Готові списки джерел за темами / Doctoral supervision relationships

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Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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Статті в журналах з теми "Doctoral supervision relationships"

Cornér, Solveig, Erika Löfström, and Kirsi Pyhältö. "The Relationships between Doctoral Students’ Perceptions of Supervision and Burnout." International Journal of Doctoral Studies 12 (2017): 091–106. http://dx.doi.org/10.28945/3754.

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Aim/Purpose: Both the quality and the quantity of doctoral supervision have been identified as central determinants of the doctoral journey. However, there is a gap in our understanding of how supervision activities are associated with lack of wellbeing, such as burnout, and also to completion of the studies among doctoral students. Background: The study explored doctoral students’ perceptions of different aspects of supervision including the primary sources, frequency, expressed satisfaction and their interrelation with experienced stress, exhaustion and cynicism. Methodology: Altogether 248

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Sherrie, Lee. "Peer Support for International Doctoral Students in Managing Supervision Relationships." Journal of International Students 7, no. 4 (2017): 1096–103. https://doi.org/10.5281/zenodo.1035971.

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<em>Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author’s personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer s

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Lee, Sherrie. "Peer Support for International Doctoral Students in Managing Supervision Relationships." Journal of International Students 7, no. 4 (2017): 1096–103. http://dx.doi.org/10.32674/jis.v7i4.194.

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Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author’s personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer support pla

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MOUASSINE, FATIMA EZZAHRA, Mounya M'rabti, and El Mehdi EL MADANI. "Reflections on the Challenges and the Prospects of a Post-pandemic Doctoral Supervision in Moulay Ismail University." International Journal of Linguistics and Translation Studies 3, no. 3 (2022): 59–70. http://dx.doi.org/10.36892/ijlts.v3i3.233.

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There has been an extensive growth of ICT-based models adopted in doctoral supervision as a major avenue in maintaining relationships with doctoral candidates engaged in research at a geographical distance from university and those undertaking research-related activities off-campus. However, the ongoing COVID-19 pandemic, resulting in recommendations of safety procedures and extended restrictions issued by the World Health Organization, has considerably affected doctoral education in ways that have revitalized distance, online supervision and so moved this latter from being an option on the si

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Al Makhamrehand, Maha, and Benjamin Kutsyuruba. "Ethical Leadership: The Role of Ethical Competencies in Doctoral Supervision Context in Canada." International Journal for Leadership in Learning 23, no. 1 (2023): 73–106. http://dx.doi.org/10.29173/ijll33.

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Due to the influence factor in leader-follower relationships, leadership is an ethical undertaking by nature. In doctoral supervision, ethics are a critical competency, especially since it is an authoritative leadership context based on positional power. Doctoral supervisors have the power to impact their students’ well-being and performance, which means that ethics and ethical leadership could be the most important competency that can make the difference in effective supervision. In this chapter, we examined the nature of ethics and ethical leadership in doctoral supervision based on the supe

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Madondo, Mfazo Cliford. "Building a Postgraduate Supervision Model for Student Success in South Africa: How Masters and Doctoral Students’ Experiences can Assist?" International Conference on Education Research 1, no. 1 (2024): 123–33. http://dx.doi.org/10.34190/icer.1.1.3164.

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A critical gap exists in South African higher education research on postgraduate supervision models. Research emphasis is placed in administrative aspects over the supervision praxis for student throughput. This paper investigates an effective postgraduate supervision model in South Africa to enhance student success. The literature underscores the need for an approach that balances the teaching and the supervising of research. Supervision is a supportive and collaborative journey between the student and the supervisor. However, there are complexities of postgraduate supervision pedagogy that a

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Wieland, Nicola. "Communication literacy in doctoral research supervision." International Forum Journal 12, no. 1 (2009): 38. https://doi.org/10.63201/rpdr3979.

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Doctoral supervision has become an important research focus as universities face accountability, quality assurance, and financial pressures. Using a correlational— explanatory and predictive—design, this study investigated the relationships between student perceived supervisors’ communication competence, supervisors’ nonverbal immediacy, students’ communication satisfaction, communication mediation, communication frequency and supervisory style. A questionnaire in an online format was utilized to collect pertinent data for this study. A total of 374 research students from 14 countries complete

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Gašo, Gordana, Martina Dragija Ivanović, and Sanjica Faletar Tanacković. "The supervisory relationship in the doctoral process: How do Croatian LIS students see it?" Education for Information 37, no. 4 (2021): 465–83. http://dx.doi.org/10.3233/efi-211554.

