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Relevant bibliographies by topics / Supervisor-student relationship

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Academic literature on the topic 'Supervisor-student relationship'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Supervisor-student relationship"

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Ali, Parveen, Roger Watson, and Katie Dhingra. "Postgraduate Research Students’ and their Supervisors’ Attitudes towards Supervision." International Journal of Doctoral Studies 11 (2016): 227–41. http://dx.doi.org/10.28945/3541.

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There is a need for research exploring postgraduate research students’ expectations from research supervisors, the characteristics of effective student-supervisor relationships, and the opinions of students and supervisors about research supervision. We also need instruments to explore the student-supervisor relationship. The present study investigated postgraduate research students’ and research supervisors’ views about postgraduate research supervision and the student supervisor relationship. It also reports on factor analysis conducted to identify the underlying dimensions in their views ab

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Seibold, Carmel, Susan White, and Sonia Reisenhofer. "The supervisor-student relationship in developing methodology." Nurse Researcher 14, no. 4 (2007): 39–52. http://dx.doi.org/10.7748/nr2007.07.14.4.39.c6042.

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Chabon, Shelly S., Sue T. Hale, and David J. Wark. "Triangulated Ethics: The Patient-Student-Supervisor Relationship." ASHA Leader 13, no. 2 (2008): 26–27. http://dx.doi.org/10.1044/leader.ftr6.13022008.26.

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Mainhard, Tim, Roeland van der Rijst, Jan van Tartwijk, and Theo Wubbels. "A model for the supervisor–doctoral student relationship." Higher Education 58, no. 3 (2009): 359–73. http://dx.doi.org/10.1007/s10734-009-9199-8.

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Baydarova, Irina, Heidi E Collins, and Ismail Ait Saadi. "Alignment of Doctoral Student and Supervisor Expectations in Malaysia." International Journal of Doctoral Studies 16 (2021): 001–29. http://dx.doi.org/10.28945/4682.

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Aim/Purpose: This paper compares doctoral student and supervisor expectations of their respective roles and responsibilities in doctoral research supervision relationships in Malaysia. It identifies the areas, and the extent to which expectations align or differ. Background: Incongruence of expectations between doctoral students and their supervisor has been cited as a major contributor to slow completion times and high attrition rates for doctoral students. While researchers urge the need for explicit discussion of expectations, in practice doctoral students and supervisors rarely make their

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Gill, Paul, and Philip Burnard. "The student-supervisor relationship in the phD/Doctoral process." British Journal of Nursing 17, no. 10 (2008): 668–71. http://dx.doi.org/10.12968/bjon.2008.17.10.29484.

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Pratt, Dee, and Beth Peat. "Vanishing Point - or Meeting in the Middle? Student/Supervisor Transformation in a Self-Study Thesis." International Journal for Transformative Research 1, no. 1 (2014): 1–24. http://dx.doi.org/10.2478/ijtr-2014-0001.

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Abstract This account explores the divergent perspectives of supervisor and student interacting in self-study research, showing how both participants were transformed by the experience. Although both supervisor and student had faced similar problems as mature students engaging in doctoral study, and both possessed strong convictions about their chosen paths, their focus was very different. The student, being visually creative, was investigating the value of integrated arts as a transformational learning medium; the supervisor, from a linguistics background, was focused on exploring the nature

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Cassidy, Corey Herd. "The Relationship Between Perceived Supervisory Roles, Working Alliances, and Students’ Self-Efficacy in Speech-Language Pathology Practicum Experiences." Perspectives on Administration and Supervision 23, no. 3 (2013): 92–109. http://dx.doi.org/10.1044/ass23.3.92.

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Purpose: To examine Anderson’s Continuum Model of Supervision with respect to the field of speech-language pathology, clinical supervision, and the inter-relationships between the Model and perceived supervisory roles, working alliances, and change in students’ self-efficacy (SE). Methods: Graduate students enrolled in initial practicum (N = 117) completed pre-post semester sets of the Generalized Self-Efficacy Scale, Student Profile, Supervisor Rating Form, and Supervisor Working Alliance Inventory. Descriptive demographic information was derived from the Student Profile. Data were analyzed b

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Pehrson, Kyle L., Patrick T. Panos, Krista L. Larson, and Shirley E. Cox. "Enhancement of the social work field practicum student-supervisor relationship." Journal of Practice Teaching and Learning 9, no. 2 (2009): 72–92. http://dx.doi.org/10.1921/146066910x518111.

