Wacana Kritis Interogasi Dosen-Mahasiswa Pada Ujian Skripsi Program Sarjana)

Sultan

2022

gramatika

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Due to the unequal positions of the participants, academic interactions that occur during undergraduate thesis defense sessions in universities are a social arena that allows the emergence of power relations. The role of lecturers who have a dominant position in giving interrogations during thesis defense sessions has not been revealed in previous studies. This study sought to elucidate the forms of interrogation employed by lecturers in academic discourse during undergraduate thesis defense sessions. This study employed a qualitative approach with a critical discourse analysis design. Data were collected through recording, observation, and interviews and then evaluated using a critical discourse analysis framework. The results showed that lecturers used various forms of questions in academic interactions, including closed-ended questions, open-ended questions, and task-oriented questions. These questions reflect the unequal relationship between lecturers and students. Lecturers have the authority to control and dominate academic interactions in undergraduate thesis defenses.

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“…Brockman et al [31] believe that the relationship between doctoral students and faculty members is a crucial determinant in the quality of postgraduate experience. The common understanding between supervisors and students is important for the well-being of doctoral students, and the expectation conflictions between the students and supervisors are regarded as one obstacle to the effective completion of the doctoral research [32]. The continuous destructive friction between students and the learning environment can lead to learning problems, and mental pain during education can have a negative impact and lead to withdrawal from learning [33].…”

Section: Theoretical Analysis and Research Hypothesesmentioning

confidence: 99%

Impact of Doctoral Student Training Process Fit on Doctoral Students’ Mental Health

Li¹,

Wang²,

Yue³

2022

International Journal of Mental Health Promotion

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Background: Doctoral students have much higher risk of anxiety or depression than general population. Doctoral students worldwide are facing varying degrees of mental health risks. Method: Based on the survey data of 6,812 doctoral students worldwide in Nature in 2019, Probit and Logit models are used to explore the correlation between the fit of doctoral education and training process and the mental health of doctoral students. Results: (1)The training environment fit of doctoral students has a significant positive impact on their mental health. (2) The academic profession fit of doctoral students has a significant positive impact on their mental health. (3) The organizational culture fit of doctoral students has a significant positive impact on their mental health. (4) The financial support fit of doctoral students has a significant positive impact on their mental health. Conclusion: The higher the degree of doctoral students' training environment fit, academic profession fit, organizational culture fit, and financial support fit, the lower the possibility of anxiety or depression among doctoral students. The current research results can help reveal extensive factors that affect the mental health of doctoral students, facilitate the planning and development of effective intervention measures by universities, improve the fit of the doctoral education and training process, improve the mental health of doctoral students, and boost academic excellence. KEYWORDSDoctoral student training environment fit; doctoral student academic profession fit; doctoral student organizational culture fit; doctoral student financial support fit; mental health

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Doctoral supervision as an academic practice and leader–member relationship: A critical approach to relationship dynamics

Cited by 12 publications

References 61 publications

Diverse views on supervision: Insights from interviews with EAL supervisors in Sweden and Indonesia

Diverse views on supervision: Insights from interviews with EAL supervisors in Sweden and Indonesia

Power Relations in Academic Discourse: A Critical Discourse Analysis of Lecturer-Student Interrogation During Undergraduate Thesis Defense Sessions (Relasi Kuasa Dalam Wacana Akademik: Studi Wacana Kritis Interogasi Dosen-Mahasiswa Pada Ujian Skripsi Program Sarjana)

Impact of Doctoral Student Training Process Fit on Doctoral Students’ Mental Health

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