The Synergistic Thesis: Student and supervisor perspectives

Styles, Irene; Radloff, Alex

doi:10.1080/03098770020030533

Cited by 55 publications

(41 citation statements)

References 8 publications

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“…However, they raised important concerns with the quality and timeliness of feedback, guidance, encouragment and motivation on the side of their supervisor. Though there are a number of factors that facilitate successful completion of a doctoral study, most researchers agree that completing a doctoral study is a process that mainly depends on a close, working relationship between students and supervisors, in other words on the quality of research supervision (Grevholm, Persson & Wall, 2005;Lovitts, 2001;Styles & Radloff, 2001;Zainal, 2007). Thus, the effectiveness and quality of research supervision support doctoral students get from the supervisors is critical to their doctoral journey.…”

Section: Discussionmentioning

confidence: 99%

Challenges to the doctoral journey: a case of female doctoral students from Ethiopia

Bireda

2015

Open Praxis

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This study aimed to investigate some challenges female doctoral students experience in their doctoral journey. The study used a qualitative design and structured interviews. The theoretical framework that guided the study was that of Urie Bronfenbrenner's ecosystemic theory. A purposely selected sample of five female doctoral students from the University of South Africa Ethiopia campus participated in the study. The results identified three major areas of concern such as: academic, psychosocial and home/work related. Specifically, female doctoral students reported concerns surrounding quality of supervision support, inadequate academic skill, nature or system of education, stress, motivation, isolation, balancing personal and professional life, relationship problems, home and work related concerns. Hence, universities must provide opportunities and resourceful strategies to meet the challenges posed by women scholars in the doctoral journey.Keywords: doctoral study; ODL; women; challenges Doctoral students have a certain level of desire to complete their studies, but on their journey to do so, they encounter challenges that may hinder their progress. The challenges doctoral students face may vary depending on their gender. Women may face greater obstacles and may approach the challenges of doctoral studies differently than men (Leonard, 2001;Raddon, 2002). Moreover, compared to men, women are less likely to pursue the most advanced levels of education; are less likely to seek degrees in high status fields such as the physical sciences, engineering and economics; and are more likely to exit their programmes before degree completion (Leonard, 2001). In spite of the great progress toward gender equity made in recent decades in many countries, women continue to be underrepresented at the senior levels in most disciplines (Leonard, 2001). The lower representation of women faculty in many departments may create an unwelcoming atmosphere for some students and greater conflict in determining their role as women in and outside academia (Raddon, 2002). As a student counselor in the University of South Africa (UNISA) Ethiopia centre, I became aware of some of the challenges doctoral students encounter in the course of their study. My curiosity developed as a few of the female doctoral students I counseled briefly discussed their unique challenges and presented me with myths and misconceptions about their experience. Thus, this research tries to investigate some of the challenges female doctoral students face during their studies. Doctoral programmes at UNISA require students to write an original thesis and the first year of registration is dedicated to proposal development. Upon approval of a proposal the student engages in the thesis phase with the help of his/her assigned supervisor. Challenges in the Doctoral JourneyIn general doctoral students face a number of challenges in the course of their study. For instance, Bitzer (2007) outlines some challenges that doctoral students experience, such as uncomfortable ev...

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Section: Discussionmentioning

confidence: 99%

Challenges to the doctoral journey: a case of female doctoral students from Ethiopia

Bireda

2015

Open Praxis

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“…The purpose, then, was that the peer or collaborative learning approach to developing a research culture should dismantle the notion that research into the discipline was authoritative and precious, such that these students could take ownership of the research material without authoritative strictures (Abercrombie, 1979: 21). The approach sought to confirm the findings of Lewis and Habeshaw (1997), Marshall (1999), Styles and Radloff (2001) and Pearson and Brew (2002), all of whom address the need for clarity, guidance and structure for promoting independent and autonomous undergraduate researchers.…”

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confidence: 98%

Developing a research culture in the undergraduate curriculum

Garde-Hansen

Calvert

2007

Active Learning in Higher Education

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A B S T R AC T A great deal of value is placed on student research within universities, exemplified by the prominent role of the dissertation or extended written work at the end of many programmes, and the more general benefits of embedding research-based learning into a curriculum in order to develop higher-order learning. This article reports on a collaborative problem-based learning (PBL) activity undertaken by staff and students to run an undergraduate conference for first year students on how to develop a research culture. The aim is to better understand how students undertake research and how a research culture might be inculcated much earlier in undergraduate programmes.

