The development of research supervision: “Turning the light on a private space”

Manathunga, Catherine

doi:10.1080/13601440500099977

Cited by 127 publications

(85 citation statements)

References 20 publications

(34 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Various studies have approached the question on how to deal with graduate students from a supervisor perspective (Malfroy, 2005;Manathunga, 2005;McCormack and Pamphilon, 2004). Another approach to this area of concern would be to question the current graduate students themselves, as proposed by Lessing and Schulze (2002), Lin and Cranton (2005) and McAlpine and Norton (2006).…”

Section: General Overview Of Postgraduate Research Studiesmentioning

confidence: 99%

Improving the Development of Postgraduates’ Research and Supervision

Ismail¹,

Abiddin²,

Hassan³

2011

IES

View full text Add to dashboard Cite

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.

show abstract

Section: General Overview Of Postgraduate Research Studiesmentioning

confidence: 99%

Improving the Development of Postgraduates’ Research and Supervision

Ismail¹,

Abiddin²,

Hassan³

2011

IES

View full text Add to dashboard Cite

show abstract

“…The last mentioned draws on the insights of feminism, postcolonialism and postmodernism rejecting the notion that autonomy and rationality should be central characteristics and goals of postgraduate supervision. On the other end of the continuum liberal discourses are perceived as driven by administrative and instrumental logic concerned with quality on a measurable level such as graduation rates (Manathunga, 2005). Maxwell and Smyth (2010) re-conceptualised postgraduate supervision to subsume three interrelated areas namely learning and teaching, student development and producing the outcome (thesis/dissertation) as a social practice.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Quality of Postgraduate Research Supervision and Training: A Mixed-Method Student Perspective

Jonck¹,

Swanepoel²

2016

MJSS

View full text Add to dashboard Cite

show abstract

“…A recent approach consists of analysing the supervisor's role using models deriving from socioconstructivist learning theory (Manathunga, 2005;Austin et al, 2009). In this approach, the supervisor is regarded as an expert who helps doctoral students to develop the range of skills that they will need to become research specialists and future professionals, able to adapt to different situations within their specific area of expertise.…”

Section: Analysing the Supervisor's Role By Asking Doctoral Students mentioning

confidence: 99%

“…According to Pearson and Brew (2002) and Manathunga (2005), the supervisor's role should be addressed from a perspective that encompasses the specific demands of doctoral study. In their opinion, the purpose of a doctoral degree is to train competent researchers who will fit adequately into a working environment.…”

Section: Introductionmentioning

confidence: 99%

The Role of Supervisors in Light of the Experience of Doctoral Students

Bégin

Géarard

2013

Policy Futures in Education

View full text Add to dashboard Cite

Doctoral supervision is one of the primary factors affecting doctoral degree completion and attrition rates. Basing their work on the concept of cognitive apprenticeship, the authors investigated the role that doctoral supervisors should adopt in supporting their students, in light of feedback from the latter. A total of 533 doctoral students completed an online survey, in which they were asked to describe their experience using a metaphor. Although the issue of support is rarely referred to directly in the resulting metaphors, the latter do seem to suggest that supervisors should adopt a coaching role.

show abstract

The development of research supervision: “Turning the light on a private space”

Cited by 127 publications

References 20 publications

Improving the Development of Postgraduates’ Research and Supervision

Improving the Development of Postgraduates’ Research and Supervision

Quality of Postgraduate Research Supervision and Training: A Mixed-Method Student Perspective

The Role of Supervisors in Light of the Experience of Doctoral Students

Contact Info

Product

Resources

About