phd supervision
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Author(s):  
Britt Borregaard ◽  
Angela Massouh ◽  
Jeroen Hendriks ◽  
Ian Jones ◽  
Geraldine Lee ◽  
...  
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Organization ◽  
2021 ◽  
Vol 28 (5) ◽  
pp. 857-875
Author(s):  
Matthew Scobie ◽  
Bill Lee ◽  
Stewart Smyth

In this study, we explore a student-supervisor relationship and the development of relational and reflexive research identities as joint actions towards decolonizing management knowledge and practice. We frame a specific case of PhD supervision through he awa whiria the braided rivers metaphor, which emerges from Māori traditions. This metaphor recognizes a plurality of knowledge streams that can start from different sources, converge, braid and depart again, from the mountains to the sea. In this metaphor, each stream maintains its own autonomy and authority, but knowledge is created at an interface in partnership. We use this framing metaphor to illustrate the tensions between co-creating knowledge with an Indigenous community that a research student has kinship ties with and feels a strong affinity to, and navigating the institutional requirements for a PhD within a UK university. We surface two contributions that open up future possibilities for supervision, research and practice. The first is the use of the metaphor to frame the student-supervisor partnership and strategies for decolonizing management knowledge more broadly. The second is the requirement for relational and reflexive research identities in decolonizing management knowledge.


2021 ◽  
Vol 11 (2Pt2) ◽  
pp. 508-520
Author(s):  
Hasan Tutar ◽  
Mehmet Altınöz ◽  
Sevilay Güler

This study aims to examine the opinions of PhD students who are in their dissertation-writing stage, on their supervisors' "core competency", "technical competency" and "managerial competency". Designed as a case study, it employs a qualitative research methodology. The sample of the study consists of 15 PhD students determined by using the criterion sampling method, which is one of the purposive sampling methods. The data were collected through a semi-structured interview form. The obtained data were analyzed through content analysis. The findings revealed that some of the PhD students found their supervisors inadequate in terms of technical, managerial and core competencies while some of them had positive opinions on the competencies of their supervisors. PhD students learn about how supervising processes work and compare themselves to their peers by communicating with each other directly and through social media. The study is original and important since it makes a significant contribution to revealing the effectiveness of PhD supervision.


2021 ◽  
Vol 20 (1) ◽  
pp. 1-4
Author(s):  
Pramod R Regmi ◽  
Amudha Poobalan ◽  
Padam Simkhada ◽  
Edwin Van Teijlingen

Roles of PhD supervisors are diverse, ranging from providing in-depth discipline-specific Public Health knowledge and technical (e.g., methodological) support to the students, encouraging them towards publications or conference presentations, offering pastoral support for student wellbeing, and finally preparing them to defend their thesis by conducting a mock viva. Effective supervision plays a vital role in a PhD journey reflecting on the quality of the PhD work, positive PhD experience, and supervisor-student relationship. While some student-supervisors team may encounter conflicting and challenging relationships, many relationships between PhD supervisor(s) and students progress into mentorship through joint publications and grant applications, career advice, and support establishing wider collaborative networks. Drawing from the wider experiences of the authors, this article highlights the responsibilities, opportunities, and sometimes the challenging nature of being a PhD supervisor. This reflection will inform good practices for PhD supervisors in countries including Nepal, where the numbers of PhD students in the field of Public Health is steadily increasing.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marco Seeber ◽  
Hugo Horta

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.


MedEdPublish ◽  
2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Anna-Clara Spetz Holm ◽  
Per-Anders Forstorp ◽  
Mats Hammar

10.28945/4870 ◽  
2021 ◽  
Vol 16 ◽  
pp. 657-688
Author(s):  
Carolin Kreber ◽  
Cyril Wealer ◽  
Heather A Kanuka

