Strengthening Student-Supervisor Relationships: An Examination of Postgraduate Students' Perspectives on Supervisory Supports

Theophilus Adedokun; Funsho Oyetunde-Joshua

doi:10.17977/um025v8i22024p95

Strengthening Student-Supervisor Relationships: An Examination of Postgraduate Students' Perspectives on Supervisory Supports

Theophilus Adedokun, Funsho Oyetunde-Joshua

Abstract

This study examined the role of supervisors in supporting postgraduate students from the students’ perspective. Through interviews with postgraduate students at two universities, the research aimed to understand how students perceive and experience guidance from their supervisors. The factors examined included meeting frequency, feedback, and guidance received by students from supervisors. The analysis identified strengths in supervisory support in these areas, as well as areas needing improvement. Results indicated quality feedback and regular communication had the greatest positive impact. However, many students desired more hands-on help with methodology and writing. The study recommends supervisor training programs focused on writing guidance and supervision skills. By implementing such programs, universities can enable supervisors to provide optimal student support, thereby improving experiences and outcomes. This research provides key insights into strengthening student-supervisor relationships

Keywords

supervision; guidance; postgraduate students; writing; postgraduate journey; feedback

Full Text:

PDF

References

Amparbeng, D. B., & Pillay, Y. (2021). A conceptual framework for incorporating mentoring in the clinical supervision of international counseling students. International Journal for the Advancement of Counselling, 43(4), 553-568. https://doi.org/10.1007/s10447-021-09448-8

Armstrong, S. J. (2004). The impact of supervisors' cognitive styles on the quality of research supervision in management education. British Journal of Educational Psychology, 74(4), 599-616. https://doi.org/10.1348/0007099042376436

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191-215. https://doi.org/10.1037/0033-295x.84.2.191

Bradbury, J. (2023). Promises, pyramids and prisms: Reimagining postgraduate funding. South African Journal of Higher Education, 37(6), 153-174. https://doi.org/10.20853/37-6-6022

Cheng, M. W., & Leung, M. L. (2022). “I’m not the only victim…” student perceptions of exploitative supervision relation in doctoral degree. Higher Education, 84(3), 523-540. https://doi.org/10.1007/s10734-021-00786-5

Cross, M. (2021). Supervising Doctoral Students in South African Higher Education: Pedagogy, Context and Agency. In Transformative Curricula, Pedagogies and Epistemologies (pp. 168-193). Netherlands: Brill. https://doi.org/10.1163/9789004468443_010

Darley, W. K. (2021). Doctoral education in business and management in Africa: Challenges and imperatives in policies and strategies. The International Journal of Management Education, 19(2), 100504. https://doi.org/10.1016/j.ijme.2021.100504

Deem, R., & Barnes, S. (2023). An analysis of doctoral supervision as pedagogic practice in social science and the role of social research methods in supervision. In Handbook of Teaching and Learning Social Research Methods (pp. 351-365). Massachusetts: Edward Elgar Publishing. https://doi.org/10.4337/9781800884274.00034

Grace, S., & O'Neil, R. (2014). Better Prepared, Better Placement: An Online Resource for Health Students. Asia-Pacific Journal of Cooperative Education, 15(4), 291-304. https://eric.ed.gov/?id=EJ1113558

Gurr, G. M. (2001). Negotiating the" Rackety Bridge"—a dynamic model for aligning supervisory style with research student development. Higher Education Research & Development, 20(1), 81-92. https://doi.org/10.1080/07924360120043882

Han, Y., & Xu, Y. (2021). Unpacking the Emotional Dimension of Doctoral Supervision: Supervisors' Emotions and Emotion Regulation Strategies. Frontiers in Psychology, 12, 2478. https://doi.org/10.3389/fpsyg.2021.651859

Ilgen, J. S., de Bruin, A. B., Teunissen, P. W., Sherbino, J., & Regehr, G. (2021). Supported independence: the role of supervision to help trainees manage uncertainty. Academic Medicine, 96(11S), S81-S86. https://doi.org/10.1097/ACM.0000000000004308

Ings, W. (2022). Supervising Art and Design Students Who Integrate Mental Health Experiences with Autobiographical Research. International Journal of Art & Design Education, 41(2), 227-241. https://doi.org/10.1111/jade.12410

Ismail, A., Hamid, H., Ahmad Sidiki, A. F. S., Samad, N. A., & Harun, H. (2017). Assessment and validation of effective supervision among technical and engineering students in Malaysian technical institutions. Advanced Science Letters, 23(2), 814-818. https://doi.org/10.1166/asl.2017.7488

Ives, G., & Rowley, G. (2005). Supervisor selection or allocation and continuity of supervision: Ph. D. students’ progress and outcomes. Studies in higher education, 30(5), 535-555. https://doi.org/10.1080/03075070500249161

Jalilifar, A. (2012). Academic attribution: Citation analysis in master's theses and research articles in applied linguistics. International Journal of Applied Linguistics, 22(1), 23-41. https://doi.org/10.1111/j.1473-4192.2011.00291.x

Jeyaraj, J. J. (2020). Academic Writing Needs of Postgraduate Research Students in Malaysia. Malaysian Journal of Learning and Instruction, 17(2), 1-23. https://eric.ed.gov/?id=EJ1272188

Kiley, M. (2011). Developments in research supervisor training: causes and responses. Studies in Higher Education, 36(5), 585-599. https://doi.org/10.1080/03075079.2011.594595

Knutelsky, R. (2022). Leading K-12 Learning: The Role of Mentorship Experiences in Instructional Supervisory Professional Development (Doctoral dissertation, Saint Peter's University). https://www.proquest.com/openview/d11e08546392b741ad93360c34577ec4/1?pq-origsite=gscholar&cbl=18750&diss=y

Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267–281. https://doi.org/10.1080/03075070802049202

Lee, A. (2018). How can we develop supervisors for the modern doctorate?. Studies in Higher Education, 43(5), 878-890. https://doi.org/10.1080/03075079.2018.1438116

Lee, K. L., & Low, G. T. (2008). Bases of Power and Subordinates' Satisfaction with Supervision--The Contingent Effect of Educational Orientation. International Education Studies, 1(2), 3-13. https://eric.ed.gov/?id=EJ1058021

Li, W., & Gong, Y. (2022). Agency in the nexus of identity and social network: Understanding the second language socialization experiences of international students in China. Journal of Language, Identity & Education, 1-19. https://doi.org/10.1080/15348458.2022.2092484

Lidyasari, A. T. (2014). Developing PGSD students character through experience learning theory. Procedia-Social and Behavioral Sciences, 123, 189-195. https://doi.org/10.1016/j.sbspro.2014.01.1414

Lim, W. K. (2018). Intercultural doctoral supervision: Barriers and enablers in international PhD students' cultural adaptation and academic identity formation in an Australian university (Doctoral thesis, UNSW Sydney). https://doi.org/10.26190/unsworks/21428

Lin, L., & Cranton, P. (2005). From scholarship student to responsible scholar: a transformative process. Teaching in Higher Education, 10(4), 447-459. https://doi.org/10.1080/13562510500239026

Lu, B. (2022). Challenging Policy Barriers to Doctoral Supervision: Qualifying as a Supervisor and Recruiting Students in Chinese Research Universities. In Doctoral Education as If People Matter (pp. 43-57). Brill. https://doi.org/10.1163/9789004529304_004

Lumadi, M. W. (2008). The pedagogy of postgraduate research supervision and its complexities. College Teaching Methods & Styles Journal (CTMS), 4(11), 25-32. https://doi.org/10.19030/ctms.v4i11.5577

Ma, D., Zhu, X., Dong, Y., He, M., Meng, X., Zhao, Y., ... & Sun, J. (2022). ‘It is my turn to raise her’-Decision-making regarding physical restraint in home care in China: A descriptive qualitative study. International Journal of Nursing Studies, 134, 1-8. https://doi.org/10.1016/j.ijnurstu.2022.104315

Mainhard, T., van der Rijst, R., van Tartwijk, J., & Wubbels, T. (2009). A model for the supervisor–doctoral student relationship. Higher Education, 58(3), 359-373. https://doi.org/10.1007/s10734-009-9199-8

Masuku, V. Z. (2021). Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course. Teacher Education and Curriculum Studies, 6(4), 143-150. https://doi.org/10.11648/j.tecs.20210604.16

McCallin, A., & Nayar, S. (2012). Postgraduate research supervision: A critical review of current practice. Teaching in Higher Education, 17(1), 63-74. https://doi.org/10.1080/13562517.2011.590979

Orellana, M. L., Darder, A., Pérez, A., & Salinas, J. (2016). Improving doctoral success by matching PhD students with supervisors. International Journal of Doctoral Studies, 11, 87-103. https://doi.org/10.28945/3404

Pizzolato, D., & Dierickx, K. (2023). Research integrity supervision practices and institutional support: a qualitative study. Journal of Academic Ethics, 21(3), 427-448. https://doi.org/10.1007/s10805-022-09468-y

Sambrook, S., Stewart, J., & Roberts, C. (2008). Doctoral supervision... a view from above, below and the middle!. Journal of Further and Higher Education, 32(1), 71-84. https://doi.org/10.1080/03098770701781473

Sidhu, G. K., Kaur, S., Choo, L. P., Fook, C. Y., Fong, L. L., & Jeffry, N. A. (2017). Students’ Perspectives on Postgraduate Supervisory Practices. Advanced Science Letters, 23(4), 3229-3232. https://doi.org/10.1016/j.sbspro.2013.07.074

Singh, M., & Kaur, M. (2023). Supervisors’ written feedback on EFL graduate students’ theses: Survey-sourced empirical evidence of best practices. TLC Journal, 7(1), 58-69. https://doi.org/10.22363/2521-442X-2023-7-1-58-69

Todd, M. J., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11(2), 161-173. https://doi.org/10.1080/13562510500527693

Todd, T. C., & Storm, C. L. (2014). The complete systemic supervisor: Context, philosophy, and pragmatics. UK: John Wiley & Sons.

Toncich, D. (2022). Key Factors in Postgraduate Research Supervision A Guide for Supervisors. New York: Rivers Publishers. https://doi.org/10.1201/9781003338741

Van Wyk, N. C., Coetzee, I. M., Havenga, Y., & Heyns, T. (2016). Appreciation of the research supervisory relationship by postgraduate nursing students. International Nursing Review, 63(1), 26-32. https://doi.org/10.1111/inr.12202

Wadesango, N., & Machingambi, S. (2011). Post graduate students’ experiences with research supervisors. Journal of Sociology and Social Anthropology, 2(1), 31-37. https://doi.org/10.1080/09766634.2011.11885545

Wallaert, K. A. (2022). If These Ivory Tower Walls Could Talk: Examining the Experiences of Ph. D. Students in Education. Doctoral Dissertation, Georgia State University. https://doi.org/10.57709/26712833

Yaghi, A., & Bates, R. (2020). The role of supervisor and peer support in training transfer in institutions of higher education. International Journal of Training and Development, 24(2), 89-104. https://doi.org/10.1111/ijtd.12173

Zhao, F. (2003). Transforming quality in research supervision: A knowledge-management approach. Quality in Higher Education, 9(2), 187-197. https://doi.org/10.1080/13538320308149

DOI: http://dx.doi.org/10.17977/um025v8i22024p95