Understanding Policies Intended to Guide Graduate Research Supervision

2020 ◽  
pp. 38-48
Author(s):  
Erik Blair ◽  
Danielle Watson
Keyword(s):  
Research Supervision ◽  
Graduate Research

Supervision of Predoctoral Graduate Research

1994 ◽  
Vol 22 (1) ◽  
pp. 147-161 ◽  
Author(s):  
Lisa Tsoi Hoshmand
Keyword(s):  
Counseling Students ◽  
Learning By Doing ◽  
Research Supervision ◽  
Graduate Research ◽  
Clinical Thinking ◽  
Oriented Approach

A practice-oriented approach to research supervision is described, which emphasizes the application of clinical thinking and practice-oriented methods to inquiry and involves a process of learning by doing. The research interests, orientation, and learning response of the students who have experienced this research practicum are reported. It is concluded that a research practicum of this nature can engage the interest of those counseling students who are practice oriented and prepare them for a contributing role in research relevant to practice.

Academic Rigor or Academic Rigor Mortis? Supervising Dissertations Is Serious Business

2016 ◽  
Vol 28 (1) ◽  
pp. 35-37
Author(s):  
Robin Redmon Wright
Keyword(s):  
Adult Education ◽  
Graduate Students ◽  
Significant Influence ◽  
Holistic Approach ◽  
Careful Analysis ◽  
Academic Rigor ◽  
Rigor Mortis ◽  
Research Supervision ◽  
Graduate Research ◽  
Immigration Debate

This reflection considers the importance of and responsibility to graduate research supervision through an examination of a published dissertation that has had significant influence on the country’s current immigration debate. The author exhorts both graduate students and adult education faculty to insist on clearly stated theoretical and philosophical underpinnings, rigorous methodology, careful analysis, and a holistic approach in dissertation research.

scholarly journals Research mentoring: Suggestions and encouragement from a reflection exercise

2014 ◽  
Vol 28 (2) ◽  
pp. 168-172 ◽  
Author(s):  
Kenneth J. Young
Keyword(s):  
Best Practices ◽  
Advanced Degrees ◽  
Research Supervision ◽  
History Of Research ◽  
Research Mentoring ◽  
Graduate Research ◽  
Research Mentorship ◽  
History Of ◽  
Postgraduate Research ◽  
Basic Ideas

Supervisors direct people, but mentors are valued and trusted advisors. Recently, the author took a course in supervising postgraduate research, which included surveying the literature as well as discussions with colleagues who have various levels of experience in research supervision. Through this exercise, some basic ideas for best practices in research mentoring became clear, particularly for those in professions without a strong history of research and therefore lacking in trained research supervisors. The concept of mentoring, rather than just supervision, gained focus. Three main categories can be identified within the realm of research mentorship: choose your candidate wisely, be diligent, and be nurturing. The purpose of this commentary is to identify methods of supervision of graduate research degree (masters/doctorate level) candidates that may enhance the process, as well as improve the chances of completion, and to encourage academics to learn the techniques of high-quality supervision with a goal of becoming mentors. Additionally, it is hoped that this commentary may encourage students and colleagues without advanced degrees to consider pursuing them; this, in turn would likely lead to more opportunities for supervision, as well as help to create links with other academic and clinical institutions.

scholarly journals The quest for effective interdisciplinary graduate supervision: A critical narrative analysis

2014 ◽  
Vol 44 (2) ◽  
pp. 85-104
Author(s):  
Kathryn M Hibbert ◽  
Lorelei Lingard ◽  
Meredith Vanstone ◽  
Elizabeth Anne Kinsella ◽  
Pam McKenzie ◽  
...  
Keyword(s):  
Narrative Analysis ◽  
Research Training ◽  
Supervisory Relationships ◽  
Doctoral Research ◽  
Research Supervision ◽  
Graduate Research ◽  
Creative Solutions ◽  
Knowledge Cultures ◽  
Relational Factors ◽  
Supervisory Practices

Interdisciplinarity is a pervasive trend in 21st-century knowledge building and innovation. It is predicated on the recognition that creative solutions to the world’s increasingly complex problems require the intersection of diverse expertise. Little scholarly attention has been directed towards how the new interdisciplinary (ID) model is influencing the processes and outcomes of graduate research training. In a qualitative study informed by critical narrative analysis and conducted at one institution, we investigate the epistemological, structural, and relational factors that shape ID doctoral research supervision, explore how differing knowledge cultures and values are negotiated in supervisory practices, and consider how established structures and discourses influence the processes and outcomes of these supervisory relationships.  

Perceived organizational support, graduate research supervision and research completion rate

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Seperia Bwadene Wanyama ◽  
Samuel Eyamu
Keyword(s):  
Literature Review ◽  
Social Exchange ◽  
Organizational Support ◽  
Perceived Organizational Support ◽  
Research Work ◽  
Completion Rate ◽  
Exchange Relationship ◽  
Content Type ◽  
Research Supervision ◽  
Graduate Research

PurposeThis paper aims at examining graduate research supervisors' perceptions of organizational and job supervisors' support and their influence on research completion rate. While research supervision has been mainly examined from pedagogical perspectives, little emphasis has been placed on the human resource management (HRM) activity for academics. This review paper draws from organizational support and social exchange theories (SET) to examine the influence of perceived organizational support (POS) and perceived supervisor support (PSS) in research supervision work.Design/methodology/approachThe paper is a narrative literature review of identified relevant readings on organizational support and social exchange, research supervisors' perceived support and their implications for research.FindingsResearch supervisors examine their perceptions of administrative, professional, financial and socio-emotional support from their universities and job supervisors. They in turn feel obligated to reciprocate, for example, through commitment, engagement and performance, towards meeting their goals with the organization, the job supervisor and the student.Research limitations/implicationsThe study relied on a literature review; hence, the findings may not reflect actual expressions of research supervisors' perceptions.Practical implicationsThe paper shows the application of organizational support and social exchange theories in academic work. It emphasizes the importance of support, perception and reciprocation through an exchange relationship. The research support framework is a guide to managing the relationships among the parties involved in research work.Originality/valueThe paper considers research supervisors as key human resources (HRs) that espouse supportive HRM practices from both the organization and the job supervisor. This is unlike most studies that have employed only pedagogical approaches in explaining research. It further develops a research supervision support framework.

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