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There are many factors that determine the success of research students in doing their postgraduate programs. Of these are the supervisors and effective supervision. The aim of this paper is to identify the attributes of supervisors and examine elements of effective supervision from the graduate research students’ perspective. In addition, the study...
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... the 132 students enrolled for Masters and PhD degrees in 2010, 100 respondents answered the questionnaires and 63 were usable for analysis giving a response rate of 63 percent. Table 2 presents the results on the demographic profiles of the respondents participated in this survey. 52% of the survey samples were female and the rest were male. ...
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... Supervision during dissertation/thesis writing may be referred to as a persistent-ending action that is associated with instructions, guidance, mentorship, critical inquiries and professional advices given to the supervisee so as to polish the work and meet required academic standards (Lee, 2019). It demands two parties (supervisor and supervisee) to establish common bases that would initiate supervisory relationship and sustain it through integration of appointments, events and professional inputs (Tahir et al., 2012). The established supervisory relationship is also expected to last long depending on either level of the programme or time limit set for the dissertation/thesis writing-it usually takes three to six years for PhD programmes and six months to 2 years for Masters programmes. ...
Dissertation and thesis writing is one among the scholarly pursuits that involves a number of writing skills and considerations that are used to report a research work and organize it in chapters based on the authorized research guidelines. This paper has shown how dissertation/thesis chapters, citations, references, and preliminaries i.e. declaration, certification, dedication, acknowledgement, copyright, abstract, table of contents, list of tables, list of figures, and acronyms and abbreviations should be appropriately written. It has also shown how supervision and certain ethical and professional issues should be considered for professional guidance, mastery of the topic and competence building among supervisees. Therefore, based on such descriptions, it is concluded that the writers of dissertations or theses should ensure that contents and contexts of the work are in logic, correctly cited, referenced and formatted based on institutional and APA research guidelines. They should also make sure they get in touch with their supervisors for professional guidance that cultivates writing and communication skills, mastery of the topic and professional competence. They should furthermore make sure they adhere to certain ethical and professional issues before, during and after writing the dissertations/theses.
... On the same line of thoughts, Denicolo (2004), in his study, examined supervisees' favourable traits in a supervisor and found out that they prefer supervisors who are knowledgeable, encouraging, dependable and informative. Ghani et al. (2012) through their study suggest that supervisees select supervisors who exhibit qualities such as friendliness, approachability, flexibility and resourcefulness. Abiddin and West's (2007a) empirical study about the traits of an effective supervisor underscores the importance of supervisors embodying qualities like active engagement, competence and knowledge. ...
... Moreover, studies carried out by researchers as Denicolo (2004), Ghani et al. (2012), Abiddin and West's (2007a) and Burns et al. (2016) dealt with the characteristics that supervisees look for in their supervisors but lacked clear guidelines on how to evaluate a supervisor before selection. Ellison and Dedrick (2008), Eyangu et al. (2014), Tahir et al. (2012), Akparep et al. (2017) and Ali et al. (2019), Latona and Browne (2001), Shariff et al. (2014), Ndayambaje (2018), Kimani (2014) explored effective supervision which results in the completion of research works from students' perspective only, they did not compare supervisees' and supervisors' points of view. ...
... Ellison and Dedrick (2008), Eyangu et al. (2014), Tahir et al. (2012), Akparep et al. (2017) and Ali et al. (2019), Latona and Browne (2001), Shariff et al. (2014), Ndayambaje (2018), Kimani (2014) explored effective supervision which results in the completion of research works from students' perspective only, they did not compare supervisees' and supervisors' points of view. Furthermore, only a few researchers such as Denicolo (2004), Abiddin (2007b) and Ghani et al. (2012) dealt with the topic under investigation at PhD level in different departments, however; preferences of supervisees regarding their supervisors at PhD level differ from preferences of supervisees at Master level. This variation stems from the demands; developmental stages of each level and experience in undertaking research, i.e., Master supervisees are first time researchers who need a broader range of characteristics from supervisors compared to their PhD counterparts. ...
