Recognising difference: Providing for postgraduate students

Humphrey, Robin; McCarthy, Peter

doi:10.1080/03075079912331379955

Cited by 20 publications

(21 citation statements)

References 5 publications

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“…Many graduate students are mature and/or distance learners with needs different to those of residential and undergraduate students (Humphrey and McCarthey, 1999). Part-time students struggle to cope with their simultaneous academic and professional workloads and experienced a lack of support and understanding from their supervisors, inflexible program organization and structures, and a feeling of isolation (Lessing and Lessing, 2004;Mackinnon, 2004).…”

Section: General Overview Of Postgraduate Research Studiesmentioning

confidence: 99%

“…Among the professional factors are; misinformed or inadequately prepared supervisor or a supervisor whose research interests are different from those of the student. Humphrey and McCarthey (1999) explained that many graduate students are mature and/or distance learners with needs different to those of residential and undergraduate students. Salmon (1992) suggests that students need substantial help in achieving an appropriate orientation for the final oral examination.…”

Section: Postgraduate Research Needsmentioning

confidence: 99%

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Improving the Development of Postgraduates’ Research and Supervision

Ismail¹,

Abiddin²,

Hassan³

2011

IES

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Research and supervision have become a vital process in the successful of postgraduate studies. Building an academic career path after Higher National Degree or Bachelor Degree needs intensive training and preparation. This culminates in writing of thesis or dissertation. In this process, the supervisor is designated to facilitate the student's research development based on good resources offered by the institution. At this stage, one of the most common complaints from research students concerns infrequent or erratic contact with supervisors, who may be too busy with administrative or teaching responsibilities, have too many students or be away from the university too often. The main objective of this paper is to expose what are postgraduate students' problems in research and supervision. The paper's thrust will be to highlight the importance of supervisory contribution to graduate study and to propose the best practice of supervisory inputs. Developing skills towards an effective supervision needs to be tackled in various ways. Effective supervision is essential to guide postgraduate students during their progress in postgraduate study.

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Section: General Overview Of Postgraduate Research Studiesmentioning

confidence: 99%

Section: Postgraduate Research Needsmentioning

confidence: 99%

Improving the Development of Postgraduates’ Research and Supervision

Ismail¹,

Abiddin²,

Hassan³

2011

IES

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“…Importantly, recognition of this difference needs to be reflected in the provision for postgraduate students (Humphrey and McCarthy 1999).…”

Section: Introductionmentioning

confidence: 99%

Mind the gap: developing the roles, expectations and boundaries in the doctoral supervisor–supervisee relationship

Parker‐Jenkins

2016

Studies in Higher Education

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Do we really need boundaries between doctoral supervisor and supervisee when we are talking about mature learners? Drawing on reflection from my extensive experience, I believe it is critical to maintain this divide. There is an increase in doctoral students, proliferation of doctoral programmes globally and practices which vary from context to context. A shared concern, however, is the engagement between the supervisor and the supervisee which can be mutually unsatisfactory. Why is this relationship often so problematic for both parties? What kind of relationship is most appropriate and beneficial? To what extent does this academic engagement need rethinking? These questions are explored with reference to roles, expectations and boundaries and the underlying principles of good practice.

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“…In Humphery and McCarthy's questionnaire study, the heterogeneity of the postgraduate student body emerged and they argued that university social and academic provision should reflect this [10]. This echoes McCormack's claims discussed in the previous section where students revealed a variety of aims and understandings and these stood in contrast to the specific and sometimes unvarying aims of the institution.…”

Section: Postgraduate Student Identitymentioning

confidence: 57%