The quality culture in doctoral education: Establishing the critical role of the doctoral supervisor

Friedrich-Nel, Hesta; Kinnon, Joyce Mac

doi:10.1080/14703297.2017.1371059

Cited by 20 publications

(21 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The growing concern for quality student-supervisor relationships (Katz, 2018;Orellana et al, 2016;Roberts et al, 2019), and their significant impact on the quality of supervision and overall students' satisfaction (Davis, 2019;Friedrich-Nel & Mac Kinnon, 2019;Helfer & Drew, 2019;Hunter & Devine, 2016;Mantai, 2019;Roach et al, 2019), has put the student-supervisor relationship at the center of the supervisory process (McCallin & Nayar, 2012, p.5), leading to the development of a number of models of supervision (a brief discussion of the most popular models can be found in Lee (2010) and Benmore (2016)). Such models are commonly developed based on traditional master-apprentice pedagogy that considers the supervisor (the master) as an expert in the subject and methodology, and the student as an apprentice who learns from their guru.…”

Section: Supervision Models: the Missing Role Of Expectationsmentioning

confidence: 99%

“…One expectation that has been relatively well aligned between students and supervisors, is the importance of having regular supervisory meetings (Bitzer, 2010;Hunter & Devine, 2016;Roach et al, 2019). The need for constructive feedback is another important aspect of supervision that is agreed upon by students and supervisors (Ali et al, 2016;Friedrich-Nel & Mac Kinnon, 2019;Memon et al, 2014;Roach et al, 2019;Sambrook et al, 2008). The inability to provide high quality feedback to students has been identified as one of the main sources of student-supervisor conflicts and students' dissatisfaction (Adrian- Taylor et al, 2007;Chireshe, 2012;Stracke & Kumar, 2020).…”

Section: Identifying Expectations In Supervision Relationshipsmentioning

confidence: 99%

See 1 more Smart Citation

Alignment of Doctoral Student and Supervisor Expectations in Malaysia

Collins

Saadi

2021

IJDS

View full text Add to dashboard Cite

Aim/Purpose: This paper compares doctoral student and supervisor expectations of their respective roles and responsibilities in doctoral research supervision relationships in Malaysia. It identifies the areas, and the extent to which expectations align or differ. Background: Incongruence of expectations between doctoral students and their supervisor has been cited as a major contributor to slow completion times and high attrition rates for doctoral students. While researchers urge the need for explicit discussion of expectations, in practice doctoral students and supervisors rarely make their expectations explicit to each other, and few researchers have examined the areas of alignment or misalignment of expectations in depth. Methodology: Semi-structured interviews were held with fifteen doctoral students and twelve supervisors from two research-intensive universities in Malaysia. An inductive thematic analysis of data was conducted. Contribution: This paper provides the first in-depth direct comparison of student-supervisor expectations in Malaysia. A hierarchical model of student-supervisor expectations is presented. Findings: Expectations vary in the degree of congruence, and the degree to which they are clarified by students and supervisors across four different areas: academic practice, academic outcomes, skills and personal attributes, personal relationships. A hierarchical model is proposed to describe the extent to which both students and supervisors are able to clarify their mutual expectations arising throughout the doctoral student-supervisor relationship. Recommendations for Practitioners: Institutions should support discussions with both doctoral students and supervisors of expectations of their student-supervisor interactions, and encourage them to be more proactive in exploring their mutual expectations. Recommendation for Researchers: Data is recommended to be collected from students who have recently completed their studies, given the observation that some student participants were uncomfortable speaking about their supervisors while still in the student-supervisor relationship. Impact on Society: Opening opportunities for discussions of expectations by students and supervisors, supported and encouraged by the institutions within which they work, can help set the scene for positive and productive relationships. Future Research: Findings indicate there is need to examine in depth the impact of gender, and the competing pressures to publish and graduate on time, as they relate to the student-supervisor relationships and experience.

show abstract

Section: Supervision Models: the Missing Role Of Expectationsmentioning

confidence: 99%

Section: Identifying Expectations In Supervision Relationshipsmentioning

confidence: 99%

Alignment of Doctoral Student and Supervisor Expectations in Malaysia

Collins

Saadi

2021

IJDS

View full text Add to dashboard Cite

show abstract

“…One of the key strategies is supervisor development (see Baptista & Huet, 2012), which can be done through supervisor training or workshops (Manderson et al, 2017). Moreover, due to the fact that quality supervision is, in part, influenced by the calibre of doctoral students (Bøgelund, 2015;Friedrich-Nel & Mac Kinnon, 2019); assessing students' basic competencies e.g. knowledge-base, creativity, effective communication, positive attitude (Ophey & van Adrichem, 2016) or professional goals of a doctoral applicant (Young, 2014) may be helpful.…”

Section: Introductionmentioning

confidence: 99%

Effective supervision of doctoral students in public and population health in Africa: CARTA supervisors’ experiences, challenges and perceived opportunities

Igumbor

Bosire

Karimi

et al. 2020

Global Public Health

View full text Add to dashboard Cite

“…Advisors of ECRs play a critical role in fostering their development in both direct and indirect ways [ 38 , 39 ]. This is the case regardless of the type of research the ECR is involved in, i.e., independent of if the project is disciplinary, interdisciplinary or transdisciplinary.…”

Section: Helping Ecrs Navigate Their Futurementioning

confidence: 99%

Training the next generation of plastics pollution researchers: tools, skills and career perspectives in an interdisciplinary and transdisciplinary field

Mitrano,

Bigalke,

Booth

et al. 2023

Micropl.&Nanopl.

View full text Add to dashboard Cite

Plastics pollution research attracts scientists from diverse disciplines. Many Early Career Researchers (ECRs) are drawn to this field to investigate and subsequently mitigate the negative impacts of plastics. Solving the multi-faceted plastic problem will always require breakthroughs across all levels of science disciplinarity, which supports interdisciplinary discoveries and underpins transdisciplinary solutions. In this context, ECRs have the opportunity to work across scientific discipline boundaries and connect with different stakeholders, including industry, policymakers and the public. To fully realize their potential, ECRs need to develop strong communication and project management skills to be able to effectively interface with academic peers and non-academic stakeholders. At the end of their formal education, many ECRs will choose to leave academia and pursue a career in private industry, government, research institutes or non-governmental organizations (NGOs). Here we give perspectives on how ECRs can develop the skills to tackle the challenges and opportunities of this transdisciplinary research field and how these skills can be transferred to different working sectors. We also explore how advisors can support an ECRs’ growth through inclusive leadership and coaching. We further consider the roles each party may play in developing ECRs into mature scientists by helping them build a strong foundation, while also critically assessing problems in an interdisciplinary and transdisciplinary context. We hope these concepts can be useful in fostering the development of the next generation of plastics pollution researchers so they can address this global challenge more effectively. Graphical Abstract

show abstract

The quality culture in doctoral education: Establishing the critical role of the doctoral supervisor

Cited by 20 publications

References 3 publications

Alignment of Doctoral Student and Supervisor Expectations in Malaysia

Alignment of Doctoral Student and Supervisor Expectations in Malaysia

Effective supervision of doctoral students in public and population health in Africa: CARTA supervisors’ experiences, challenges and perceived opportunities

Training the next generation of plastics pollution researchers: tools, skills and career perspectives in an interdisciplinary and transdisciplinary field

Contact Info

Product

Resources

About