The Supervision process requires both supervisors and supervisees to perceive supervisors’ qualities as a determining criterion in the selection of supervisors. In order to investigate supervisors’ characteristics valued by supervisees and their effect on the supervision process in the English department at the University of Tiaret, two questionnaires were handed to 40 Master 2 Didactic students and 10 teachers selected through purposive sampling The data generated were subject to quantitative and qualitative analysis. The findings revealed that supervisees appreciate supportive, flexible, responsive, available and knowledgeable supervisors. Results also suggested that directive, demanding, unresponsive and inaccessible supervisors are not appreciated. Further, it was found that lack of clear guidelines on how to choose a good supervisor, lack of awareness of the roles of supervisors and supervisees and obliviousness of supervisors’ contribution to supervisees’ overall development were the principal reasons causing challenges in finding a suitable supervisor. The findings also showed that supervisors’ selected characteristics enhance supervision by creating an inclusive and productive environment that reaches intended outcomes efficiently. Considering these results, the following pedagogical implications are offered. The study argues for organizing seminars to inform (future) supervisees of characteristics of good supervisors and how to choose a suitable one, cultivating a positive relationship between supervisors and supervisees by clarifying the roles of each, scheduling meetings between supervisors and supervisees to create a code of conduct for working together on long terms, regulating guidelines for supervisor selection and tailoring supervisory programs that prioritize the characteristics identified in this research.
... Hence, the consequential rapport combines the professional with personal anticipations and becomes one of the critical factors in determining the experiences derived from supervising and being supervised. Thus, the relationship and expectations of both parties form the focal point of research supervision (Ghani 2020;Tahir et al. 2012). In many studies, supervisors play several technical roles in facilitating students' progress, including instructing, mentoring, advising, coaching, teaching, and counselling (Roberts and Watson 2016). ...
Academic supervision is essential for developing students’ careers and educational advancement. The systematic review approach was chosen for the methodology of this study. It has been observed in the literature that there are positive and negative experiences between supervisees and their supervisors. This led to the research gap in the study, which stated that supervisors and their supervisees are inadequately prepared for their roles. The study addressed these gaps through a systematic review of the article sub-topics. The conceptual model was adopted for this article, and it articulates how supervisors can exhibit their dispositional qualities. Additionally, this article recommends enhancing creative and innovative research to intensify a sense of autonomy and periodically updating research instructions on actualising the vision and mission statements of Higher Educational Institutions (HEIs). The study further recommends that training initiatives for supervisors should be encouraged in HEIs through academic research groups, among others.
... Not only availability, but the supervisor must also be accessible and approachable (M-4.44). The finding of this study is in accordance with the study conducted by Naim and Dhanapal (2017) and Tahir et al. (2012) that stated supervisors are approachable. It will be easy for the students to see them if the students have problems. ...
... The finding is in accordance with Lessing's (2011) study where 72% of the respondents of the study claim that the supervisor-supervisee relationships should only be professional, and no personal relationship involved. Respondents in Tahir et al.'s (2012) study also declare that the most important element is that an effective supervisor should establish good and professional relationships with the student. A clear professional boundary must be maintained (Sidhu et al., 2014). ...
Supervision is very important in teaching and learning process in higher education. Both the lecturer (supervisor) and student (supervisee) must know about supervisory process for the supervisory process to be smooth. This study is conducted with the aim to explore undergraduate engineering students' views on (1) supervisory process, (2) role of supervisors, and (3) factors that affect supervisory process. A total of 246 undergraduate engineering students, who are supervisees for Final Year Project (FYP) respond to an online survey. The survey has 4 main sections; Demographic Profile, Students' Perceptions of the Supervisory Process, Students' Perceptions of the Role of the Supervisors, and Factors that Affect a Supervisory Process. The responses were analysed using SPSS 26, which are frequency and mean. It was found that students depend on their supervisor for guidance to complete FYP. However, the students also want to make their own decision relating to theoretical framework, methodology, design, and title for FYP. The findings in this study contribute to the body of knowledge on supervision as the findings can assist supervisors to understand more on the students' perceptions towards supervisory process. When the supervisory process is smooth, the students will be more motivated and perform better.
... Since student supervision and degree completion are very closely linked (Rensburg & Mayers, 2016) the research supervision process should be the most conducive aspect of postgraduate training (Namubiru-Ssentamu & Bakibinga-Sajjabi, 2020;Bachwayo et al., 2017;Ghani et al., 2012). According to Ghani et al. (2012), supervision should be a friendly, approachable and flexible phenomenon, and the supervisor should be a resourceful expert. ...
