Postgraduate Research Completion: Student Expectation and Inspiration

Zaaba, Zuraidah; Gunggut, Haijon; Arapa, Afida; Aning, Ibianaflorinciliana Niane Anthong

doi:10.1016/j.sbspro.2015.08.221

Cited by 9 publications

(12 citation statements)

References 4 publications

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“…All 50 respondents unanimously agreed that the program was successful in helping them enhance their essential competencies as the training guided them from complete dependence (pedagogy) to gradual independence (andragogy and heutagogy) within the context of a hybrid learning environment. The findings indicate that the PAH Continuum framework fulfilled the requirements of a conducive research learning environment for PG students (Zaaba et al, 2015). A majority also highlighted that they valued the F2F and online interactions and discussions with their peers and lecturers, which has been noted by Fotiadou, Angelaki, and Mavroidis (2017) as a crucial element of autonomous learning.…”

Section: Discussionmentioning

confidence: 84%

“…At the same time, there is a need for a conducive research environment to enable PG students to complete their research. As proposed by Zaaba et al (2015), three factors need to be fulfilled, namely "students' development process in academic research, students' utilisation of the support system of the postgraduate centre, and the relationship between the student and the supervisor" (p.187).…”

Section: Introductionmentioning

confidence: 99%

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Developing PG Students’ Learner Autonomy through the PAH-Continuum: A Case Study

Sidhu¹,

Nawi²,

Ramakrishnan³

et al. 2022

E-BPJ

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To enhance the current postgraduate educational learning environment, this quasi-experimental case study examined the implementation of the Pedagogy-Andragogy-Heutagogy (PAH) Continuum as an instructional framework for developing basic competencies and learner autonomy among 50 postgraduate students. This is in response to the high attrition rates and students’ failure to graduate on time, afflicting the quality of postgraduate education in Malaysia. Data were collected via pre and post-tests, a questionnaire, and focus-group interviews. The findings revealed significant improvement in the students’ critical reading and research skills, while their learner autonomy level was moderate due to personal and cultural limitations. Keywords: learner autonomy; PAH Continuum; postgraduate students eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7i21.3722

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Section: Discussionmentioning

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Developing PG Students’ Learner Autonomy through the PAH-Continuum: A Case Study

Sidhu¹,

Nawi²,

Ramakrishnan³

et al. 2022

E-BPJ

View full text Add to dashboard Cite

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“…Supervision is a multidimensional and complex process (Al-Muallem et al, 2016)which employs supervisor and supervisee to learn and develop together (van Rensburg et al, 2016) while moving towards the same goal (Ismail, Abiddin, & Hassan, 2011;Zaaba et al, 2015). High quality research output, higher research completion rate and supervisee satisfaction are major outputs of effective research supervision Alam et al, 2013;).…”

Section: Literature Reviewmentioning

confidence: 99%

Perceptions of Supervisors and Supervisees about Supervisor Role and Responsibilities in Student Research Work

Shahzad

Ali

Ayub

2019

GSSR

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The present study seeks to discover the supervisor and supervisees perceptions about supervisor responsibilities in student research work throughout the research process. A selfdeveloped 16 items questionnaire based on the process of thesis work was used to collect data from a sample of 75 supervisors and 200 supervisees who were selected through convenient sampling technique from a university in a metropolitan area of Pakistan. Findings of the study revealed that supervisors held supervisees more responsible for gaining scholarship and selection of topic. On the other hand, supervisees perceive their supervisors to be less responsible for topic selection and decisions regarding recognition for publication. Results of independent sample t-test show wide gap between the perception and expectations of both the groups. It calls for serious actions to be taken by the department. Recommendations and educational implications are given in the research paper.

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“…Social aspirations may also be the main motivating factor for some students [10]. However, other aspects such as self-realization, professional development or meeting an academic requirement are considered in the decision making [11]. Additionally, such arguments have become more relevant in the current context, where knowledge transfer among universities and corporate structures occurs during students' course of studies as well as after graduation [12].…”

Section: Literature Reviewmentioning

confidence: 99%

Development and Validation of a Scale to Measure the Motivation to Pursue a Graduate Course

Arango-Botero¹,

Naffah²,

Arias³

2019

IntegrEdu

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Introduction. The article considers some motivation factors related to pursue a graduate course. The authors analysed aspects related to learning, better economic and work conditions, better job opportunities, alternatives to grow professionally, among other elements. Our purpose was to develop and validate a motivation scale to pursue higher education studies. Material and Methods. Self-administered questionnaires answered by senior students of undergraduate programs in our city Medellin (Colombia) and exploratory factor analyses were employed. The methodological basis of the study is the processing and analysis of interv iew materials and student surveys. Results. In the first exploratory factor analysis (n = 315 registers), three of four factors were retained (eigenvalue equal or greater than 1.0): Economics, Employment and educational competitiveness, and Institutional promotion and support. The factor solution explained 62.62 % of the total variance. The second exploratory factor analysis (n = 316 registers) confirmed the extraction of the same factors with 64.041 % of the total variance explained by them. Discussion and Conclusion. An individual’s motivations depend not only on economic aspects or the work of higher education institutions but also on subjective elements associated with individual, social and cultural variables. For that reason, the motivation scale developed in our research will enable directors of institutions and universities that offer graduate programs to direct their promotional and advertising efforts to reach a greater number of people considering their expectati ons and needs.

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Postgraduate Research Completion: Student Expectation and Inspiration

Cited by 9 publications

References 4 publications

Developing PG Students’ Learner Autonomy through the PAH-Continuum: A Case Study

Developing PG Students’ Learner Autonomy through the PAH-Continuum: A Case Study

Perceptions of Supervisors and Supervisees about Supervisor Role and Responsibilities in Student Research Work

Development and Validation of a Scale to Measure the Motivation to Pursue a Graduate Course

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