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1.
Booi Hon Kam 《Higher Education》1997,34(1):81-103
2.
Geoff M. Gurr 《高等教育研究与发展》2001,20(1):81-92
Postgraduate research student supervision is examined with the aim of developing a model of the supervisory relationship to improve practice by encouraging a more proactive role for students. The term "competent autonomy" is defined and argued to be a universal objective of the PhD. A tentative "supervisor/student alignment model" based on the development of this objective is proposed. It draws upon some features of earlier models but stresses the need for a dynamic alignment of supervisory style with the student's degree of development. Operationalised as a tool and tested empirically, it was found to encourage students to periodically reflect on and discuss their needs as competent autonomy is developed. Feedback is presented from a group of PhD students with whom the tool has been used at approximately 6 monthly intervals for up to three years to deliver supervision aligned to their dynamic needs. 相似文献
3.
This paper presents our theorizing about the complex nature of higher degree research supervision. The intent is to make a contribution to the current debates about higher education generally, and supervision of higher degree research students in particular. We add to the pedagogy of supervision by extending its scope to and beyond the supervisory relationship via our tripartite view of supervision. We see supervision as a creative, synergistic relationship interweaving activities concerning (1) the student, (2) knowledge and (3) the research project. From our perspective, the discourse of supervision has been relatively silent on this third element until now. 相似文献
4.
Ingrid Moses 《高等教育研究与发展》1984,3(2):153-165
Supervision of postgraduate students remains an area of concern to university administration, to supervisors, to student unions and the individual research student. Many studies have examined student dissatisfaction with supervision. However, there is also considerable uneasiness among academic staff about the extent of their supervisory role and functions. In a series of workshops in several tertiary institutions problem areas were discussed with supervisors, both experienced and inexperienced; and practices and strategies were explored which facilitate effective supervision. Those provisions for and approaches to supervision which supervisors have found to be effective are presented and discussed as they apply at the institutional, departmental or individual level. 相似文献
5.
John Hockey 《International journal of qualitative studies in education》2013,26(4):481-500
While there is a literature on PhD supervision, little research has been undertaken upon the intricacies of the actual relationship between the PhD student and supervisor. One particular facet of this relationship was examined, namely the strategies supervisors choose to implement when supervising social science students at this level. Two general overarching strategies were found to exist in this context: a relatively unstructured approach, giving students a large degree of intellectual freedom, and a much more structured approach within which close operational control was maintained by the supervisor. The selection and implementation of these two strategies, and associated tactics, were found to be more effective in cases where supervisors were able to balance involvement with their students with a degree of professional detachment. Effective supervision was also found to be correlated with the possession of certain skills, including the ability to foresee the general direction of the student's research, to communicate clearly with the student about the supervisory relationship, and to facilitate that relationship intellectually and emotionally. Such skills were in turn found to hinge upon the possession of particular qualities, such as flexibility and sensitivity. 相似文献
6.
Claire T. McEvoy Ruth F. Hunter Kyle B. Matchett Linda Carey Michelle C. McKinley Karen D. McCloskey 《Journal of Further & Higher Education》2018,42(4):454-466
There is still much to learn about the support required by postgraduate research students, across academic disciplines, to facilitate successful completion of a research degree. The primary aim of this study was to explore postgraduate medical science research students’ perceptions of academic and mentoring support at different stages during their degree programme. A second aim was to explore the feasibility and acceptability of peer mentoring as a strategy to enhance student support in this population. A mixed method study design was used. Students first completed an online questionnaire, which was then supplemented with focus group discussion to explore emergent findings in greater depth. The main results indicated that the nature and quality of academic supervision support have a significant influence on research student training and development. ‘Functional’ and ‘relationship development’ concepts of supervisory styles were highlighted as important aspects to perceived support in this research population. The main facilitators to enhance academic support were effective communication, project planning and timely feedback. There was a high degree of acceptability for a peer mentoring programme as a complementary approach to enhance student support. Peer mentoring psychosocial functions such as friendship, counselling and career guidance were considered potentially beneficial to enhancing student support. Students also discussed peer coaching as central to their learning and research skill development. This work is a useful starting point to explore perceptions of research student support in the target population. Further work is required to develop strategies to enhance student support in academic practice. 相似文献
7.
8.
his study investigates how trainee teachers perceive their supervising teachers’ supervisory competency. Through a questionnaire
that was specifically developed for this study and which contained open-ended questions, student teacher candidates were asked
to comment on their supervising teachers’ competency in preparation for supervision, instructional planning and reflection,
and collegial supervision and effective mentoring. Data for this study was gathered from 690 student teachers who were in
their last year in college pursuing a teaching credential. The results indicated that the student teachers rated their supervising
teachers’ competency in supervision as poor to partially competent. Although there is no significant relation found between
the gender and fulfillment of supervisory duties, the main significant finding was between supervising teachers’ experience
in teaching and completion of the supervisory role. The results showed that the younger or less experienced supervising teachers
demonstrated better supervisory skills. Furthermore, our results indicated that although experience is important, it should
not be the only criterion for selecting supervising teachers for supervisory duty. 相似文献
9.