... Since student supervision and degree completion are very closely linked (Rensburg & Mayers, 2016) the research supervision process should be the most conducive aspect of postgraduate training (Namubiru-Ssentamu & Bakibinga-Sajjabi, 2020;Bachwayo et al., 2017;Ghani et al., 2012). According to Ghani et al. (2012), supervision should be a friendly, approachable and flexible phenomenon, and the supervisor should be a resourceful expert. Similar studies place research supervision at the forefront in postgraduate training (Mbogo & Wambua, 2020;Abiddin & Ismail, 2011). ...
Research supervision is key, yet it has been faulted for delayed completion of postgraduate studies, particularly at Master's degree and PhD levels in Uganda. This study sought to establish the strategies for effective research supervision, especially during the COVID-19 lockdown. The study was guided by the phenomenological research design using a qualitative approach. Structured questionnaire was administered to 105 supervisors, while in-depth interviews were conducted with 3 deans/directors and 15 academic department heads. Field data was supplemented with a review of relevant documents. Data were analysed using the thematic analysis THE UGANDA HIGHER EDUCATION REVIEW technique. Findings revealed that the sampled universities used various supervision strategies including online research supervision, corroborative supervision, coordination, workshops to (re)tool supervisors and students; and motivation and administrative follow-ups to track students' and supervisors' progress to enhance students' completion of postgraduate research. The study recommends that universities design and incorporate online research supervision policies and guidelines in graduate training policies and ensure that they are operationalised. Furthermore, universities should provide a robust virtual infrastructure to enable online supervision. In addition to team supervision, continuous (re)tooling of students and supervisors, establishment of research coordination offices and progress tracks, the adoption of flipped supervision in which supervision approaches, spaces, and student and supervisor roles are varied should be considered. Universities could also consider developing courses on the pedagogy of postgraduate supervision in which research coordinators, supervisors and students receive training in the identified strategies and other strategies to improve postgraduate completion rates. Areas for further study have also been recommended.
... Since student supervision and degree completion are very closely linked (Rensburg & Mayers, 2016) the research supervision process should be the most conducive aspect of postgraduate training (Namubiru-Ssentamu & Bakibinga-Sajjabi, 2020;Bachwayo et al., 2017;Ghani et al., 2012). According to Ghani et al. (2012), supervision should be a friendly, approachable and flexible phenomenon, and the supervisor should be a resourceful expert. ...
... Since student supervision and degree completion are very closely linked (Rensburg & Mayers, 2016) the research supervision process should be the most conducive aspect of postgraduate training (Namubiru-Ssentamu & Bakibinga-Sajjabi, 2020;Bachwayo et al., 2017;Ghani et al., 2012). According to Ghani et al. (2012), supervision should be a friendly, approachable and flexible phenomenon, and the supervisor should be a resourceful expert. Similar studies place research supervision at the forefront in postgraduate training (Mbogo & Wambua, 2020;Abiddin & Ismail, 2011). ...
Research supervision is key, yet it has been faulted for delayed completion of postgraduate studies, particularly at Master’s degree and PhD levels in Uganda. This study sought to establish the strategies for effective research supervision, especially during the COVID-19 lockdown. The study was guided by the phenomenological research design using a qualitative approach. Structured questionnaire was administered to 105 supervisors, while in-depth interviews were conducted with 3 deans/directors and 15 academic department heads. Field data was supplemented with a review of relevant documents. Data were analysed using the thematic analysis technique. Findings revealed that the sampled universities used various supervision strategies including online research supervision, corroborative supervision, coordination, workshops to (re)tool supervisors and students; and motivation and administrative follow-ups to track students’ and supervisors’ progress to enhance students’ completion of postgraduate research. The study recommends that universities design and incorporate online research supervision policies and guidelines in graduate training policies and ensure that they are operationalised. Furthermore, universities should provide a robust virtual infrastructure to enable online supervision. In addition to team supervision, continuous (re)tooling of students and supervisors, establishment of research coordination offices and progress tracks, the adoption of flipped supervision in which supervision approaches, spaces, and student and supervisor roles are varied should be considered. Universities could also consider developing courses on the pedagogy of postgraduate supervision in which research coordinators, supervisors and students receive training in the identified strategies and other strategies to improve postgraduate completion rates. Areas for further study have also been recommended.
