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Fit Matters in the Supervisory Relationship: Doctoral Students and Supervisors Perceptions about the Supervisory Activities.

Published on Jan 2, 2015in Innovations in Education and Teaching International 1.17
· DOI :10.1080/14703297.2014.981836
Kirsi Pyhältö19
Estimated H-index: 19
(UH: University of Helsinki),
Jenna Vekkaila6
Estimated H-index: 6
(UH: University of Helsinki),
Jenni Keskinen6
Estimated H-index: 6
(UH: University of Helsinki)
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Abstract
Although supervision has been identified as one of the central determinants of the doctoral experience, there is still an insufficient understanding of the ways in which supervisors and doctoral students perceive supervisory activities. The study focuses on exploring the fit between doctoral students’ and supervisors’ perceptions of who are involved in supervision, the frequency of supervision and the main task of the supervisor, and further, how the perceived fit contributes to students’ satisfaction and resilience in studies. Altogether, 1184 students and 431 supervisors from all the 11 faculties at the University of Helsinki completed the survey. The results suggest that the fit between the students’ and supervisors’ perceptions of the supervisory activities in different faculties was related to the students’ satisfaction with their studies and the supervisory relationship.
  • References (22)
  • Citations (28)
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References22
Newest
Published on May 19, 2014in Teaching in Higher Education 1.72
Helen Basturkmen20
Estimated H-index: 20
(University of Auckland),
Martin East8
Estimated H-index: 8
(University of Auckland),
John Bitchener17
Estimated H-index: 17
(AUT: Auckland University of Technology)
Supervising masters and doctoral dissertations is a key function of teaching in higher education and giving written feedback on draft sections is an essential component of this function. However, the specific types of response that supervisors give to their dissertation students' written work have received limited research interest to date. The present study drew on an academic discourse community perspective in examining feedback comments on draft sections of dissertations across three discipli...
Published on Jan 1, 2013in The Canadian Journal of Action Research
Trudie Aberdeen1
Estimated H-index: 1
(U of A: University of Alberta)
Yin begins the fourth edition of his 6 chapter book by explaining that case study research is a “linear, but iterative process.” This statement is supported by a visual which is displayed on the first page of each chapter. Each chapter contains one step in the linear process of case design (planning, designing, preparing, collecting, analyzing, and sharing) as well as it highlights how each step requires the researcher to review and re-examine former decisions. As Yin points out, each chapter ca...
Kirsi Pyhältö19
Estimated H-index: 19
(UH: University of Helsinki),
Jenni Keskinen6
Estimated H-index: 6
The literature emphasizes the importance of integrating doctoral students into scholarly communities and practices at the very beginning of their studies. Although the importance of student participation in a scholarly community has been recognized empirical evidence concerning the quality of participation that promotes such engagement is scarce. This study focuses on exploring doctoral students’ sense of relational agency in terms of their scholarly communities and how this is related to study ...
Kirsi Pyhältö19
Estimated H-index: 19
,
Jenna Vekkaila6
Estimated H-index: 6
,
Jenni Keskinen6
Estimated H-index: 6
This study explores the fit between doctoral students and their working environment by analyzing students’ and supervisors’ perceptions of resources and challenges involved in the doctoral process. The data were collected using online surveys. Altogether 1184 doctoral students and 431 supervisors completed the survey. The results suggest that the fit between the doctoral students’ and supervisors’ perceptions of resources and challenges is linked to the doctoral students’ satisfaction with their...
Ian Brailsford6
Estimated H-index: 6
(University of Auckland)
Introduction Why would a mature person decide to do a PhD? It is not urban myth that a significant number of doctoral students fail in completing their degrees, nor is the stereotype of the lonely dissertation student toiling away for years and years to finally stagger over the finishing line, exhausted and disillusioned. There is a body of quantitative and qualitative research proving that deciding to do a PhD is a high-risk strategy (Golde, 2005; Lovitts, 2001; Powell & Green, 2007). Why would...
Kirsi Pyhältö19
Estimated H-index: 19
(UH: University of Helsinki),
Jenni Stubb5
Estimated H-index: 5
(UH: University of Helsinki),
Kirsti Lonka30
Estimated H-index: 30
(UH: University of Helsinki)
The quality of PhD training can be conceived of as being dependent on the learning environment provided by the scholarly community. Our paper explores PhD students’ ideas about themselves as a part of this community, and their perceptions of their learning environment in the context of the University of Helsinki, Finland. The study is a part of a larger national research project. The present study includes data collected from three faculties: arts, medicine, and behavioral sciences. Altogether, ...
Published on Jul 1, 2009in Higher Education 3.00
Susan K. Gardner19
Estimated H-index: 19
(UMaine: University of Maine)
Sixty doctoral students and 34 faculty members were interviewed in departments identified as having high and low doctoral student completion rates at one institution in the United States in order to examine the cultural contexts and structures that facilitate or hinder doctoral student completion. This paper outlines the differences in understandings of doctoral student attrition by role and by department using attribution theory. Implications for policy, practice, and further research are inclu...
Published on Aug 1, 2008in Teaching in Higher Education 1.72
Ross Deuchar14
Estimated H-index: 14
This paper explores the current issues relating to doctoral research supervision and candidature, set within the context of the neo-liberal and consumerist agendas and the pressures of the Research Assessment Exercise. The paper opens up discussion about the extent to which the discourse of performativity may be having an influence on supervision styles, and explores some of the barriers that may prevent the realisation of effective supervisor/student relationships. The paper highlights the evid...
