Students’ experiences of supervision in academic and industry settings: results of an Australian study

Morris, Suzanne; Pitt, Rachael; Manathunga, Catherine

doi:10.1080/02602938.2011.557715

Cited by 15 publications

(7 citation statements)

References 38 publications

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“…Inconsistent and conflicting feedback is also problematic (Kiley 2019). This issue is common in the case of co-supervision (Grossman and Crowther 2015;Olmos-López and Sunderland 2017), and it may be exacerbated if supervisors come from different backgrounds, as Morris, Pitt, and Manathunga's (2012) article about supervision teams consisting of academics and industry professionals shows.…”

Section: Problems Deriving From the Way In Which The Feedback Is Givenmentioning

confidence: 99%

Supervisory feedback to postgraduate research students: a literature review

Chugh

Macht

Harreveld

2021

Assessment & Evaluation in Higher Education

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Feedback is a complex socio-cultural construct, utilising various modalities over the lifespan of a research candidature. This study reports findings from a review of global literature on supervisory feedback to postgraduate research students. Three focus questions guided the review: students' problems in receiving feedback, perceptions of positive feedback strategies, and potential improvements to the feedback process. The review method combined a systematic search process with explicit inclusion and exclusion criteria applied to literature published over the last decade. A detailed content analysis of 43 articles is reported in a thematically ordered narrative. Findings suggested that problems with feedback were found to be caused by the content, processes involved and the expectations of those involved. Second, feedback strategies that positively impacted learning and teaching capabilities of both students and supervisors were identified as most effective. Third, improvements to the feedback process were canvassed through the three key actors of institutions, supervisors and students, providing insights into the synergistic relationship among these actors. Further research is warranted as feedback processes and products are at the mercy of research supervision, which is increasingly operating in online environments spanning different time zones, with professional, cultural and linguistic diversities impacting feedback processes and products.

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Section: Problems Deriving From the Way In Which The Feedback Is Givenmentioning

confidence: 99%

Supervisory feedback to postgraduate research students: a literature review

Chugh

Macht

Harreveld

2021

Assessment & Evaluation in Higher Education

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“…Simpson et al, 2010;Beenen, 2013;Hordern, 2014;more generally, Hallett, 2010); other programmes receive less attention (Beatty and Leigh, (2010) speculate on the reasons). Literature on supervision, by contrast, tends to concentrate on the supervisor rather than the student, whether the focus be at master's (Anderson et al, 2006) or doctoral level (Halse and Malfroy, 2010;Halse, 2011;Morris et al, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

An exploration of taught master’s student perceptions of UK dissertation supervision

Anastasiadis

O’Brien

2019

jldhe

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This paper presents the results of an investigation into taught master’s students’ expectations and experience of being supervised during their final project. It does so using exploratory survey and focus group data from one UK institution with a high proportion of international students. The paper adds to the limited literature on master’s students’ experience, and makes two further main contributions. It finds that students both expect supervisor engagement and respond well to it, and argues that focusing on key elements of the dyadic supervision process can disproportionately improve student’s overall learning and satisfaction. In addition to furthering knowledge in this area, the research suggests numerous practical implications and lines of potential future inquiry.

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“…Cultivating 'employer engagement and involvement in developing, supporting and directly funding provision or sponsoring individuals' is therefore firmly on the radar (Blackwell and Higson, 2014: 241). 6 The breaking-down of knowledge production boundaries between industry and academia (Morris, Pitt, and Manathunga 2012) led to increasing numbers of undergraduate and doctoral internships and work-based placements. Yet less attention has been paid to driving Master's course industry-academia collaboration.…”

Section: Hei-industry Collaborationmentioning

confidence: 99%

University–industry teaching collaborations: a case study of the MSc in Structural Integrity co-produced by Brunel University London and The Welding Institute

Samuel

Donovan

Lee

2016

Studies in Higher Education

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The paper presents an evaluation of an MSc in Structural Integrity co-produced by Brunel University London and industry partner The Welding Institute (TWI), designed to supply 'work-ready' graduates. Pre-, mid-and post-course quantitative surveys were administered to students, and two mid-term focus groups were conducted. Pre-and post-course quantitative surveys were administered to industry supervisors. Seventy-seven per cent of students chose the MSc because it was co-designed with industry. Student expectations of the course and skills attainment were largely met; hopes for employment decreased due to a downturn in the oil and gas industry; industry supervisors were 'bridging scientists' between Brunel and TWI for largely altruistic reasons. The paper concludes that being 'work-ready' is composed of technical and 'soft' skills, employer engagement being important for the latter. It recommends integrating group-placed students with industry employees, including within social spaces; and tax incentives for employers engaging with postgraduate training provision.

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Students’ experiences of supervision in academic and industry settings: results of an Australian study

Cited by 15 publications

References 38 publications

Supervisory feedback to postgraduate research students: a literature review

Supervisory feedback to postgraduate research students: a literature review

An exploration of taught master’s student perceptions of UK dissertation supervision

University–industry teaching collaborations: a case study of the MSc in Structural Integrity co-produced by Brunel University London and The Welding Institute

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