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“…Sendo a relação de orientação 'essência' da experiência doutoral (Acker, Hill, & Black, 1994;Hartnett & Katz, 1976;Melo, 2000Styles & Radloff, 2001), o orientador acaba por desempenhar um papel fundamental para a pessoa em desenvolvimento que atravessa o processo de doutoramento, tanto em termos de transmissão de experiência e conhecimento como a um nível pessoal (Brockbank & McGill, 2007;Brown & Atkins, 1988;Engebretson et al, 2008;Taylor & Beasley, 2005). Os resultados deste estudo parecem indicar uma influência de algumas das dimensões do tipo de relação com o orientador (oposição-afastamento, submissão-respeito pela autonomia e domínio-influência) e da qualidade da relação (qualidade profissional da relação) sobre a perceção global de ganhos e perdas, i.e., de alguma forma os ganhos e perdas percebidos são experienciados em função do tipo de relação e da qualidade da relação estabelecida com o orientador.…”

Section: Discussionunclassified

“…Neste sentido, a relação de orientação tem vindo a ser enfatizada por diversos autores como um marco fundamental ao longo do processo de doutoramento (Fagen & Wells, 2004;Zhao, Golde, & McCormick, 2007) e mesmo a 'essência' da experiência doutoral (Acker, Hill, & Black, 1994;Hartnett & Katz, 1976;Melo, 2000Styles & Radloff, 2001). Será através desta que o/a doutorando/a recebe apoio a um nível académico, mas também apoio pessoal (Brown & Atkins, 1988;Engebretson et al, 2008;Taylor & Beasley, 2005).…”

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Atas do IX Simpósio Nacional de Investigação em Psicologia

Lopes¹,

Garrido²

2017

RPSICOL

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Resumo: O presente estudo procurou analisar o impacto da relação de orientação doutoral (ao nível do tipo de relação e qualidade percebida da relação) na perceção de desenvolvimento pessoal (em termos de ganhos e perdas O processo de doutoramento é muitas vezes experienciado pela pessoa como um processo dinâmico, complexo e multidimensional: dinâmico pela permanente mudança em que se encontra; complexo na medida em que abrange a "totalidade da pessoa"; multidimensional por afetar, de forma mais ou menos acentuada, "os vários domínios da sua vida" (Melo, 2000, p. 89). Estas características são evidentes sobretudo nos aspetos mais particulares do processo: ao longo dos anos a pessoa atravessa lonely days and lonely nights (Germeroth, 1991), dedica esforços e desenvolve competências numa determinada área, torna-se especialista num tema que poucos conhecem tão bem como ela (Hartnett, 1976), o conhecimento que adquire molda de alguma forma as suas conceções a um nível epistémico e epistemológico (Perry, 1968(Perry, /1999, as suas redes sociais alteram-se e configuram-se de novas formas, levando, por vezes, a uma redução das relações sociais e do tempo dedicado a outros interesses fora do mundo académico (Melo, 2000). Neste sentido, o estudante vai-se desenvolvendo ao longo do processo e com o próprio processo (Gardner, 2009(Gardner, , 2010Katz, 1976). Gardner (2009) desenvolveu um modelo de desenvolvimento de estudantes de doutoramento, orientado em três diferentes fases, onde os desafios e o apoio são os pilares que sustentam e potenciam o desenvolvimento. Trata-se de um modelo dinâmico, em que os eventos ou interações não ocorrem apenas numa determinada fase, mas "(…) rather are fluid in nature, allowing for students to visit and revisit issues and oportunities throughout their [doctoral]

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The Synergistic Thesis: Student and supervisor perspectives

Cited by 55 publications

References 8 publications

Challenges to the doctoral journey: a case of female doctoral students from Ethiopia

Challenges to the doctoral journey: a case of female doctoral students from Ethiopia

Developing a research culture in the undergraduate curriculum

Atas do IX Simpósio Nacional de Investigação em Psicologia

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