Research supervision: the research management matrix

Maxwell, Thomas W; Smyth, Robyn

doi:10.1007/s10734-009-9256-3

Cited by 29 publications

(28 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Items for Factor 5 identified subject knowledge of the supervisor, the availability of supervisor as well as material resources. Factor structures resemble the four subscales listed in the questionnaire as well as the three inter-related areas suggested by Maxwell and Smyth (2010) with the addition of an overall factor and consequently support the construct validity of the questionnaire. The measures of central tendency will be summarised in Table 4 below.…”

supporting

confidence: 57%

“…On the other end of the continuum liberal discourses are perceived as driven by administrative and instrumental logic concerned with quality on a measurable level such as graduation rates (Manathunga, 2005). Maxwell and Smyth (2010) re-conceptualised postgraduate supervision to subsume three interrelated areas namely learning and teaching, student development and producing the outcome (thesis/dissertation) as a social practice. This re-conceptualisation is used as a theoretical base for the research management matrix.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…This re-conceptualisation is used as a theoretical base for the research management matrix. For the purpose of this paper the aforementioned paradigm by Maxwell and Smyth (2010) will be utilized.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Quality of Postgraduate Research Supervision and Training: A Mixed-Method Student Perspective

Jonck¹,

Swanepoel²

2016

MJSS

View full text Add to dashboard Cite

show abstract

supporting

confidence: 57%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Quality of Postgraduate Research Supervision and Training: A Mixed-Method Student Perspective

Jonck¹,

Swanepoel²

2016

MJSS

View full text Add to dashboard Cite

show abstract

“…This diversity of students with different expectations, needs, concerns and interests has led to a reflection on the goals, effectiveness and preparation that doctoral programs effectively give, as well as lead to rethinking supervision practices (Lee, 2009;Lee & Green, 2009;Halse & Malfroy, 2010;Smyth, 2010 andLee & McKenzie, 2011;Lafont, 2014;Baptista, 2015;Mello, Fleisher & Woehr, 2015).…”

Section: Challenges Of the Third Cycle In Times Of Changementioning

confidence: 99%

Doctoral Supervision At Nova Lisbon University: An Exploratory Study

Ribau¹,

Alves²

2017

European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

Since the implementation of the Bologna process and the Lisbon strategy, there has been an increase of the interest in higher education and in doctoral education in Europe. This political process aims to create not only a European area of higher education, but also research European area. Doctoral education is considered to be one of the keys to innovation and to the development of societies. The implementation of the proposals that emerged from the meetings of the ministers responsible for higher education (MMHE) and the European association universities (EUA), brought a new look to the third cycle (Dublin descriptor, 2004; Bergen framework of qualifications, 2005), and to the Doctoral education and supervision (ten principles of Salzburg, 2005). Within this context elements such as doctorate completion time, student's profile, skills and competence acquired in that period and mobility between institution assumed a greater importance (London Communiqué, 2007;Leuven Communiqué, 2009).In Portugal, it was only during the last decade that researchers began to publish papers whose object study is doctoral education, the quality of supervision of doctoral research, supervisor and student profile and relationship. In this context, these research article pretend to characterize and analyse how the two aspects of doctoral education, monitoring and evaluation, are institutionally implemented in the third cycle at NOVA Lisbon University (UNL) and what implications may have on the success rate and completion time. The regulations of the third cycle in the nine schools that constitute the UNL and public annual reports will be analyses enabling to highlight some data.

show abstract

“…Supervision refers here to processes that academics use to support students' learning as defined by Maxwell and Smyth [12]. Generally, 'advisor' is the term used in North America and 'supervisor' in those countries with a British higher education tradition.…”

Section: A What Is Supervision?mentioning

confidence: 99%

SciPro Matching: ICT Support to Start a Quality Thesis

Hansson¹,

Moberg

Peiris

2015

Int J on Adv. in ICT for Emerging Countries

View full text Add to dashboard Cite

Abstract-This article focuses on how to empower the initiation stage in the thesis supervision process with information and communication technology. Starting a large number of theses with available resources based on creative ideas is a challenging task. Another challenge is to connect student's theses with industry's interests. The SciPro ICT support system for thesis supervision was developed over a five-year period. The most important task in the thesis initiation stage is matching students, supervisors, and ideas. Business partners and administrative staff are other stakeholders who should interact in this process. Although the choice of an idea is the responsibility of students, and seems simple, it in fact requires a series of academic and administrative support processes. There is a lack of IT systems specifically address thesis supervision, especially the initiation stage. The SciPro system was constructed to bridge this gap. The initiation stage is the foundation of a quality thesis, and it highly affects the quality of a thesis. The research approach was based on a design science method. Prototyping, testing, demonstrations, and user evaluations were conducted throughout. Data collection methods for user evaluations included interviews, observations, focus-group discussions, and log data. This paper presents the SciPro IT system, which was developed to support the start of quality theses. This system adds value, saves time and increases the quality of the thesis initiation stage. The process implemented rewards supervisors and students by providing a high degree of freedom, control, and selection of relevant topics. It enables both automatic processes for previously timeconsuming work and qualified manual operations which can be controlled by administrators according to their needs. SciPro can also be used to improve industry-university collaboration on thesis production.

show abstract

Research supervision: the research management matrix

Cited by 29 publications

References 9 publications

Quality of Postgraduate Research Supervision and Training: A Mixed-Method Student Perspective

Quality of Postgraduate Research Supervision and Training: A Mixed-Method Student Perspective

Doctoral Supervision At Nova Lisbon University: An Exploratory Study

SciPro Matching: ICT Support to Start a Quality Thesis

Contact Info

Product

Resources

About