Vietnamese Student Researchers’ Expectations of Their Supervisor and Supervision Process

Abstract

In Vietnam, scientific research is no longer just the work of scientists, graduate students, scholars, or lecturers; tertiary students are also encouraged to conduct scientific research. Therefore, the scientific research work of students receives more attention from educators. The research on carrying out scientific research of students is also therefore increasing. However, researchers do not seem to have paid enough attention to the role of supervisors during the supervision process. The evidence is that there are few studies on supervisors in Vietnam. Therefore, this study was conducted to learn about the role of supervisors from the student's perspective and expectations. Specifically, this study was conducted quantitatively with the use of a questionnaire consisting of 49 questions with a 5-point Likert scale. A total of 100 English-major students at a university in Southwest Vietnam participated in this study by answering the questionnaire. The results from the questionnaire show that students had high expectations from their supervisors. Specifically, students expect their supervisor to be someone who respects their opinions, has good scientific research knowledge, can give constructive comments, and is always willing to help them when needed. Based on research findings, supervisors are encouraged to participate in professional development training related to scientific research to improve their research knowledge and skills. Along with that, supervisors need to be aware of their role during the process of guiding students to do scientific research.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0425/a.php" alt="Hit counter" /></p>

Exploring Engineering Students’ Perceptions Towards Supervision in Final Year Project (FYP)

“…They should listen to suggestions, discuss issues arising from reading and research, and assist in solving problems that may arise (Derounian, 2011). They should respect the students' ideas and views during the supervisory process (Doan et al, 2022). Supervisors also need to act as motivators because motivation is important in supervision (Sidhu et al, 2014;Halim et al, 2014).…”

“…They need to encourage the students and be firm where necessary (Derounian, 2011). They should not make harsh comments because students are uncomfortable when receiving negative feedback (Doan et al, 2022). Supervisors that provide negative and inadequate feedback also demotivates the students to complete the project (Simuforosa, Veronica, & Rosemary, 2015).…”

“…The role of supervisors from the student's perspective and expectations are investigated by Doan et al (2022). A total of 100 English-major students at a university in Southwest Vietnam participated in this study by answering 49 questions in the questionnaire.…”

“…Supervisors must be aware of the whole course and only supervising the students' research project. They do not advise any taught components learnt by the students before (Doan et al, 2022). It is the students' role to solve the problem with the help of the supervisors using what the students had learnt before (Uziak, 2015).…”

“…Numerous factors can affect the supervisory process that involved the supervisor and supervisee; either the supervision will be a success or a failure. Supervisors need to have a good and relevant expertise, experience, and qualification to supervise (Doan et al, 2022;Naim & Dhanapal, 2017). When the supervisors lack of adequate research experience and exposure to research skills, it will pose many problems relating to the quality research projects and completion of the projects on time.…”