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The study presented in this paper investigates LIS doctoral students’ perceptions and experiences about the supervision during their doctoral experience, with special emphasis on the qualities of good supervisors and doctoral students. Data were collected through an online survey and follow-up semi-structured interviews with doctoral students from Croatia’s three state universities offering a doctorate in LIS. A total of 60 respondents participated in a quantitative study, and 13 respondents were interviewed. The survey results show that doctoral students tend to prefer formally regulated supe

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Backhouse, Judy. "Patterns of practice in South African doctoral education: an empirical study." Acta Academica: Critical views on society, culture and politics, no. 1 (January 15, 2010): 1–22. https://doi.org/10.38140/aa.v0i1.1275.

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In South Africa, doctoral education is usually organised in a traditional supervision model, but the practice of supervision differs across academic units and supervisors. In her comparison of PhD experiences in British universities, Chiang identified two research training structures, namely teamwork and individualist. These different structures affected the research environment, the relationships between supervisor and supervisee, and the experience of doctoral study. Can such differences be observed in South African universities? In a qualitative study of four academic units from different d

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French, Amanda, and Alex Kendall. "Getting lost (and found) in supervision: an ethnodrama." Studies in Graduate and Postdoctoral Education 8, no. 1 (2017): 2–14. http://dx.doi.org/10.1108/sgpe-04-2016-0009.

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Purpose This paper aims to offer an innovative approach to reflecting on research and practice around doctoral study and supervision. In the opening section of the paper, the authors discuss the idea that academic development as a doctoral candidate is concerned with how researchers write themselves into being as certain kinds of researchers, and how, in doing so, they become a character, like their supervisors, in the “figured world” of their research. This process of “becoming” can, the authors argue, be nurtured or hindered by different kinds of supervision practices. Design/methodology/app

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Більше джерел

Дисертації з теми "Doctoral supervision relationships"

Mwenda, Margaret Nkirote. "Underrepresented minority students in STEM doctoral programs: the role of financial support and relationships with faculty and peers." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/560.

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Beginning with the understanding that minority students are often underrepresented in STEM doctoral programs despite their growing proportions in the population, this study provides a description of selected minority doctoral students' experiences in STEM programs. Specifically, this study examines the influence financial support and relationships with faculty advisors and doctoral peers have on doctoral students' experiences and progress. Data for this research were obtained from 13 minority respondents enrolled during spring, summer, and fall 2009 and 73 majority respondents who provided som

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Kirkland, Margot Anne. "Professional doctoral students and the doctoral supervision relationship : negotiating difficulties." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27852.

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This research considers the experiences and difficulties that professional doctoral students face and the supervision relationship. Winnicott’s psychoanalytical ideas are used to understand and make sense of the less visible dynamics that shape the professional doctoral students’ narratives. Semi-structured interviews are used to sensitively explore in-depth the nature of difficult experiences. The method of analysis was both compatible with the psychoanalytical theoretical perspective and with the qualitative interview method. The analysis provided an opportunity to listen to and make sense o

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Stormont, Delma A. "An analysis of interactions between students and their supervisors in clinical dietetics practicum." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36639/1/36639_Digitised%20Thesis.pdf.

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The practicum is a very significant time of learning in professional studies, and supervision is an important part of that learning experience. Preliminary information on the practicum in clinical dietetics indicated that students agreed that the practicum was an important time of learning, but found the supervision to be of variable quality. There was a lack of information about why supervisors supervised as they did. Four students and six supervisors in one block of clinical dietetics practicum participated in this qualitative research study. Supervisors took part in interviews in which t

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Pace, Jr Ronnie Louis. "Relationship of Institutional Characteristics to CACREP Accreditation of Doctoral Counselor Education Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2097.

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There is a lack of accredited doctoral-level counselor education and supervision (CES) programs available to meet the documented and growing need for more qualified and competent professional counselors. The problem addressed via this study is the shortage of trained doctoral-level counselors and counselor faculty to train other counselors due to the lack of accredited doctoral-level CES programs. The purpose of this study was to better understand the factors that may influence or predict an institution's decision to pursue Council for Accreditation of Counseling and Related Educational Progra

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Ives, Glenice 1947. "The PhD supervisory relationship and process." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8692.

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McMahon, Mary L. "Perceptions of clinical supervision in school guidance and counselling." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36556/1/36556_Digitised%20Thesis.pdf.

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This thesis examines the perceptions and experiences of school guidance personnel in relation to clinical supervision. Specifically the study sought to discover how clinical supervision is conceptualised by school guidance personnel, and how it is experienced by them. In addition, it examined how school guidance personnel perceive that the supervisory context affects the conduct of clinical supervision. The study also evaluated the use of teleconference calls as a medium for conducting focus group interviews with participants in remote locations. The study was conducted in three parts. Firs

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Jamison, Rudolph F. Jr. "Black Male Perspectives of the Role Race Plays with Black Male Leader/Leadership Development in the World of Work." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/733.