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Beatty, Sharon E. "The Doctoral Supervisor-Student Relationship: Some American Advice for Success." Marketing Review 2, no. 2 (2001): 205–17. http://dx.doi.org/10.1362/1469347012569850.

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Dissertations / Theses on the topic "Supervisor-student relationship"

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Li, Yi. "The dynamics of power and politeness in cross-cultural supervision management : a pragmatic study of British and Chinese discourse strategies in an academic context." Thesis, Loughborough University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313454.

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Rae, Nicolette. "A systematic review : student and supervisor variables affecting completion of postgraduate research requirements." University of the Western Cape, 2015. http://hdl.handle.net/11394/4689.

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Magister Artium (Psychology) - MA(Psych)<br>South Africa has one of the highest postgraduate dropout rates in the world. One of the main contributing factors to the high number of unfinished Master’s and Doctorate degrees is incomplete theses and dissertations. Frequently postgraduate students complete all other course requirements, but are unable to complete the independent research component. Ethics clearance was obtained from the Senate research committee at UWC. This study used a systematic review methodology to identify appropriate literature on the personal characteristics and demographi

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Myers, Edwin J. "Fieldwork quality of life: addressing the Occupational Therapy Level II fieldwork student/supervisor relationship." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11156.

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Thesis (O.T.D.)--Boston University<br>Occupational therapy Level II fieldwork (FW) students face contemporary stressors that may interfere with the learning process. Academic programs have a greater number of non-traditional students who must find a balance between academic, family and financial obligations. FW environments have become more stressful as increased productivity levels, shorter treatment durations, and budget cuts control clinic operations. These stressors may result in the FW student expressing higher degrees of anxiety and decreased confidence in performing entry-level skills a

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Drysdale, Maureen T. B. "The quality and nature of the supervisory relationship in graduate education, student and supervisor perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ64858.pdf.

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Fencel, Jessica Atick. "A qualitative assessment of what comprises an effective and positive supervisor-student clinician relationship in speech-language pathology." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2574.

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The purpose of this study was to gain a better understanding of the factors that constitute a positive and negative supervisor-supervisee relationship as perceived by speech-language pathology graduate students. Clinical practicum experiences were analyzed using qualitative methods via recorded in-depth participant interviews. After the data were collected and transcribed, the narratives were analyzed to draw useful inferences and discover underlying themes using a phenomenological methodology approach. Two overlaying themes, ASHA’s Task 1 of Supervision and Anderson’s Continuum Model of Super

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Thornton, Mark. "Personal Boundary Issues in Counselor-Client, Professor-Student, and Supervisor-Supervisee Relationships in Counseling." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/27.

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This study was designed to explore the acceptability of social, business, and romantic relationships in counselor-client, professor-student, and supervisor-supervisee relationships. In addition, the study sought to determine whether professors and doctoral students in CACREP-accredited counseling programs responded differently to ethical boundary issues, and whether the differences in relationships between professor-student, supervisor-supervisee, or counselor-client influenced their responses. The study examined and compared the responses of participants to boundary issues on three dif

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Ganske, Kathryn Hollingsworth. "The Relationship between Counselor Trainee Perfectionism and Working Alliance with Supervisor and Client." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/25.

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Perfectionism in the counselor trainee has the potential to undermine counseling self-efficacy and relationships with client and supervisor (Arkowitz, 1990). Perfectionism is defined as “a predilection for setting extremely high standards and being displeased with anything less” (Webster’s II New College Dictionary, 1995, p. 816). In this study, 143 counselor trainees and 46 supervisors (46 supervisor-trainee dyads) completed surveys designed to assess the relationships between adaptive and maladaptive perfectionism and counseling self-efficacy, the working alliance between supervisor and trai

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Caldwell, Sarah B. S. "The Relationship between the Supervisory Working Alliance and Student Self-efficacy in Genetic Counseling Training." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491317155857356.

