Postgraduate Research Supervision: An ‘Agreed’ Conceptual View of Good Practice through Derived Metaphors

Grant, Kevin; Hackney, Ray; Edgar, David

doi:10.28945/1952

Cited by 46 publications

(43 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This demonstrates their need for structure and organization in their research process; on the other hand, the need for autonomy does not stand out among their needs. This result is consistent with studies by Holbrook et al (2014) and K. Grant, Hackney, and Edgar (2014) or Woolderink, Putnik, van der Boom, and Klabbers (2015).…”

Section: Figure 4 Perceptions and Expectations Of Supervision Accordsupporting

confidence: 93%

“…This reveals that in the search for student autonomy as a researcher, supervisors recognize the student's needs, but the attitudes that as supervisors can help their students to develop independence of criteria and to progress from dependence to competent autonomy, are favored, as suggested by Gurr (2001) and Lee (2007). Students' needs must be met, but at the same time it is essential for supervisors to take responsibility for the development of research competencies in the student, as suggested by K. Grant et al (2014). This explains why, even though a supervisor may identify with the prevailing style of supervision, that is, indirect intervention in the search for student autonomy, in practice they adopt various styles during the process, which may depend on the needs of the student (Mainhard et al, 2009) as well as on the stage of research and the particular circumstances of the student (Bøgelund, 2015;Gatfield, 2005;Kandiko & Kinchin, 2010), aspects also evidenced during the interviews.…”

Section: Figure 4 Perceptions and Expectations Of Supervision Accordmentioning

confidence: 99%

See 1 more Smart Citation

Improving Doctoral Success by Matching PhD Students with Supervisors

Orellana

Darder

Pérez

et al. 2016

IJDS

View full text Add to dashboard Cite

A key aspect of the effective supervision of PhD research is the supervisor-student relationship. This interaction is affected by the characteristics and needs of students and institutional conditions, as well as the skills, attitudes, and roles of supervisors and their supervisory styles. When supervision is carried out at a distance, it entails an additional challenge, mainly concerning interaction. The purpose of this study is to improve the research process, supervision, and design of virtual environments in order to support this supervision. The study identifies the supervisory relationships that affect doctoral research conducted at a distance from the student's academic institution. It also describes how students and their supervisors perceived the characteristics of supervision and the skills and attitudes students perceived in and expected from their supervisors. For data collection, semistructured interviews were used. The results indicate important differences between supervisors' perceptions concerning their own role and students' needs regarding supervision, and they demonstrate the importance of attending to student needs and, on the part of supervisors, exercising responsibility in the development of research competencies in students, as is the case of independence of criteria and autonomy.

show abstract

Section: Figure 4 Perceptions and Expectations Of Supervision Accordsupporting

confidence: 93%

Section: Figure 4 Perceptions and Expectations Of Supervision Accordmentioning

confidence: 99%

Improving Doctoral Success by Matching PhD Students with Supervisors

Orellana

Darder

Pérez

et al. 2016

IJDS

View full text Add to dashboard Cite

show abstract

“…Deuchar, 2008;Franke & Arvidsson, 2011;Gatfield, 2005;Grant, Hackney, & Edgar, 2014;Lee, 2008;Vilkinas, 2008) and developed questionnaires in order to assess the quality of supervision in various dimensions (e.g. Bell-Ellison & Dedrick, 2008;Berk, Berg, Mortimer, Walton-Moss, & Yeo, 2005;Mainhard, van der Rijst, Tartwijk, & Wubbels, 2009;Rose, 2003;Schlosser & Kahn, 2007).…”

Section: Supervisor Supportmentioning

confidence: 99%

Doctoral Supervision in the Light of the Three Types of Support Promoted in Self-Determination Theory

Devos

Linden

Boudrenghien

et al. 2015

IJDS

View full text Add to dashboard Cite

The purpose of the present study was twofold. First, we used the three types of support depicted in Self-Determination Theory (SDT) (structure, involvement and autonomy support) to examine supervision practices in the doctoral context. Conversely, we used this material to discuss the theory and suggest new developments to it. To this end, we conducted semi-structured interviews with 21 former PhD students (8 completers and 13 non-completers). The data were analyzed using deductive content analysis. The first aim led us to illustrate how supervisors offer structure, involvement, and autonomy support to the doctoral students, and to support the relevance of this theoretical framework in this particular context. The second aim led us to provide three avenues for reflection on SDT. First, a set of practices belongs both to structure and involvement and are therefore at risk of being overlooked in research. Second, there is a thin line between structure and control (and between autonomy support and chaos) and intentions to offer the first may easily turn into providing the second in practice. Finally, we developed the hypothesis that a necessary condition for supervisors to be able to offer positive support to their doctoral students is to consider them as trustworthy.

