Students’ perceptions of a ‘quality’ advisory relationship

Halbert, Kelsey

doi:10.1080/13538322.2015.1049439

Cited by 18 publications

(8 citation statements)

References 14 publications

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“…Research on the factors affecting successful and timely completions has revealed that institutional factors, financial and emotional support, and students' situational factors and intrinsic characteristics influence thesis completion (Lindsay, 2015). Additionally, a special emphasis has been given to the research supervisory relationship with many studies establishing evidence for its paramount importance (e.g., Halbert 2015, Green 2005, Lee 2008 with some scholars urging caution around the risk of supervisors being considered the "distant masters with sole responsibility for 'quality' outcomes" (Bastalich, 2017(Bastalich, p.1146.…”

Section: Introductionmentioning

confidence: 99%

“…Although the supervisor-supervisee relationship cannot be considered as the main source of learning, it is undoubtedly the medium through which effective supervision becomes possible and learning occurs (Roach, Christensen, and Rieger, 2019). Notably, it has been found (Halbert 2015) that students perceive supervision to be of high quality when supervisors are available, approachable, responsive, and supportive.…”

Section: Introductionmentioning

confidence: 99%

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‘Towards an effective supervisory relationship in research degree supervision: insights from attachment theory’

Andriopoulou

Prowse

2020

Teaching in Higher Education

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While the interpersonal nature of the supervisory relationship in research degree supervision has been recognised and different models of supervisory styles have been developed, the research supervision literature has yet to acknowledge the relational individual differences and the relational dynamics that are at play within the supervisor-supervisee relationship. This paper draws on literature from the higher education, clinical supervision, and leadership fields and utilises attachment theory as a conceptual framework in an attempt to shed some light on the attachment process and dynamics of the research supervisory relationship. The review of the evidence presented here clearly indicates the usefulness and applicability of attachment theory in the research supervision practice. This paper makes a contribution to the higher education and research supervision literature by offering new directions for research and by providing practical guidelines for the training of postgraduate research supervisors.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

‘Towards an effective supervisory relationship in research degree supervision: insights from attachment theory’

Andriopoulou

Prowse

2020

Teaching in Higher Education

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“…Further research, such as Sokhulu's 2020 study entitled "Students' experiences of using digital technologies to address their personal research needs during the COVID-19 lockdown", is necessary to complement the current study. Additional follow-up studies looking at how students perceived the impact of the pandemic on the way/frequency they were supervised during their doctoral studies would be useful to provide a more balanced picture of the phenomenon and impact research output (Halbert, 2015).…”

Section: Study Limitationsmentioning

confidence: 99%

The need for revision of selected aspects of online Master's and doctoral student supervision

Ferreira–Meyers

2022

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Since the onset of the COVID-19 pandemic, higher education institutions have been concerned about their Master and doctoral students, in particular how and when they would be able to continue and complete their research activities and dissertations. Scholars have noted the potential deterioration in the quality of research projects for a variety of reasons (transformation and/ or abandoning of approved research methods, anxiety-related lowered performance rates, altered modes of supervision and delays in completion times). In this article, I discuss the findings of a small-scale study, undertaken in July 2020, on whether there has been a significant change in the supervision of Master's and doctoral students in Africa due to the outbreak and impact of the COVID-19 pandemic. I used a Google Form online survey to obtain participants' opinion on the frequency of interactions between supervisors and supervisees, the medium of interaction as well as the Master's and doctoral candidates' general progress. The study participants were all instructors in higher education who supervise Master and PhD students. There has been a change in frequency and means of supervision, that there is more reliance on videoconferencing tools and interaction "at a distance". However, the data cannot conclusively confirm that there has been a significant transformation in the way students are supervised because many study participants indicated their wish to return to the way things were done pre-pandemic. Nevertheless, there will probably be more reliance on social media, email and other online tools such as Zoom and Skype post-pandemic. In the words of the study participants, "online supervision is developing" and "the pandemic has also given us more tools of engagement, which is good".

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“…In a similar vein, Ph.D. students' satisfaction of the personal and professional relationship with their supervisors may also be affected by their preferred ways of learning. This is consistent with qualitative findings that relate Ph.D. students' notions of a “good supervisor” to their own thinking styles (Halbert, 2015).…”

Section: Student Relationship With the Supervisor And The Factors Affecting Its Qualitymentioning

confidence: 99%

No road is long with good company. What factors affect Ph.D. student’s satisfaction with their supervisor?

Seeber

Horta

2021

HEED

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PurposeHow frequently may be advisable for a supervisor to meet a PhD student? Are PhD students more satisfied if supervised by someone of the same gender, nationality or with common research interests? Thus far, we lack quantitative evidence regarding similar crucial aspects of managing PhD supervision. The goal of this study is hence to investigate what factors affect Ph.D. students' satisfaction about the professional and personal relationships with their supervisors.Design/methodology/approachWe focus on the characteristics of the interactions between the student and the supervisor, controlling for other important factors, namely, the supervisor's and student's traits, and the characteristics of the context. We employ survey responses from 971 Ph.D. students at two public, research-oriented and internationally renowned universities in Hong Kong and South Korea.FindingsThe results show the importance of meeting the supervisor at least once per week. Students are more satisfied of the relationship with their supervisor when they have similar research interests, whereas a key finding is that similarity in terms of gender or nationality does not matter. We also found remarkable differences between disciplines in the level of satisfaction (up to 30%), and that students are more satisfied when the supervisor is strongly involved in international research, whereas satisfaction is negatively affected by the number of Ph.D. students supervised.Originality/valueThe article's findings suggest that students are not more satisfied of their relationship with their supervisors when they have the same gender or nationality, whereas it is other traits of their interaction, such as the frequency of meetings and the similarity of research interest, which matter.

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Students’ perceptions of a ‘quality’ advisory relationship

Cited by 18 publications

References 14 publications

‘Towards an effective supervisory relationship in research degree supervision: insights from attachment theory’

‘Towards an effective supervisory relationship in research degree supervision: insights from attachment theory’

The need for revision of selected aspects of online Master's and doctoral student supervision

No road is long with good company. What factors affect Ph.D. student’s satisfaction with their supervisor?

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