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Turkovich, Dawn Michelle Detruf. "Pre-Service Teachers' Teacher Efficacy Beliefs and the Perceived Relationship with their University Supervisor." Thesis, 2011. http://hdl.handle.net/2069/376.

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The purpose of this study was to investigate the levels of teacher efficacy reported by student teachers upon completion of the student teaching experience and to better understand the perceptions held by the student teachers regarding the roles the university supervisor played. The roles played by the supervisor focused on the levels of support and challenge. These two concepts (levels of support and challenge) refer to the types of actions of the university supervisor which either affirms the actions of the preservice teacher or identifies an area in which the preservice teacher needs to imp

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Thornton, Mark David. "Personal boundary issues in counselor-client, professor-student, supervisor-supervisee relationships in counseling." 2003. http://louisdl.louislibraries.org/u?/NOD,44.

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Thesis (Ph.D)--University of New Orleans, 2003.<br>Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Counselor Education Program"--Dissertation t.p. Vita. Includes bibliographical references.

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Books on the topic "Supervisor-student relationship"

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Eley, Adrian R. Effective postgraduate supervision: Improving the student-supervisor relationship. Open University Press, 2005.

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Orth, James E. Personal construct systems of psychotherapy supervisors and student therapists: Relationships with supervisor understanding and perceptions of supervision quality. 1986.

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Book chapters on the topic "Supervisor-student relationship"

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Currie, Susan. "Interrogating the Research Student-Supervisor Relationship." In The Doctoral Experience. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18199-4_14.

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Lucey, Helen, and Chrissie Rogers. "Power and the Unconscious in Doctoral Student-Supervisor Relationships." In Power, Knowledge and the Academy. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230287013_2.

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Saxena, Deepak. "Contextual Factors Shaping the Student-Supervisor Relationship." In Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7267-2.ch015.

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Postgraduate and doctoral research may be conceived as a social process requiring continuous interaction and negotiation between the student and the supervisor with the aim of developing scholarly disposition in the student. However, the dynamics of student-supervisor relationship go beyond the two actors and are also shaped by certain contextual factors arising from the disciplinary, institutional, cultural, and temporal context. Disciplinary context influences the relationship in terms of task structure and via funding availability. Institutional context has an impact in terms of rules framed and practices followed. Cultural context influences in terms of expectations regarding initiative, feedback, and independent thinking. Finally, temporal context signifies the change in student-supervisor relationship depending upon the research stage and the maturity of student/supervisor. This chapter also offers some recommendations and potential research designs to engage with these contextual factors.

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du Plessis, Anél, and Willemien du Plessis. "Doctoral research in environmental law (Part 2): the student-supervisor relationship." In Teaching and Learning in Environmental Law. Edward Elgar Publishing, 2021. http://dx.doi.org/10.4337/9781789908534.00023.

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Throne, Robin, and Brian T. Oddi. "Dissertation Research Supervisor Agency for U.S. Online Doctoral Research Supervision." In Handbook of Research on Faculty Development for Digital Teaching and Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8476-6.ch010.

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This chapter critically explores the construct of agency from a dissertation research supervisor perspective. While the literature has expanded in the exploration of student agency, little focus has been given to the construct from a research supervisor agency stance. Current research into doctoral completion has shown the relationship between supervisor and dissertation writer as critical to persistence and completion. However, less investigation has focused on the aspects of dissertation supervisor agency and the evolution to a high mentoring approach, especially for online doctoral students. The conceptual inquiry utilizes the lens of Lave and Wenger's situated learning theory to view how research supervisor agency can foster and guide doctoral scholars to consider researcher positionality and move from the margins of the doctoral learning community to the center of scholarly life and post-doctoral practice-based research and evidence-based decision making.

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Moore, Imogen, and Craig Newbery-Jones. "14. Dissertations and research projects." In The Successful Law Student: An Insider's Guide to Studying Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198757085.003.0014.

