Novice supervisors’ practices and dilemmatic space in supervision of student research projects

Vereijken, Mayke W. C.; Rijst, Roeland van der; Driel, Jan van; Dekker, Friedo W.

doi:10.1080/13562517.2017.1414791

Cited by 33 publications

(16 citation statements)

References 47 publications

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“…However, in the context of student-supervisor relationships, the shift to a student-centred paradigm of education is perhaps the most notable among all. If we consider research supervision as a specialised branch of teaching (Bruce & Stoodley, 2013;Vereijken et al, 2018) or as a pedagogy (Benmore, 2016;McCallin & Nayar, 2012), then adopting a student-centred paradigm in supervision implies the need for significant changes in supervision practice.…”

Section: The Big Shift: From Teacher-centred To Student-centred Su-pervisionmentioning

confidence: 99%

“…Possessing academic and research skills is necessary, but no longer sufficient, to make a good supervisor. Developing and maintaining a healthy student-supervisor relationship on the other hand, has become viewed as an increasingly essential part of the supervision process (Howells et al, 2017;Mantai, 2019;Vereijken et al, 2018), and a major determinant of student success (Roach et al, 2019). Developing and facilitating such a relationship however, presents challenges to students and supervisors alike.…”

Section: Introductionmentioning

confidence: 99%

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Alignment of Doctoral Student and Supervisor Expectations in Malaysia

Collins

Saadi

2021

IJDS

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Aim/Purpose: This paper compares doctoral student and supervisor expectations of their respective roles and responsibilities in doctoral research supervision relationships in Malaysia. It identifies the areas, and the extent to which expectations align or differ. Background: Incongruence of expectations between doctoral students and their supervisor has been cited as a major contributor to slow completion times and high attrition rates for doctoral students. While researchers urge the need for explicit discussion of expectations, in practice doctoral students and supervisors rarely make their expectations explicit to each other, and few researchers have examined the areas of alignment or misalignment of expectations in depth. Methodology: Semi-structured interviews were held with fifteen doctoral students and twelve supervisors from two research-intensive universities in Malaysia. An inductive thematic analysis of data was conducted. Contribution: This paper provides the first in-depth direct comparison of student-supervisor expectations in Malaysia. A hierarchical model of student-supervisor expectations is presented. Findings: Expectations vary in the degree of congruence, and the degree to which they are clarified by students and supervisors across four different areas: academic practice, academic outcomes, skills and personal attributes, personal relationships. A hierarchical model is proposed to describe the extent to which both students and supervisors are able to clarify their mutual expectations arising throughout the doctoral student-supervisor relationship. Recommendations for Practitioners: Institutions should support discussions with both doctoral students and supervisors of expectations of their student-supervisor interactions, and encourage them to be more proactive in exploring their mutual expectations. Recommendation for Researchers: Data is recommended to be collected from students who have recently completed their studies, given the observation that some student participants were uncomfortable speaking about their supervisors while still in the student-supervisor relationship. Impact on Society: Opening opportunities for discussions of expectations by students and supervisors, supported and encouraged by the institutions within which they work, can help set the scene for positive and productive relationships. Future Research: Findings indicate there is need to examine in depth the impact of gender, and the competing pressures to publish and graduate on time, as they relate to the student-supervisor relationships and experience.

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Section: The Big Shift: From Teacher-centred To Student-centred Su-pervisionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Alignment of Doctoral Student and Supervisor Expectations in Malaysia

Collins

Saadi

2021

IJDS

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“…Moreover, these are the generic processes in which the supervisors should be involved for efficacious supervision if they aim to help the students develop in various institutional, disciplinary and professional settings; acquire appropriate expertise and features needed for employment; and make an outline of what might form a flexible professional development program for supervisors in this setting [3]. Vereijken et al emphasized novice supervisors’ approaches to reach expertise in supervision and explained the relationship between practice and dilemmas among novice supervisors [9].…”

Section: Introductionmentioning

confidence: 99%

The journey of thesis supervisors from novice to expert: a grounded theory study

et al. 2019

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Background Supervision is a well-defined interpersonal relationship between the thesis supervisors and their students. The purpose of this study was to identify the patterns which can explain the process of expertise attainment by thesis supervisors. We aimed at developing a conceptual framework/model to explain this development based on the experience of both students and supervisors. Methods We have conducted a qualitative grounded theory study in 20 universities of medical sciences in Iran since 2017 by using purposive, snowball sampling, and theoretical sampling and enrolled 84 participants. The data were gathered through semi-structured interviews. Based on the encoding approach of Strauss and Corbin (1998), the data underwent open, axial, and selective coding by constant comparative analysis. Then, the core variables were selected, and a model was developed. Results We could obtain three themes and seven related subthemes, the central variable, which explains the process of expertise as the phenomenon of concentration and makes an association among the subthemes, was interactive accountability. The key dimensions during expertise process which generated the supervisors’ competence development in research supervision consisted maturation; also, seven subthemes as curious observation, evaluation of the reality, poorly structured rules, lack of time, reflection in action, reflection on action, and interactive accountability emerged which explain the process of expertise attainment by thesis supervisors. Conclusions As the core variable in the expertise process, accountability must be considered in expertise development program planning and decision- making. In other words, efforts must be made to improve responsibility and responsiveness.

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“…El tutor es responsable de exponer al estudiante las características del trabajo, de orientarlo en su desarrollo y de velar por el cumplimiento de los objetivos fijados, así como de realizar el seguimiento y, en su caso, autorizar su presentación y defensa. Es importante que fomenten en sus estudiantes prácticas de enseñanza (Vereijken et al, 2018) y una retroalimentación efectiva, con el objeto de que el alumnado vaya incorporando en el TFG las competencias adquiridas en el Grado y les ayude a transferir lo aprendido a otros entornos académicos (Roberts y Seaman, 2018) y profesionales (Valdés y López, 2019).…”

Section: Introductionunclassified