The Relationships Between Postgraduate Research Students’ Psychological Attributes and Their Supervisors’ Supervision Training

Abdullah, Melissa Ng Lee Yen; Evans, Terry

doi:10.1016/j.sbspro.2011.12.142

Cited by 23 publications

(18 citation statements)

References 5 publications

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“…Cronbach's α test was performed (α=0.91), indicating strong reliability of the instrument. The same results were obtained in a previous study done by Abdullah and Evans, [13] without the 10 additional items. Ethical clearance (HSS/0363/012M) was obtained from the University's Research Ethics Committee.…”

Section: Methodssupporting

confidence: 85%

Research supervision: Perceptions of postgraduate nursing students at a higher education institution in KwaZulu-Natal, South Africa

Muraraneza

Mtshali

Mthembu³

2016

AJHPE

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ResearchOne of the realities of contemporary society is the rapid emergence and growth of a knowledge-based economy owing to the use of information communication technology (ICT). Undoubtedly, universities are major roleplayers in knowledge generation.[1] This function of universities underpins the development of postgraduate (PG) students as competent knowledge generators and scholars. However, the ICT revolution is challenging many universities to transform their traditional approach towards research supervision into knowledge production.[2] The research supervision process is expected to transform research candidates into knowledge producers and managers, with research supervisors playing an informed, supportive role in students' research journeys.The dynamics and complexities of the current environment demand a change from conventional research supervision processes. Before 2000, PG students were full-time resident students, thus making it easy for supervisors to have close, personal and individualised contact with them.[2] The current environment, however, demands a change, as the old model is unsuitable for students and supervisors, who are now both more mobile. Furthermore, an increasing number of PG students work full time, making the traditional model of supervision inappropriate and obsolete. [3] Trudgett [4] acknowledges that high-quality supervision is strongly associated with the capacity of academic staff. PG research supervision requires sound knowledge in terms of research methodology, and facilitation and management skills from research supervisors. In developed countries, research supervision is one of the competencies of nursing education programmes. However, this is not the case in countries where the curriculum of health professionals appears static and outdated, [5] as in South Africa (SA). Until 2012, the SA Nursing Council (SANC) did not include research supervision in the training curriculum of nurse educators. This has been identified as a weakness, given that a nursing qualification requires a research project at both diploma and degree level.[6] Nurse educators have been learning to supervise research through trial and error, and/or by informal training, such as workshops.This gap in the training of nurse educators may result in low in-and output in the research supervision process. This, in turn, decreases the nature of support, guidance and facilitation provided to PG nursing students and consequently the reduced throughput of these students. Between 2000 and 2006, at the College of Health Sciences, University of KwaZulu-Natal (UKZN), Durban, SA the average drop-out rate at Master's level for thesisbased coursework was 56%, while the completion rate for Master's and Doctoral students averaged 11% and 10%, respectively. [7] Furthermore, studies reported a rapidly increasing number of PG students, most of whom were underprepared with regard to research. [8][9][10] With the foregoing in mind, the following research questions directed this study:• What perceptions do PG nursing students...

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Section: Methodssupporting

confidence: 85%

Research supervision: Perceptions of postgraduate nursing students at a higher education institution in KwaZulu-Natal, South Africa

Muraraneza

Mtshali

Mthembu³

2016

AJHPE

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“…Affected by the critical issues involving their countries, these obstacles are basically psychological in nature. Halimatou, for example, identifies the ongoing civil war in her country as a major problem that had caused her undue mental stress (Abdullah & Evans, 2012 Halimatou was obviously distracted from her studies by her concern for her family back home. Even though, she was keen to complete her doctoral degree, although her state of mind did not enable her to focus wholly on her research as she was very worried about her family.…”

Section: Psychological Obstaclesmentioning

confidence: 99%

“…They contend that "students with weak educational strategies and without persistence to achieve their aims in life" (Araque, Roldánb, & Salgueroa, 2009, p. 563) were likely to achieve low success rates. Studies also advocate that psychological obstacles that increase success rates give rise to the ability to work independently and develop self-efficacy (Abdullah & Evans, 2012). Manathunga (2005) contends that doctoral students, who constantly alter their research topics, avoid meeting their advisors and keep themselves isolated from the school or other students will face challenges that are likely to slow their progress.…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing the Degree Progress of International PhD Students from Africa: An Exploratory Study