Aim/Purpose: The study seeks to establish the potential role that policy and disciplinary contexts of doctoral education play in supervisors’ subjective understandings of PhD supervision. It also intends to show how research into the different ways in which supervision may be understood can help supervisors become more effective in their practice and additionally help institutions design more effective professional development opportunities for supervisors. Background: Previous research has highlighted the linkages between quality PhD supervision and positive student outcomes; nonetheless, why supervisors do what they do remains poorly understood. A few studies with small samples sought to better understand supervisors’ views on supervision and also identified qualitatively different ways of understanding supervision. The present study with a larger sample builds on and extends this work by looking specifically at the concrete intentions by which supervisors engage, in particular supervisory activities they consider important, differentiating the findings by policy context and discipline. Methodology: Participants included full-time faculty members with extensive PhD supervision experience from UK and Canadian institutions, thirty from each country with ten each from History, Biology, and Engineering. The study was comparative in that a data set generated in a previous study of the same design the researchers carried out with thirty supervisors from the UK (Kreber & Wealer, 2021) was drawn upon and compared to the new Canadian data set. The study was primarily qualitative and relied on two rounds of face-to-face interviews with each participant. In the introductory phase supervisors in each sample identified their views on the purposes of PhD study in their field and the goals of their supervision, and in the main research phase they articulated the concrete intentions by which they engage in supervisory activities with particular students. Data from both phases were subjected to inductive thematic analysis, facilitated by NVivo and Excel software respectively. The thematic analysis of statements of intent, the main data source, revealed six qualitatively different understandings of supervision, in each sample, which then were further examined for differences across policy contexts and disciplines. Contribution: Policy context did not appear to make a difference in the self-reported intentions by which supervisors engage in distinct supervisory activities. Six qualitatively different ways of understanding PhD supervision emerged from a thematic analysis of intentions within each of the samples: ‘Enculturation’, ‘Functional’, ‘Emancipation’, ‘Critical Thinking’, ‘Care/relationship building’ and ‘Preparation for career/life’. Given that the first five ways of understanding doctoral supervision were also identified by Lee (2008), the study enhances confidence that supervisors tend to understand supervision in terms of this limited range of qualitatively different ways. The six concepts also allow us to identify, describe, and better understand supervisors’ personal conceptions of their supervision practice (which concepts feature strongly and which are in the background), which is helpful for encouraging supervisors to reflect on why they do what they do in their supervision practice. Findings: ‘Enculturation’ and ‘Functional’ appeared as the dominant concepts for supervisors, in relation to the supervisory activities they had identified, with the other four concepts being addressed less frequently in their statements of intent. When intentions were articulated, not in relation to specific activities but as underlying their supervision practice more generally, supervisors tend to espouse objectives that emphasize core academic values, rather than the ‘functional’ perspective. The comparative design employed pointed to more commonalities than variations across the two policy contexts and three disciplines. Identifying statements of intent and sorting them into qualitatively different understandings or ‘concepts’ of supervision allowed us to describe the personal and multidimensional conceptions of supervision held by individual supervisors and observe their idiosyncratic nature. Recommendations for Practitioners: Academic development professionals in universities charged with providing professional development on supervision are encouraged to make use of both the method employed in this study and its findings to encourage supervisors to become aware of the assumptions underpinning their supervision activities and to develop alternative conceptions and approaches to supervision that may be better suited to meet students’ needs. Recommendation for Researchers: The findings call for a deeper investigation into the reasons for observed small variations in intentions behind supervisory practices, beyond a focus on the particular disciplines and national contexts considered in this study. Impact on Society: Supervisors who are reflective practitioners and able to adapt their practices to the needs of particular students are likely to provide more effective supervision, which contributes to the completion of high-quality doctoral research and, by extension, to countries’ economic, social and cultural development. Future Research: New directions for research include a focus on development or changes in conceptions of supervision over time as well as on the linkages between conceptions of supervision, effective supervision practice, and positive student outcomes. We also strongly recommend that attention be paid to the concrete practical value of research on doctoral studies and encourage the pursuit of actionable and engaged scholarship on doctoral studies and supervision.


2020 ◽  
Vol 52 (5) ◽  
pp. 100874 ◽  
Author(s):  
Amrinder Khosa ◽  
Steven Burch ◽  
Esin Ozdil ◽  
Carla Wilkin
Keyword(s):  

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