show abstract

“…Esses cinco trabalhos já foram citados na introdução deste artigo, sendo que, dentre eles, o texto de Jones (2013) não fazia parte do nosso corpus. As outras quatro publicações com revisões de literatura apresentadas (COSTA; SOUSA; SILVA, 2014; GRANT; HACKNEY; EDGAR, 2014;MCCALLIN;NAYAR, 2012;VANSTONE et al, 2013) Aversa e Bianchetti (2014). Nele, vários temas sobre as orientações de doutorado são explorados, como as transformações no sistema de pós-graduação, a relação entre orientador-orientando, a pedagogia da orientação e os modelos de orientação em função dos perfis de doutorandos, das demandas por internacionalização e da orientação coletiva.…”

Section: Resultados E Discussõesunclassified

Formação do orientador de pesquisas acadêmicas: um estudo bibliográfico nacional e internacional

Massi

Giordan

2017

RBPG

View full text Add to dashboard Cite

ResumoEste trabalho objetiva mapear quantitativamente e identificar temáticas associadas à formação do orientador, por meio de um amplo levantamento bibliográfico nacional e internacional. Apesar da centralidade do orientador para o desenvolvimento de pesquisas, sua formação é vista como espontânea e individual, permanecendo à margem de ações e investigações na universidade. Identificamos 237 pesquisas nacionais e internacionais sobre o tema, que nos permitiram construir dez categorias temáticas. Os resultados apontam uma grande disparidade quantitativa e temática entre esses contextos, indicando, portanto, a urgência de discussões nacionais sobre ética, produtividade, inserção profissional de pós-graduandos, pedagogia da orientação e adoção de modelos alternativos de orientação.Palavras-chave: Formação do Orientador. Levantamento Bibliográfico. Pesquisa Acadêmica. AbstractThis paper aims to map quantitatively and identify themes related to the supervisor education through a wide national and international literature review. Despite the centrality of the advisor to the development of research, their education is 2 Massi e Giordan / Formação do orientador de pesquisas acadêmicas: um estudo bibliográfico nacional e internacional RBPG, Brasília, v. 14, 2017 | Estudos considered spontaneous and individual, remaining on the fringe of actions and investigations in the university. We identified 237 national and international papers on the subject that allowed us to set up ten thematic categories. The results point to a great quantitative and thematic difference between these contexts, thus indicating the need of national discussions on ethics, productivity, professional insertion of graduate students, pedagogy of orientation, and adoption of alternative models of orientation.Keywords: Supervisor Training. Bibliographic Survey. Academic Research. ResumenEste estudio tuvo como objetivo trazar cuantitativamente e identificar temáticas asociadas con la formación del orientador de investigaciones científicas a través de una amplia revisión de literatura nacional e internacional. A pesar de la centralidad del orientador en el desarrollo de investigaciones, se considera su formación espontánea e individual, estando al margen de las acciones y estudios en la universidad. Se han identificado 237 investigaciones nacionales e internacionales sobre la materia que nos ha permitido construir diez categorías temáticas. Los resultados muestran una gran disparidad cuantitativa y temática en estos contextos, lo que indica la urgencia de debate nacional sobre la ética, la productividad, la inserción profesional de los estudiantes postgraduados, la enseñanza de la orientación y la adopción de modelos alternativos de orientación.Palabras clave: Formación del Orientador. Revisión de Literatura. Investigación Académica.

show abstract

Postgraduate Research Supervision: An ‘Agreed’ Conceptual View of Good Practice through Derived Metaphors

Cited by 46 publications

References 20 publications

Improving Doctoral Success by Matching PhD Students with Supervisors

Improving Doctoral Success by Matching PhD Students with Supervisors

Doctoral Supervision in the Light of the Three Types of Support Promoted in Self-Determination Theory

Formação do orientador de pesquisas acadêmicas: um estudo bibliográfico nacional e internacional

Contact Info

Product

Resources

About