Soumana¹,

Uddin²

2017

unibulletin

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In recent decades some countries of the Middle East have offered facilities to attract international students to pursue their higher education within their higher education institutions. The purpose of this study is to understand the difficulties faced by these students while conducting their studies abroad, and in doing so, to broaden the awareness of the challenges they face to complete their research. The participants of this qualitative study are international PhD students studying at a Middle Eastern public university. The university has reported increasing enrollment of international students, particularly from Africa in the last few years. Data were collected using a set of semi-structured interviews that drew out information on critical incidents that characterized the kind of difficulties students had faced in their studies. The data collected was further analyzed using a qualitative software package, NVivo (QSR International, 11). Six main themes came out from the content analysis of the interviews, which are the role of the adviser, student features, funding issues, family engagement, research and psychological obstacles which provide a holistic picture of student perspectives on the factors that influence degree progress. While these students might have faced difficulties mentioned in existing literature, this study argues that the participants have indicated experiencing psychological obstacles that were not described in earlier studies, such as the state of mind they were in as a result of being worried for family members due to war or violence in their home countries, and drop in currency exchange rates and difficulties in acquiring money due to international sanctions imposed against their countries. This study provides important thoughts on the factors that impact the degree progress of international PhD students from Africa, while at the same time revealing a serious gap in the advisers' role which can contribute to the problems experience during the study progress of doctoral students.

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“…Araque et al (2009) argues that "students with weak educational strategies and without persistence to achieve their aims in life" (p. 563) were likely to exhibit low success rates. Studies also suggest that psychological attributes that enhance success rates give rise to the ability to work independently and develop self-efficacy (Abdullah and Evans, 2012). Manathunga (2005) argues that PhD students who constantly change their research topics, avoid meeting their supervisors and keep themselves isolated from the school or other students will face challenges that are likely to slow their progress.…”

Section: Introductionmentioning

confidence: 99%

An exploratory study of factors that affect the research progress of international PhD students from the Middle East

Khozaei

Naidu

Khozaei

et al. 2015

Education + Training

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Purpose -Despite the critical issues involving Middle East countries such as war and a drop in currency exchange rates, a large number of students leave their country to pursue a higher education abroad, every year. The purpose of this paper is to understand the difficulties that these students face while conducting their research in a foreign country and in doing so hopes to enhance a greater awareness of the kind of hindrances they face to complete their studies. Design/methodology/approach -The respondents of this qualitative study are PhD students from the Middle East who were studying in a public university in Southeast Asia. This university has recorded an increasing enrollment of international students, particularly from the Middle East in the last few years. Data were collected using a series of unstructured interviews that elicited information on critical incidents that characterized the kind of difficulties students had to face in their research. The data obtained was further analyzed using a qualitative software package -NVivo (QSR International, 10). Findings -Six main themes emerged from the content analysis of the interviews, which are the role of the supervisor, student characteristics, family commitments, financial problems, psychological and research barriers which provide a holistic picture of student perspectives on the factors that affect research progress. While these students might have faced difficulties that might have been cited in existing literature, this paper argues that the respondents have indicated experiencing psychological barriers that were not described in earlier studies, such as the state of mind they were in as a result of being worried for family members due to war or violence in their home countries, drop in currency exchange rates and difficulties in acquiring money due to international sanctions imposed against their countries. Originality/value -This study provides important insights on the factors that affect the progress of PhD students from the Middle East, while at the same time revealing a serious gap in supervisors' role which can contribute to the delay in the research progress of PhD students.

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The Relationships Between Postgraduate Research Students’ Psychological Attributes and Their Supervisors’ Supervision Training

Cited by 23 publications

References 5 publications

Research supervision: Perceptions of postgraduate nursing students at a higher education institution in KwaZulu-Natal, South Africa

Research supervision: Perceptions of postgraduate nursing students at a higher education institution in KwaZulu-Natal, South Africa

Factors Influencing the Degree Progress of International PhD Students from Africa: An Exploratory Study

An exploratory study of factors that affect the research progress of international PhD students from the Middle East

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