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There have been relatively few studies examining the leadership of Black men, and even fewer studies examining the leadership of Black men from the phenomenology of Black men, themselves. The purpose of this Q Methodology study was to examine Black male perspectives of the role race plays with Black male leader/leadership development in the world of work. The study was designed as an exploratory attempt to surface and understand how 40 emerging African American male leaders in a large, urban city in the SE United States viewed their own leadership development. Elements of socio-analytic theory

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Частини книг з теми "Doctoral supervision relationships"

Tokalić, Ružica. "Training, Supervision and Mentoring." In Collaborative Bioethics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-22412-6_2.

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AbstractThis chapter aims to introduce you to important aspects of early-career research, particularly doctoral training, including its formal and informal aspects, and to map what is expected from the individuals at different hierarchical positions in their research environment. The purpose of doctoral training is to provide you with knowledge and skills for research that answers important questions, that research is conducted with care and high standards, that you anticipate the implications and applications of its results, and that your research is replicable, transparent and open. This is

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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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Dewaele, Jean-Marc. "Chapter 11. Supervising doctoral students and managing the supervisor-supervisee relationship." In Professional Development in Applied Linguistics. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/z.229.11dew.

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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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Donovan, Jennifer. "You’re My Anchor and My Sail: A Metaphor for a Successful Supervisor/Supervisee Relationship." In Traversing the Doctorate. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23731-8_16.

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Clarence, Sherran, and Kirstin Wilmot. "Navigating Co-Supervision: Creating Supportive Relationships Between Peers in Supervision Teams." In Supervising Doctoral Candidates. Emerald Publishing Limited, 2024. http://dx.doi.org/10.1108/978-1-83797-048-320241005.

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Nash, Melanie, and Rucelle Hughes. "Supporting Pedagogical Relationships and Needs in Doctoral Supervision." In Supervising Doctoral Candidates. Emerald Publishing Limited, 2024. http://dx.doi.org/10.1108/978-1-83797-048-320241004.

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Larivière, David. "Chapter 14. The relationship with the thesis supervisor: a major key to success." In Doctors Advising. Doctoral Students. EMS Editions, 2021. http://dx.doi.org/10.3917/ems.baude.2021.02.0104.

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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

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Throne, Robin, and Brian T. Oddi. "Dissertation Research Supervisor Agency for U.S. Online Doctoral Research Supervision." In Research Anthology on Doctoral Student Professional Development. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5602-6.ch020.

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Тези доповідей конференцій з теми "Doctoral supervision relationships"

OCNEANU, Ileana. "Emotional aspects in the doctoral supervision relationship. Limitations and permissibility." In The International Conference of Doctoral Schools “George Enescu” National University of Arts Iaşi, Romania. Artes Publishing House UNAGE Iasi, 2024. https://doi.org/10.35218/icds-2024-0020.

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The supervisor-doctoral student interaction is no exception, in my opinion, in the foundations on which it is built, ultimately involving criteria similar to any type of relationship. It is obvious, however, that, settling between two personalities (supposedly) in a relationship of subordination at least from a professional point of view, but (possibly) also character-wise, there will be factors that determine and establish it different from the usual communication. The purpose of the lecture with the above title is to distinguish and establish, as far as possible, the “boundaries” that are im

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Grace Andal, Aireen, and Shuang Wu. "Doctoral Journey During Covid-19: Reflections From a Collaborative Autoethnography." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4913.

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Aim/Purpose This paper identifies and examines cross-cutting experiences from the perspective of two doctoral students, whose research was affected by the coronavirus pandemic (COVID-19). Background The COVID-19 pandemic continues to be challenging for higher education scholars in terms of proceeding with their research and how the pandemic sets the scene for changes in higher education’s future. Due to increased anxiety levels because of uncertainties, the paper provides a reflection of doctoral experiences from two students – one in Russia at the data collection stage, and one in China (enro

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Ревин, К. С. "SUPERVISION AS A METACOGNITIVE PROCESS. Significance of metacognition in the formation of a Supervisor's Professional Identity." In Антология российской психотерапии и психологии. Crossref, 2023. http://dx.doi.org/10.54775/ppl.2023.48.18.001.

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В настоящее время знания, полученные когнитивной наукой, приоткрыли содержание человеческого сознания и понимания метапознавательных процессов. Метапознание, как показано, занимает центральную роль в как в предмете психотерапетической работы, так и в эффективности деятельности и обучения. Однако, зачастую эти достижения не используются в практической работе, а в целом ситуация напоминает попытку двух людей, находящихся по разные стороны от забора сделать подкоп, но копают они в разных местах. Целью данного доклада выступает увязать между собой некоторые достижения когнитивной науки с практичес

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