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A dissertation or research project is often an important part of legal studies. It can be viewed as the culmination of three or four years of hard work because it is usually completed in the last year of the degree. This chapter explores the nature of legal research projects and dissertations. It considers how to complete them successfully, taking a broadly chronological approach to the issues arising. While the approach here may not follow precisely the guidelines set out by the law school, it can still provide markers to guide the student through the process, from constructing and refining the project proposal, to writing and rewriting, all the way through to final submission. The chapter also discusses further the use of relevant resources, drawing upon the earlier discussion of research in Chapter 8, and the important relationship with the dissertation or project supervisor.

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Kerr, Daniel Basil, and Tom Gore. "Developing Social Emotional Learning Competencies Through Virtual Internships." In Leading Schools With Social, Emotional, and Academic Development (SEAD). IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6728-9.ch014.

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This chapter explores the experiences of four virtual interns working with organizations tackling social issues in Ecuador, Morocco, South Africa, and Vietnam. These internships provided a unique opportunity to develop and apply the social, emotional, and academic development (SEAD) competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Schlossberg's transition theory provides a framework for transitioning to another culture and cultural mapping is used as a tool to identify, plan, and mitigate differences in cultural orientations between interns and colleagues in their host countries. The chapter draws upon student narratives and reflections, and supervisor feedback to capture what they learned and the challenges they faced as they completed their virtual internships. The results contribute to the literature related to the development of SEAD competencies through virtual internships for high school and college students.

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"Building a Good Relationship With Your College/University Supervisor." In The Student Teacher's Handbook. Routledge, 2001. http://dx.doi.org/10.4324/9781410601865-11.

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Turing, Alan. "Systems of Logic Based on Ordinals (1938)." In The Essential Turing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198250791.003.0007.

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On 23 September 1936 Turing left England on a vessel bound for New York. His destination was Princeton University, where the Mathematics Department and the Institute for Advanced Study combined to make Princeton a leading centre for mathematics. Turing had applied unsuccessfully for a Visiting Fellowship to Princeton in the spring of 1935. When a year later he learned of Church’s work at Princeton on the Entscheidungsproblem, which paralleled his own (see ‘Computable Numbers: A Guide’), Turing ‘decided quite definitely’ to go there. He planned to stay for a year. In mid-1937 the offer of a Visiting Fellowship for the next academic year persuaded him to prolong his visit, and he embarked on a Ph.D. thesis. Already advanced in his academic career, Turing was an unusual graduate student (in the autumn of 1937, he himself was appointed by Cambridge University to examine a Ph.D. thesis). By October 1937 Turing was looking forward to his thesis being ‘done by about Christmas’. It took just a little longer: ‘Systems of Logic Based on Ordinals’ was accepted on 7 May 1938 and the degree was awarded a few weeks later. The following year the thesis was published in the Proceedings of the London Mathematical Society. ‘Systems of Logic Based on Ordinals’ was written under Church’s supervision. His relationship to Turing—whose formalization of the concept of an effective procedure and work on the Entscheidungsproblem was ‘possibly more convincing’ than Church’s own—was hardly the usual one of doctoral supervisor to graduate student. In an interview given in 1984, Church remarked that Turing ‘had the reputation of being a loner’ and said: ‘I forgot about him when I was speaking about my own graduate students—truth is, he was not really mine.’ Nevertheless Turing and Church had ‘a lot of contact’ and Church ‘discussed his dissertation with him rather carefully’. Church’s influence was not all for the good, however. In May 1938 Turing wrote: My Ph.D. thesis has been delayed a good deal more than I had expected. Church made a number of suggestions which resulted in the thesis being expanded to an appalling length. I hope the length of it won’t make it difficult to get it published.

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Mkhabela, Zondiwe L., and B. Liezel Frick. "Student-Supervisor Relationships in a Complex Society: A Dual Narrative of Scholarly Becoming." In Postgraduate Study in South Africa- Surviving and Succeeding. SUN PRESS, 2016. http://dx.doi.org/10.18820/9781928357247/02.

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Conference papers on the topic "Supervisor-student relationship"

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Jourdan-Ionescu, Colette, Serban Ionescu, Francine Julien-Gauthier, et al. "Fostering the resilience of graduate students." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13006.

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This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling,

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