Students experiences of peer-support during a Master’s thesis process

Kaakinen, Pirjo; Suhonen, Marjo; Lutovac, Sonja; Kaasila, Raimo

doi:10.5430/cns.v5n1p22

Cited by 4 publications

(5 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this study, the supervisory-researcher community support had a high mean composite score indicating that Master of Nursing students perceived greater supervisory-researcher community support. This notion was supported by Van Wyk et al ( 2016 :16) and Kaakinen et al ( 2016 :22) who asserted that supervisory-research support in the form of peer-support received increased opportunities for learning thus promoting study progress.…”

Section: Discussionmentioning

confidence: 91%

“…Researcher community support in the form of peer-based support promotes good interpersonal and interaction skills because of opportunities for learning working life skills (Kaakinen et al 2016 :22). Equally important is the family of the postgraduate student which provides socio-emotional support, advice, encouragement, caring, and sympathy as an integral form of researcher community support (Devaney 2015 :213).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Factors that Master of Nursing students associate with study progress in higher education institutions in Gauteng province

Mudzi

Jiyane

Sepeng

2022

Health SA Gesondheid

View full text Add to dashboard Cite

Background: Globally, the unsatisfactory progress of postgraduate students registered for a master’s degree is a cause for concern. It affects graduation numbers and completion time.Aim: This study aimed to determine the perceived supervisory-researcher community support, research writing, work–life balance, and research conceptions factors that Master of Nursing students associate with study progress.Setting: The study was conducted in three selected higher education institutions (HEIs) in the Gauteng province.Method: A correlational cross-sectional research design was utilised. A self-administered questionnaire adapted from the Cross-Country Doctoral Experience Survey was e-mailed to a total sample of 136 Master of Nursing students who were at least in their second year of study, of which 122 (89.7%) responded. Descriptive statistics, factor analysis, the Mann-Whitney U test, and the Kruskal-Wallis test were used to analyse the responses.Results: Most of the students’ perception was greater regarding supervisory-researcher community support and research conceptions. Despite a high mean composite score of 4.134 (SD-1.452) on work–life balance, some respondents found it difficult to balance work and life. Respondents with a source of income perceived greater supervisory-researcher community support (p = 0.022) while those studying full-time had better research writing perceptions (p = 0.002).Conclusion: There is need for HEIs to develop or strengthen interventions targeting research writing and work–life balance factors that were perceived to result in less support. Funding remains a concern for Master of Nursing students.Contribution: This study contributes to knowledge on factors that Master of Nursing students associated with study progress.

show abstract

Section: Discussionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Factors that Master of Nursing students associate with study progress in higher education institutions in Gauteng province

Mudzi

Jiyane

Sepeng

2022

Health SA Gesondheid

View full text Add to dashboard Cite

show abstract

“…These problems may include the selection of topic, financial or economic problems during proceeding the research, less experience or research expertise, low tendency towards the research work, reading less literature in the research area, family issues, lack of funds and time, shortage of library resources, students failure to visit the supervisors regularly, language problems, demographic differences, shortage of research facilities, shortage of material, less attention by the students and lack of guidance by a supervisor (Claudius & Vincent, 2016). Kaakinen, Suhonen, Lutovac and Kaasila (2017) reported that friends, seniors, peer groups and course-mates can also overcome the challenges and problems of graduate and post-graduate thesis students. It is a very complex phenomenon to handle and guide thesis students.…”

Section: Literature Reviewmentioning

confidence: 99%

Does Research Background Matter? Supervisory Experiences with a Thesis and Non-thesis Post-graduate Students

Waheed

Gilani

Khan

2022

IJITL

View full text Add to dashboard Cite

Supervision of the research students is not a trouble-free task. It becomes more challenging when supervisors confront the students of varying potential to carry out the research during the process of the thesis. The researchers sought to explore the supervisory experience of post-graduate (M.Phil) students who had done a thesis and those who had not done a thesis in their last degree. Eleven supervisors of different universities in Punjab, Pakistan participated in this study. The participants were aged from 40 to 60 years and most of them were working as assistant professors. The interview method was used for collecting the data and were analyzed through coding, categorizing and describing the emerging themes from the interview transcripts. The results indicated that M.Phil students with a thesis in their last academic degree were found to be comparatively ‘better’ than non-thesis students regarding the conceptual understanding of the research process, using software, confidence and communication skills and they required less supervisory support. The results were presented in the form of emergent themes that described supervisory experiences with these two types of MPhil students. The study has implications for supervisors and research students, particularly for the non-thesis students who require additional skills to pursue their research degrees. Keywords: Thesis students, non-thesis students, higher education, supervisory experience, supervisory support

show abstract

“…The quantity and quality of interactions between the supervisor and the student are critical to the ultimate success of the supervision process (Zaheer & Munir, 2020;Kaakinen et al, 2017;Harwood & Petrić, 2018;Rodriguez, Smith, & Barrett, 2020).…”

Section: Challengesmentioning

confidence: 99%

“…As an example of the difficulties/complaints from the students' perspective regarding how their supervisor guides them at work, Minayo (2019) points out some, namely arrogance; disrespect; irresponsibility; impatience; hassling; and "not giving a damn", that is, lack of commitment. Despite the more or less asymmetrical relationship that usually exists between the supervisor and the student (Filippou et al, 2017(Filippou et al, , 2019Roberts & Seaman, 2018), the latter has a desirably active role (Kaakinen, Suhonen, Lutovac, & Kaasila, 2017), and should not expect the supervisor to behave in a way that does not suit them. Table 4 offers an overview of some of these behaviours/attitudes.…”

mentioning

confidence: 99%

The Academic Supervisor of Higher Education Students’ Final Projects: A Gatekeeper of Quality?

Sá¹,

Santos

Serpa

2021

AJIS

View full text Add to dashboard Cite

The production and presentation for public discussion of an end-of-programme project, thesis or dissertation are unavoidable elements for the conclusion of academic training in study programmes of various levels, namely bachelor’s, master’s and PhD. Although these end-of-programme projects may take on various forms, as well as different levels of demand, supervision in the production of these projects is one of the critical elements for their success. This article aims to analyse the supervision process, examining the supervision strategies that faculty members may mobilise in their role as academic supervisors. To this end, the authors carried out a bibliographic collection, which made it possible to substantiate the proposals set out throughout this piece of research. The results allow concluding that, to be effective and efficient, supervision strategies need to consider, as a basic assumption, that this is a pedagogical relationship, with asymmetric powers between the supervisor(s) and the student(s), in which it is paramount to acknowledge the different duties of each party. Furthermore, this relationship entails the need for flexibility on the part of the supervisor, taking into account both the characteristics of the supervisor and of the work designed and the development of the entire process, which may motivate and involve several supervision strategies in the same supervision over time/process. This whole dynamic takes place in a context where it seems important to (re)think the final product of the academic supervision process. Received: 30 October 2020 / Accepted: 3 December 2020/ Published: 17 January 2021

show abstract

Students experiences of peer-support during a Master’s thesis process

Cited by 4 publications

References 26 publications

Factors that Master of Nursing students associate with study progress in higher education institutions in Gauteng province

Factors that Master of Nursing students associate with study progress in higher education institutions in Gauteng province

Does Research Background Matter? Supervisory Experiences with a Thesis and Non-thesis Post-graduate Students

The Academic Supervisor of Higher Education Students’ Final Projects: A Gatekeeper of Quality?

Contact Info

Product

Resources

About