The essential ingredients of research supervision: A discrete-choice experiment.

Abstract

The quality of the relationship between academic research supervisors and their students has been recognized as the most important determinant of successful and timely postgraduate degree completion. Many functions have been deemed important in facilitating this alliance. However, due to resource constraints and personal capabilities, supervisors must prioritize certain functions over others. It is, therefore, important to know the relative value of supervisory functions. The current study employed choice-based conjoint methodology to investigate the importance of different supervisory functions to Australian postgraduate students. These methods are notable for overcoming many of the drawbacks associated with conventional survey methods. Participants included 570 postgraduate students who completed 10 choice tasks comprising 16 attributes, each 3 levels, using a partial profile design. Preferences were ascertained using importance and utility scores. Latent class analysis was used to probe the presence of distinct sample segments whereas randomized first choice simulations were carried out to estimate the sample’s endorsement of hypothetical supervisors. Results revealed three key findings: (a) students valued academic integrity, constructive feedback, open communication, and bonding as the most preferred supervisory attributes; (b) student preferences were similar regardless of background differences and the sample was best classified as a single group; and (c) students preferred supervisors who fostered caring/supportive relationships over those who focused more strictly on instrumental functions. These results suggest that supervisors and training programs should focus on the interpersonal aspects of supervision and supporting the psychosocial needs of students.

Alignment of Doctoral Student and Supervisor Expectations in Malaysia

“…Quality supervision of doctoral students is key not only for the successful completion of their degrees (Bitzer, 2010;Hunter & Devine, 2016), but also for students' satisfaction with their overall research experience (Davis, 2019;Pearson & Kayrooz, 2004;Roach et al, 2019). Doctoral supervision has evolved over time, and become increasingly demanding and complex (Taylor, 2012).…”

Teaching as Authentic Practice in the Graduate Student Supervisory Relationship

“…Within the academic literature, scholars have suggested that supervisory relationships are crucial to student success (Delany, 2009;González-Ocampo & Castelló, 2019;Richards & Fletcher, 2020;Roach et al, 2019;Sverdlik et al, 2018). However, what happens within that relationship is considered to be "a private affair" (Horsfall, 2008, p. 6), and the "invisible pedagogy" (Johnson et al, 2000, p. 143) that occurs there is not typically spoken about openly.…”

Tips to make research teaching and learning enjoyable and productive for counsellors, psychotherapists and their tutors

“…Roach, Christensen, and Rieger (), in a study with a sample of 570 postgraduate students, revealed that students preferred supervisors who fostered caring/supportive relationships over those who focused more strictly on process. It is noteworthy that their conclusion was that research supervisors should focus on the interpersonal aspects of supervision and supporting the psychosocial needs of students, substantiating the findings of Ali et al ().…”

“…With regard to postgraduate experiences, Ali, Watson, and Dhingra (2016) surveyed students and their supervisors, finding that both groups agreed about the attributes of effective supervision: namely, both supervisors and students consider that a supervisor should have an interest in the student's research; the supervisor must provide timely and constructive feedback and help the student to manage time; and students believe supervisors must encourage students to work independently and use opportunities to present their work. Roach, Christensen, and Rieger (2019), in a study with a sample of 570 postgraduate students, revealed that students preferred supervisors who fostered caring/supportive relationships over those who focused more strictly on process. It is noteworthy that their conclusion was that research supervisors should focus on the interpersonal aspects of supervision and supporting the psychosocial needs of students, substantiating the findings of Ali et al (2016).…”