Enabling critical reflection on research supervisory practice

Pearson, Margot; Kayrooz, Carole

doi:10.1080/1360144042000296107

Cited by 96 publications

(75 citation statements)

References 11 publications

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“…Pearson and Kayrooz (2004) categorized the tasks and responsibilities of supervision into four groups: those related to the progress of the candidate, mentoring (personal and professional support, including the connection of the student with research networks, both academic and professional), coaching in the research topic, research methodology, and how to write the dissertation, and sponsorship of the student's participation in academic or professional practice (via access to technical and financial resources and to learning and research opportunities). Lee (2007) suggested that this classification of a supervisor's tasks and responsibilities is associated with one of the five approaches in her proposal: the emancipation/mentoring approach, which helps the student move from being dependent to being self-directed and emphasizes that the aim of this process is the application of experience and the development of skills for critical thinking.…”

Section: Figure 1 Supervisor Roles (Brown and Atkins 1988 P 120)mentioning

confidence: 99%

Improving Doctoral Success by Matching PhD Students with Supervisors

Orellana

Darder

Pérez

et al. 2016

IJDS

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A key aspect of the effective supervision of PhD research is the supervisor-student relationship. This interaction is affected by the characteristics and needs of students and institutional conditions, as well as the skills, attitudes, and roles of supervisors and their supervisory styles. When supervision is carried out at a distance, it entails an additional challenge, mainly concerning interaction. The purpose of this study is to improve the research process, supervision, and design of virtual environments in order to support this supervision. The study identifies the supervisory relationships that affect doctoral research conducted at a distance from the student's academic institution. It also describes how students and their supervisors perceived the characteristics of supervision and the skills and attitudes students perceived in and expected from their supervisors. For data collection, semistructured interviews were used. The results indicate important differences between supervisors' perceptions concerning their own role and students' needs regarding supervision, and they demonstrate the importance of attending to student needs and, on the part of supervisors, exercising responsibility in the development of research competencies in students, as is the case of independence of criteria and autonomy.

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Section: Figure 1 Supervisor Roles (Brown and Atkins 1988 P 120)mentioning

confidence: 99%

Improving Doctoral Success by Matching PhD Students with Supervisors

Orellana

Darder

Pérez

et al. 2016

IJDS

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show abstract

“…The sense of alienation and doubt that seems to characterise much postgraduate work for both novice supervisors and students (Harrison, 2012) is not a necessary part of the research journey. Person and Kayrooz (2004) stress explicitly that it is through support that postgraduate students can develop and thrive. The University of Limpopo is working towards a humanising pedagogy whereby the supervisor is sensitive to the needs of students they are supervising.…”

Section: Exclusion As a Results Of Inexperience In Postgraduate Supervmentioning

confidence: 99%

Towards supervising for social justice: A personal perspective

Maruma¹

2017

Strengthening Postgraduate Supervision

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“…As already seen, Lee (2007) contends that thesis supervision, writing and defence should certainly receive greater attention than they currently receive because the quality of the thesis suggests the kind of supervision and writing that were done and the quality of suggestions for improvement made during defence. For Pearson and Kayrooz (2004), most supervisors tend to supervise students the way they themselves were supervised and thus perpetuate a rather rigid tradition of thesis supervision. Such practice negates and overlooks the fact that thesis supervision requires resourcefulness, expert coaching, facilitative interaction and mentoring, given the many challenges students face in this area of their study.…”

Section: Thesis Supervision Writing and Defencementioning

confidence: 99%