... That project supervisors are motivated when their supervisees complete their research project within the stipulated time. Tahir, Ghani, Atek and Manaf (2012) investigated "effective supervision from research students' perspective" with the findings that the three most important attributes of supervisors are: supervisors should be friendly, approachable and flexible; knowledgeable and resourceful; and encourage students to work and plan independently. In addition, the results indicate that effective supervision means that supervisors are able to establish good and professional relationships with students; give support and guidance; and provide continuous motivation and inspiration. ...
... This is because they would be compelled by the standardized university research ethical system to do things the right way. These are similar to findings of other studies that students need considerable encouragement and motivation to have interest in research writing and not see it as an unattainable task (Tichaona & Onias, 2011), motivational factors positively impact students' research writing capacity and time management but inhibiting factors do not (Akinbola, Ekpudu, Ojeaga & Akinbola, 2018), supervisors should be approachable, resourceful, provide continuous motivation, inspiration and encourage students' independent work (Tahir, Ghani, Atek & Manaf, 2012) and inability to cooperate with supervisors, individual differences, supervision styles, and not letting students write projects in their own area of interest do affect students negatively (Chabaya, Chiome & Chabaya, 2009). ...
Science education students’ expectation on research project supervision and attitude to its writing in Nigerian universities was studied using a descriptive survey. The study was guided by two research questions. A sample of 9,200 project students was randomly drawn and used for the study. Project Writing Expectation and AttitudeQuestionnaire (PWEAQ) with a Cronbach alpha reliability value of 0.76 was used for data collection. Mean and percentage were used for data analysis. The study identified 17 students’ expectations on project supervision (76%positive + 24% negative). It was also found that students’ attitudes to project writing due to unfulfilled positive expectations were 39% positive and 61% negative. Meanwhile, students’ attitudes to project writing due to unfulfilled negative expectations were 80% positive and 20% negative. Thus, it was recommended that students should develop positive rather than negative expectations; while supervisors’/university authorities should meet students’ positive rather than negative expectations to ensure research project ethics.
... Empirically, Mapolisa and Mafa (2011) and Ucha (2020) found that predictive expectancy affects project supervision performance, yet supervisors need help supervisee cope with independent research project writing phobia. Findings of other studies were that supervisors' approachability, resourcefulness, inspiration and motivational attitudes positively impact students' research writing capacity and time management but inhibiting factors do not (Tahir, Ghani, Atek & Manaf, 2012;Akinbola, Ekpudu, Ojeaga & Akinbola, 2018). Also, Ali, Watson and Dhingra (2016) established that both project supervisees and supervisors jointly work towards ensuring effective project supervision and writing. ...
... Not only that but also, the 22% negative attitudes to project supervision due to unfulfilled negative expectations affirms that majority of the supervisors are maintaining the standard, only a few are corrupting the system. These are related to findings of other studies that supervisors' approachability, resourcefulness, inspiration and motivational attitudes positively impact students' research writing capacity and time management but inhibiting factors do not (Tahir, Ghani, Atek & Manaf, 2012;Akinbola, Ekpudu, Ojeaga & Akinbola, 2018). Therefore, both project supervisees and supervisors work towards ensuring effective project supervision and writing (Ali, Watson & Dhingra 2016). ...
Science education supervisors' expectation on research project writing and attitude to its supervision in Nigerian universities was studied using a descriptive survey. The study was guided by two research questions. A sample of 247 Science Education project supervisors was randomly drawn from 15 universities and used for the study. Data were collected using Project Supervision Expectation and Attitude Questionnaire (PSEAQ). PSEAQ was face, construct and content validated and pilot-tested by a split-half method with a Cronbach alpha reliability value of 0.86. Mean and percentage were used for data analysis. The findings of the study identified 25 supervisors' expectations on research project writing of which 80% were positive while 20% were negative. Besides, supervisors' attitudes to project supervision due to unfulfilled positive expectations were 44% positive and high 56% negative. Meanwhile, supervisors' attitudes to project supervision due to unfulfilled negative expectations were 78% positive and 22% negative. Based on the findings it was recommended among others that supervisors should exhibit positive rather than unethical expectations, and the university authority should ensure that supervisors' positive rather than unethical attitudes are allowed.
