“It's complicated” Relationship: Research Students’ Perspective on Doctoral Supervision

Ismail, Hamidah Mohd; Majid, Faizah Abd; Ismail, Izaham Shah

doi:10.1016/j.sbspro.2013.07.078

Cited by 26 publications

(23 citation statements)

References 4 publications

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“…Moreover, a constructive supervisory relationship, frequent meetings, a relaxed ambience during meetings, and a sympathetic and caring attitude towards the supervisee have been associated with good progress and satisfaction with doctoral studies (Cornér & Lindholm, 2013;Hermann et al, 2014;Ives & Rowley, 2005;Kam, 1997;Pyhältö et al, ., 2015Zhao et al, 2007). On the other hand, communication problems, a lack of professional expertise, and power conflicts between supervisor and doctoral student have been shown to have a negative impact on the doctoral experience (Ismail, Majidb, & Ismail, 2013). Hence, the quality of the supervisory relationship influences the students' satisfaction with the doctoral process (Zhao et al, 2007).…”

Section: The Supervisory Relationshipmentioning

confidence: 99%

The Relationships between Doctoral Students’ Perceptions of Supervision and Burnout

Cornér¹,

Löfström

Pyhältö

2017

IJDS

117

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Aim/Purpose: Both the quality and the quantity of doctoral supervision have been identified as central determinants of the doctoral journey. However, there is a gap in our understanding of how supervision activities are associated with lack of wellbeing, such as burnout, and also to completion of the studies among doctoral students. Background: The study explored doctoral students’ perceptions of different aspects of supervision including the primary sources, frequency, expressed satisfaction and their interrelation with experienced stress, exhaustion and cynicism. Methodology: Altogether 248 doctoral students from three Finnish universities representing social sciences, arts and humanities, and natural and life sciences responded to an adapted version of a Doctoral Experience Survey. A combination of several measures was used to investigate the students’ experiences of supervision and burnout. Contribution: The results showed that students benefit from having several and different kinds of supervision activities. Various sources contribute not only to experiences of the doctoral journey and burnout, but also to the completion of the studies. Findings: Experienced lack of satisfaction with supervision and equality within the researcher community and a low frequency of supervision were related to experiences of burnout. Experiences of burnout were connected to students’ attrition intentions. Attrition intentions were related to source of supervision, the form of thesis, and inadequate supervision frequency. Frequency was related to both experience of burnout and likelihood of attrition. Recommendations for Practitioners: A recommendation developed from this research is to assist doctoral students with sufficient support, especially equality within the scholarly community and frequency of supervision. Further, greater emphasis could be put on group supervision and other collective forms of supervision. It is important that doctoral students develop networks both nationally and internationally. Recommendation for Researchers: A recommendation emanating from this research is to put greater emphasis on further investigation of the role of other predictors in burnout in order to enhance doctoral students’ well-being. Impact on Society: A better understanding of factors that promote lower attrition rates and enhance well-being for doctoral students is likely to lead to more efficient use of finacial and intellectual resources in academia and society more broadly. Future Research: Given the results of this study, qualitative interviews might be helpful in mapping out the dynamics that lead to attrition and to identify the mechanisms in the researcher community that support the doctoral students and enhance well-being in their doctoral journey.

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Section: The Supervisory Relationshipmentioning

confidence: 99%

The Relationships between Doctoral Students’ Perceptions of Supervision and Burnout

Cornér¹,

Löfström

Pyhältö

2017

IJDS

117

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“…Similarly, Ismail, Majid, and Ismail (2013) examined the role of supervision from the perspective of supervisees. They found the tensions that arose between the research students and their supervisors when faced by troublesome knowledge at different stages of their journey, lack of positive communication and lack of necessary expertise to give support and power conflicts.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This point is also evident from the low mean score values of supervisee's experiences related to IPCS with their supervisors. Ismail, Majid and Ismail (2013) conducted a study, in which postgraduate research students were interviewed. They expressed their frustration at the lack of positive communication by their supervisors, especially at the beginning of their PhD journey.…”

Section: The Dynamics Of Phd Research and Supervisionmentioning

confidence: 99%

Assessing the Quality of Supervision Experiences in the Different Research Stages at Postgraduate Level

Saleem

Mahmood

2018

JoEED

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The nature of supervisory relationship is dynamic that changes over the course of candidacy. Subsequently, the supervision demands of supervisees also change to help them in performing certain tasks at specific research stages. In this context, this research is proposed to investigate the supervision experiences of supervisees in four different research stages (i.e. Stage 1: developing synopsis, Stage 2: collecting data, Stage 3: writing thesis and Stage 4: submitted thesis). In the light of six supervision aspects (i.e. Project management, Intellectual support, pertinent research skills, Inter-personal communication skills, Workload management and Supportive skills) the quality of supervision was assessed from supervisees’ perspective. Cross-sectional survey design was used to assess the supervision experiences of (N=422) supervisees in four distinct stages of research supervision. The data were collected from 12 public and private universities of the Punjab. For this study, a multi-sectioned, self-constructed Supervisor-Supervisee Relationship Questionnaire (Saleem, 2014) was used. The findings of the study highlighted the need to train the supervisors to manage their time not just in terms of teaching and supervision of research students, but also keeping the stages of their research in mind. By addressing the stage specific needs of supervisees the quality of supervision could be improved.Keywords: quality of supervision, research stages, supervision dynamics, supervision experiences

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“…Baptista (2015), Qureshi and Vazir (2016) are of the view that research supervision involves two parties, supervisor and supervisee, who make collective efforts to get to the finish line in time. Similarly, researchers consider the supervisor equally responsible for successful completion of a student research work (Hockey, 1994;Ismail, Majid, & Ismail, 2013;Rademeyer, 1994). S/he is responsible for providing support, time and expertise to supervise in order to organize a thesis in acceptable standards (Heath, 2002).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Supervisors and Supervisees about Supervisor Role and Responsibilities in Student Research Work

Shahzad

Ali

Ayub

2019

GSSR

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The present study seeks to discover the supervisor and supervisees perceptions about supervisor responsibilities in student research work throughout the research process. A selfdeveloped 16 items questionnaire based on the process of thesis work was used to collect data from a sample of 75 supervisors and 200 supervisees who were selected through convenient sampling technique from a university in a metropolitan area of Pakistan. Findings of the study revealed that supervisors held supervisees more responsible for gaining scholarship and selection of topic. On the other hand, supervisees perceive their supervisors to be less responsible for topic selection and decisions regarding recognition for publication. Results of independent sample t-test show wide gap between the perception and expectations of both the groups. It calls for serious actions to be taken by the department. Recommendations and educational implications are given in the research paper.

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“It's complicated” Relationship: Research Students’ Perspective on Doctoral Supervision

Cited by 26 publications

References 4 publications

The Relationships between Doctoral Students’ Perceptions of Supervision and Burnout

The Relationships between Doctoral Students’ Perceptions of Supervision and Burnout

Assessing the Quality of Supervision Experiences in the Different Research Stages at Postgraduate Level

Perceptions of Supervisors and Supervisees about Supervisor Role and Responsibilities in Student Research Work

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