Jennifer L. Rogers Melissa Luke Dennis D. Gilbride Kristopher M. Goodrich 《Counselor Education & Supervision》2019,58(1):18-32
Among a sample of counseling students, results from hierarchical regression and mediation analyses indicated that attachment anxiety led to an increase in use of cognitive distortions, contributing to increased difficulty with corrective feedback during clinical supervision. Findings implicate a need for awareness of attachment patterns among trainees and the possible utility of cognitively focused supervisory interventions. 相似文献
10.
Supervision of graduate students is a core activity in higher education. Previous research on graduate supervision focuses on individual and relational aspects of the supervisory relationship rather than collective, pedagogical and methodological aspects of the supervision process. In presenting a collective model we have developed for academic supervision of Danish master students, we seek to fill these gaps. The underlying pedagogical rationale for the model is that students’ participation and learning are interconnected. The model provides possibilities for incorporating a progressive and systematic interaction between master students in their individual writing processes. In the article, we investigate the potentials and challenges of the model and draw on analyses of six individual interviews with master students and one focus group interview with five supervisors. Our findings show that students learn core academic competencies in collective academic supervision (CAS), such as the ability to assess theoretical and practical problems in their practice and present them to peers. The analysis reveals that interaction between divergent projects and voices in CAS can be highly productive in academic learning. However, the model also challenges both students and supervisors because both parties are used to a one-to-one supervisory relationship and not prepared for different modes of participation and learning. According to both supervisors and students, the majority of supervisors need better training in the facilitation of collective supervision processes. 相似文献
11.
《Journal of Further & Higher Education》2012,36(1):71-84
Doctoral supervision is a complex process, and a critical success factor is the supervisory relationship. The aim of this article is to share experiences of doctoral supervision from three different perspectives, offering a view from above, below and the middle. The author was inspired by the activities associated with a recent conference. It presents reflections from three researchers at different stages of their research careers. Key themes to emerge were: the problematic transition from being an undergraduate/postgraduate student on a taught programme (a star performer) to a doctoral candidate (novice researcher, and to some extent ‘peer’), with associated issues of developing independence; the potentially problematic aspect of giving and receiving feedback, where genuine constructive critique can often be perceived as being ‘negative’ or ‘positive’ when it could be argued that all feedback is positive in its attempt to improve performance; and the development of relationships from tutor/student to critical friends and beyond, for example into mentoring roles, although again there are issues of (in)dependence. 相似文献
12.
Mehmet Nurullah Akkurt Kok-Mun Ng Jered Kolbert 《International journal for the advancement of counseling》2018,40(4):455-468
International students’ needs and experiences in counseling training and supervision has been an area of interest for several decades; however, there is a lack of research regarding effective approaches for supervising international students. Previous studies concerning the international counseling student population have mainly utilized bivariate analysis, and inconsistent results have been observed among studies examining the same relations, which makes applied implications questionable. More complex analysis to determine the relationships among constructs, which will assist in applied implications, are long needed. Thus, this study was a response to the need to determine if a moderation effect could be observed among key counseling supervision-related variables. The purpose of this study was to investigate whether international counseling supervisees’ perceptions regarding the degree to which the construct of multicultural discussion occurring in their university supervision moderated the relationship among key supervision-related variables, including acculturation, counselor self-efficacy, supervisory working alliance, and role ambiguity in supervision. 相似文献
13.
Shelley A. Riggs Kellye S. Carver Daniel Romero Sandra B. Morissette Jamie Wilson Robyn Campbell James McGuffin 《Journal of College Counseling》2019,22(2):110-124
This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans. 相似文献
14.
The present study investigated beginning kindergarten student teachers' mental models of attachment as a part of their practical knowledge about caregiving. Mental models of attachment (i.e. how students construct their own attachment-related childhood experiences and relationships from their current perspective) were assessed with an Adult Attachment Interview. The participants were 82 female first-year students in the University of Helsinki. Forty-four per cent of the students were classified as dismissive of attachment, 43% as secure/autonomous, and 13% as preoccupied. The study also investigated student teachers' motives for entering kindergarten teacher education, and the possible relationship between students' mental models of attachment and their motives for entering the field. Participants' attachment status was significantly associated with their career preference, and the expression and complexity of their motives. Students with a secure/autonomous mental model of attachment were the most certain students concerning career choice, and they were the most likely to express both child-centred and self-centred motives for entering the education. 相似文献
15.