... Doctorate student's motivation will ensure that the study becomes easy to manage and the rapport is good. This is supported by Ghani et al. (2012) who observe that supervisors oversee the student's research and provides advisory roles only. ...
... It is, therefore, incumbent upon the universities' departments and schools to organise for activities which bring together supervisors and doctorate students to bond. Furthermore, doctorate students should be given a chance to choose both their topic of study and the supervisor who will guide them in the study based on their expertise and ability to work together (Ghani et al., 2012). While agreeing with this, Dinham and Scott (1999) observe that supervisor-supervisee relationship can be exciting or troublesome. ...
Completing a doctorate degree on time is a multifaceted progression, influenced by many interplaying variables. This paper sought to establish how institutional doctorate supervision practices influence completion rates of doctorate programmes from selected public universities in Kenyan. The student-supervisor collaboration is a critical ingredient in doctorate programme studies. This is because when something goes wrong with either in course of their interaction, the ramification is experienced in the period studies take. The purpose of this study was to examine the impact of student-supervisor interaction in doctorate degree programme from selected public universities in Kenya. The Involvement Theory and the Social Support theory were to reveal the reasons for low enrolment and completion rates of doctorates in selected Kenyan public universities. The mixed methods research design were utilised in the current study. Information was obtained from four purposively sampled universities using questionnaires, documentary analysis and interview schedules. Qualitative data was coded and then thematically analysed guided by the study objectives while quantitative data was analysed using percentages and graphs. The findings of the study would be useful for the university managements in understanding the student-supervisor relationship in doctorate programme studies. Furthermore, would also provide information to interested researchers in related topics in graduate studies. The findings of this research will be resourceful to university policy makers, administrators and lecturers to improve on institutional policy framework which could be used to enhance doctorate degree enrolment and completion in Kenyan public universities.
... Russell-Pinson & Harris, 2019). Supervision is identified as the most important element for success in doctoral education (Ali et al., 2016;Cornér et al., 2017) and a good relationship between student and supervisor is crucial (Bair & Haworth, 2005;Mohd Tahir et al., 2012;Murphy et al., 2007;Shariff et al., 2014). The purpose of supervision is to guide and support students in the process of doctoral research (Sambrook et al., 2008) by giving technical and emotional support (Easterby-Smith et al., 2002). ...
This research provides an in-depth study of the lived experience of German managers who undertake part-time doctoral study at a British University. The Doctor of Business Administration (DBA), as a professional doctorate with its initial structured taught phase, is the subject of investigation. It is of particular interest to German business professionals as the national education system does not provide opportunities to undertake part-time doctoral study, especially in such a format. The focus of this study is managers’ experienced stress and the coping strategies applied as part-time DBA students, within their context and through the perspectives of other lifeworlds. Previous research on the doctoral experience has not focused on the DBA and, specifically, its related stress, or by applying interpretative phenomenological analysis (IPA).
A case-by-case and across cases analysis is used to provide a holistic understanding of managers’ lived experience in their context. Four student cases were explored over 8 to 10 months through several interviews, with the students, their supervisors, their partners, and their work colleagues. The analysis generated six superordinate themes: Learning and challenging identity, balancing: negotiation and adaption, managing emotional fluctuations, relying on significant others, motivating and persisting and moving forward.
Van Manen’s (1990) four existentials – (temporality, spatiality, corporeality and relationality) as the core structure of lived experience – provide a theoretical basis to illustrate the relationships and dynamics of those themes in a holistic conceptual framework of DBA students’ lived experience. Central in this framework is students’ research development as embodied practice, challenged by destabilising forces (experienced as stress) primarily arising from issues within temporality and relationality. In response, students seek control in the form of maintaining balance by negotiation and adaption, managing emotional fluctuations, and seeking support from significant others. Development happens in a cyclic fashion, where a maturation process appears to be characterised by passing a threshold while experiencing pain.
Core findings reveal most stressors arise from the discrepancy between an individual’s mindset as a manager and the academic thinking and rigour required of a DBA. Being a ‘student’ in a novice role creates uncertainty and destabilises self-confidence and thus a manager’s identity. This illustrates that students’ research development requires learning and identity work. The findings illuminate the barrier between practitioner and academic thinking that DBA students need to overcome and emphasize the need for consideration in programme conception and acknowledgement by educators, supervisors, and prospective students of the individual’s process of development.
