A Good Supervisor–Ten Facts of Caring Supervision

Määttä, Kaarina

doi:10.5539/ies.v8n9p185

Cited by 9 publications

(9 citation statements)

References 56 publications

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“…However, the supervisor did not even spend enough time reading and trying to make sense of what had been submitted, and this did not augur well for the student. The supervisor's action showed no sensitivity to supervisor-student interaction, which Määttä (2015) regards as an attribute of a caring supervisor. The action of the supervisor may be viewed as a lack of the attribute of sensitivity to supervisor-student interaction because the supervisor failed to spend time reading the work of the student.…”

Section: Harsh Manner Of Approachmentioning

confidence: 92%

“…There are 10 ways of a caring supervisor, and these can shape trust between a supervisor and his/her student. A caring supervisor is sensitive to interaction, does not hold back on compliments and appreciation, motivates to write, clarifies the requirements of a research study, teaches time management, helps tolerate uncertainty and criticism, monitors the fulfilment of the quality criteria for the research project, provides any kind of feedback, and provides suggestions and options in addition to questions (Määttä, 2015). Supervisors should keep a check on the way they interact with students, and ensure that they do not hurt them.…”

Section: Student-supervisory Ways Of a Caring Supervisormentioning

confidence: 99%

“…Therefore, it is imperative for supervisors to be patient and tolerant with their students. According to Määttä (2015) they should help them to tolerate uncertainty and criticism.…”

Section: Impatience and Intolerancementioning

confidence: 99%

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Eight Ways to Erode Supervisor-Student Trust

Dube

2021

JESR

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Trust between the supervisor and student is the most important element that can pave the way to the completion of a postgraduate degree. If the trust is eroded, it may be difficult for both supervisor and student to work in tandem for the common goal of completing a research study. Trust is the responsibility of both supervisor and student. Using an exploratory case study design, this study sought to explore issues that can erode supervisor-student trust. For data generation, semi-structured interviews were used for five master’s and five PhD students who had completed their degrees; these students were purposively sampled. Data were thematically analysed, and revealed that a harsh manner of approach, a temperamental supervisor, long turnaround time, communication barriers, failure to understand a student’s circumstances, impatience and intolerance, unfair treatment and disrespect can erode supervisor-student trust. Therefore, this study recommends that supervisors should always recognise that the manner in which they interact with students may either make or break that trust. Supervisors should give prompt feedback to students while students can still remember what they wrote. They should always bear in mind that students have other big responsibilities, and take that into account when relating with them. Received: 4 May 2021 / Accepted: 21 July 2021 / Published: 5 November 2021

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Section: Harsh Manner Of Approachmentioning

confidence: 92%

Section: Student-supervisory Ways Of a Caring Supervisormentioning

confidence: 99%

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Eight Ways to Erode Supervisor-Student Trust

Dube

2021

JESR

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“…Supervisor feedback is essential in the process of academic writing; these individuals are experts in the field, familiar with the candidates work and also familiar with the standard required for the thesis -it is indeed a duty of the supervisor in the PGR process (Maatta, 2015). However, many supervisors do not feel it is their role to develop the writing skills of their students, anticipating a certain level of competence from the outset (which may be unfounded) and supervisors themselves not feeling that they can offer the pedagogical frameworks required to develop such skills in their students .…”

Section: Discussionmentioning

confidence: 99%

Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

Tonks

Williams

2018

IJDS

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Aim/Purpose: Understanding the educational needs of postgraduate research candidates (PGRs) is essential to facilitate development, support attainment, and maintain graduate quality. Background: The production and effective defence of the research thesis are the summative assessment tools used in postgraduate research education. Examiners’ reports provide a rich source of feedback and indicate the gap between the candidate’s level of performance and that expected for the award. This provides a lens through which to view the unmet training needs of PGR cohorts. Methodology: Following a review of all examiner reports for PGR assessments held over a 12 month period, we explored the quantitative and qualitative dimension data in context in order to identify common training needs for our PGR students. Utilising this theoretical framework and standard thematic analysis, we identified recurring themes and were able to determine key areas for future focus. Contribution: This study utilises independent comment from postgraduate research candidate thesis and oral examination assessment to identify unmet core research training needs. Findings: We recognised seven key areas identified by the examiners for improvement: i) quality of scientific writing, ii) general presentation of thesis, iii) statistics /data analysis, iv) understanding / critical appraisal, v) experimental design, vi) English language and vii) supervision. Academic literacy and numeracy stood out as key areas for future training focus. The results highlight areas for future focus in educational provision and targeted training for PGRs undertaking biomedical and life sciences research within our faculty. Recommendations for Practitioners: Evaluation of postgraduate research programmes should include feedback from a variety of sources and not rely solely on employability and completion rates as measures of success. The examination committees are an important source of feedback on the individual and the programme with regard to attainment of core research skills. Recommendation for Researchers: Regular and wide reaching evaluation of postgraduate research programmes and support available is required to ensure the sector can meet the changing needs of our PGR cohorts. Impact on Society: Doctoral graduates are entering increasingly diverse employment fields. Ensuring the quality of graduates and supporting their journey through candidature ensures the greatest value for society once in the work place. Future Research: This study highlights unmet training needs of PGRs as identified by an inde-pendent expert. The impact of engagement with training and the importance of prior experience are not explored in this study, nor is the student perspective on the process. These will reveal additional dimensions to the evaluation process.

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“…And the third is the relationship established between the supervisor and the student, which should include the integration of the student in the research environment and research network, the willingness to listen, argue and discuss of both. (Kyvik & Smeby, 1994;Halse, 2011, Connell & Manthung, 2012, Halse & Bansel, 2012Christensen & Lund, 2014;Määttä, 2015;Olehnovica et al, 2015).…”

Section: Phd a Time Of Change (And Growth): Supervisors Versus Doctormentioning

confidence: 99%

Doctoral Supervision At Nova Lisbon University: An Exploratory Study

Ribau¹,

Alves²

2017

European Proceedings of Social and Behavioural Sciences

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Since the implementation of the Bologna process and the Lisbon strategy, there has been an increase of the interest in higher education and in doctoral education in Europe. This political process aims to create not only a European area of higher education, but also research European area. Doctoral education is considered to be one of the keys to innovation and to the development of societies. The implementation of the proposals that emerged from the meetings of the ministers responsible for higher education (MMHE) and the European association universities (EUA), brought a new look to the third cycle (Dublin descriptor, 2004; Bergen framework of qualifications, 2005), and to the Doctoral education and supervision (ten principles of Salzburg, 2005). Within this context elements such as doctorate completion time, student's profile, skills and competence acquired in that period and mobility between institution assumed a greater importance (London Communiqué, 2007;Leuven Communiqué, 2009).In Portugal, it was only during the last decade that researchers began to publish papers whose object study is doctoral education, the quality of supervision of doctoral research, supervisor and student profile and relationship. In this context, these research article pretend to characterize and analyse how the two aspects of doctoral education, monitoring and evaluation, are institutionally implemented in the third cycle at NOVA Lisbon University (UNL) and what implications may have on the success rate and completion time. The regulations of the third cycle in the nine schools that constitute the UNL and public annual reports will be analyses enabling to highlight some data.

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A Good Supervisor–Ten Facts of Caring Supervision

Cited by 9 publications

References 56 publications

Eight Ways to Erode Supervisor-Student Trust

Eight Ways to Erode Supervisor-Student Trust

Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

Doctoral Supervision At Nova Lisbon University: An Exploratory Study

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