Evrim Erbilgin 《Teaching Education》2014,25(3):261-293
This article reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The program was planned as a kind of practicum: the cooperating teachers participated in the program while working with a student teacher. The program included activities where the cooperating teachers reflected on their supervisory beliefs and practices in collaboration with each other. The case study method was used, where the case was the designed program. Data analysis indicated some changes in the supervision styles of the participating cooperating teachers toward educative supervision. First, the percent of speech given by the student teachers in the post-lesson conferences increased after the discussion of educative supervision in the program. Secondly, the amount and depth of talks on mathematics pedagogy increased. Thirdly, the cooperating teachers moved away from conveying their feedback directly to the student teachers; they started asking more open-ended questions to have the student teachers reflect on their teaching. 相似文献
16.
Susan R. Hemer 《高等教育研究与发展》2012,31(6):827-839
A great deal of literature in recent years has focused on the supervisory relationship, yet very little has been written about the nature or content of supervisory meetings, beyond commenting on the frequency and length of meetings. Through semi-structured interviews, informal discussions with colleagues and students, a critical review of literature and personal reflection, this paper explores the salience of coffee for postgraduate supervision. This paper locates supervisions over coffee in reference to contemporary debates about the supervisory relationship (models, styles, tasks and dimensions). Using the concept of ‘third places’ and Misztal's theorisation of informality, it is argued that supervision over coffee conveys a particular supervisory relationship to postgraduate students: one that is incompatible with expert-disciple models or styles of supervision. Instead, supervision over coffee is on neutral territory and on a more informal footing. Finally the paper concludes with discussion about finding a balance between formality and informality in supervision and the development of personal and institutional trust. 相似文献
17.
Nicholas Ladany Jessica A. Walker Deborah S. Melincoff 《Counselor Education & Supervision》2001,40(4):263-275
The purpose of this study was to examine the relationship between supervisor perceptions of their supervisory style and elements of the supervision process, including the supervisory working alliance and supervisor self‐disclosure. Data from 137 counselor supervisors demonstrated a significant positive relationship between attractive, interpersonally sensitive, and task‐oriented supervisory styles and the (a) goals, tasks, and bond components of the supervisory working alliance and (b) frequency of supervisor self‐disclosure. Limitations and implications for counselor supervision theory, research, and practice are addressed. 相似文献
18.
《Journal of Teaching in Social Work》2013,33(1-2):49-69
This article reports on a research study of pairs of social work students and their field instructors whor ated their perceptions of each other on various dimensions of placement success, including the quality of the supervisory relationship, the amount learned in the placement, and knowledge and skill levels. The Kolb Learning Styles Inventory was used to measure similarities and differences in student and field instructor learning preferences. The study suggests that assessment of learning styles can assist field instructors and students to appreciate different contributions, to recognize diversity as strength and, ultimately, to enhance the overall quality and success of the learning experience. 相似文献
19.
The number of international Chinese students enrolled in research programmes in Western universities is growing. To provide effective research supervision to these students, it is helpful to understand the similarities and differences in the supervision process between the host country and their home country. We explored which learning outcomes supervisors of master's theses aim for in two cultures, China and the Netherlands, and how they help their students to achieve these learning outcomes. Semi-structured interviews with 10 Chinese and 10 Dutch supervisors revealed, besides a strong resemblance, some clear differences between the two groups. For example, the Chinese supervisors aim to prepare their students for future jobs and use explicit assessment and regulation to monitor student progress, while the Dutch supervisors aim to enhance student well-being and use implicit regulation, emotional support and frequent posing of questions to facilitate student learning. Implications for cross-cultural and international education are provided. 相似文献
20.
This study focused on exploring students’ and supervisors’ perceptions of ethical problems in doctoral supervision in the natural sciences. Fifteen supervisors and doctoral students in one research community in the natural sciences were interviewed about their practices and experiences in the doctoral process and supervision. We explored to what extent doctoral students and supervisors experienced similar or different ethical challenges in the supervisory relationship and analyzed how the experiences of ethical dilemmas in supervision could be understood in light of the structure and practices of natural science research groups. The data were analyzed by theory-driven content analysis. Five ethical principles, namely non-maleficence, beneficence, autonomy, fidelity and justice, were used as a framework for identifying ethical issues. The results show that one major question that appears to underpin many of the emerging ethical issues is that the supervisors and students have different expectations of the supervisory role. The second important observation is that doctoral students primarily described their own experiences, whereas the supervisors described their activities as embedded in a system and elaborated on the causes and consequences at a system level. 相似文献