Cited By28
Newest
Published in Higher Education 3.00
Ivan Gruzdev1
Estimated H-index: 1
(HSE: National Research University – Higher School of Economics),
Evgeniy Terentev1
Estimated H-index: 1
(HSE: National Research University – Higher School of Economics),
Zibeyda Dzhafarova (HSE: National Research University – Higher School of Economics)
This article presents the results of a cross-institutional survey on PhD students’ supervision at Russian universities. It is aimed at answering three questions concerning (1) styles of PhD supervision and their prevalence, (2) the relation between supervision style and PhD students’ satisfaction with their supervisor, and (3) the relation between supervision style and PhD students’ expected time-to-degree. We propose the empirically driven categorization of six supervision styles: superhero, ha...
E. van Rooij (UG: University of Groningen), Marjon Fokkens-Bruinsma6
Estimated H-index: 6
(UG: University of Groningen),
Ellen Jansen16
Estimated H-index: 16
(UG: University of Groningen)
ABSTRACTHigh dropout rates, delay, and dissatisfaction among PhD students are common problems in doctoral education. Research shows that many different factors are associated with doctoral success,...
Published on Jun 27, 2019in Teaching in Higher Education 1.72
Kalypso Filippou1
Estimated H-index: 1
(UTU: University of Turku),
Johanna Kallo3
Estimated H-index: 3
(UTU: University of Turku),
Mirjamaija Mikkilä-Erdmann8
Estimated H-index: 8
(UTU: University of Turku)
Published on May 4, 2019in Studies in Continuing Education 1.14
Morag Gray2
Estimated H-index: 2
(University of Liverpool),
Lucilla Crosta1
Estimated H-index: 1
(University of Liverpool)
ABSTRACTThe aim of this systematic literature review was to ascertain the best practice available to provide high-quality online support to students during their thesis stage of an Online Doctorate in Higher Education programme. The review process involved a synthesis of available research literature to arrive a comprehensive and trustworthy picture. For completeness we reviewed literature related to both online and face-to-face doctoral supervision and how the latter could be applied to the gro...
Published on Apr 26, 2019in Asia-pacific Education Researcher 0.85
Hui Meng (JLU: Jilin University), Desheng Gao (JLU: Jilin University)
Teacher–student relationships (TSRs) have been the focus of many studies from various perspectives. However, existing research mainly investigates the interpersonal relationship between teacher and students. There has been a lack of systematic studies on their intellectual relationship in higher education, particularly in the context of the internationalization of research education. To fill this void, we reconceptualize the Chinese educational concept jiao xue xiang zhang by tracing its histori...
Published on Apr 26, 2019
Jenna Mittelmeier3
Estimated H-index: 3
,
Jenna Mittelmeier + 2 AuthorsDoris Yakun Chen
Abstract Supervisors and other academic staff can provide PhD students with invaluable professional support and opportunities for advancing their careers. This stems from the strong academic and networking provisions often offered to PhD students by nature of the supervisory mentorship. Although this professional relationship is highly beneficial in itself, many PhD students also wish to develop social and more personal friendships with their supervisors, in addition to academic connections. In ...
Published on Apr 1, 2019in Higher Education 3.00
Kirsti Lonka30
Estimated H-index: 30
(NWU: North-West University),
Elina Ketonen5
Estimated H-index: 5
(UH: University of Helsinki)
+ 2 AuthorsKirsi Pyhältö19
Estimated H-index: 19
(University of Oulu)
We explored doctoral students’ writing profiles using a person-centred approach. We also studied differences between profiles in terms of experienced well-being and perceptions of the learning environment. The participants of our study (n = 664) were PhD students from three faculties at the University of Helsinki, Finland. The Writing Process Questionnaire (Lonka et al. Journal of Writing Research, 5(3), 245-269 2014) was used to measure writing conceptions and problematic writing. Well-being wa...
Published on Mar 27, 2019in Scandinavian Journal of Educational Research 1.43
Erika Löfström11
Estimated H-index: 11
(UH: University of Helsinki),
Kirsi Pyhältö19
Estimated H-index: 19
(University of Oulu)
ABSTRACTThe purpose of this study was to examine ethics in doctoral supervision, and to analyse whether ethical issues in doctoral supervision relate to doctoral experience, and if they do, how. It focused on doctoral students and explored the relationships between ethical issues in doctoral supervision and attrition intentions, research engagement, satisfaction with supervision and with doctoral studies, and burnout. The study provides a tool for analyzing ethical issues in doctoral supervision...
Published on Mar 18, 2019in Compare
Kirsi Pyhältö19
Estimated H-index: 19
(Stellenbosch University),
Jouni Peltonen1
Estimated H-index: 1
(University of Oulu)
+ 1 AuthorsLynn McAlpine22
Estimated H-index: 22
(McGill University)
ABSTRACTInterest plays a major role in the doctoral experience. However, previous research has not considered how the national context might influence interest. This study focused on exploring cross-national variation in doctoral students’ experiences by comparing Finnish, UK and Spanish doctoral students’ research interests. Participants (n = 2.426) responded to the Doctoral Experience survey. Spanish students sustained higher levels of researcher and instrumental interest compared to both UK a...
Linlin Xu (University of Electronic Science and Technology of China), Jiehui Hu (University of Electronic Science and Technology of China)
ABSTRACTWe draw on Bakhtin’s dialogic construct of ‘double-voicedness’ to explore Chinese international doctoral students’ responses to their non-Chinese supervisors’ language feedback and their reasoning of the responses. Results show that the students respond to supervisors’ language feedback in four ways: no revision, faithful revision, extended revision and self-initiated revision. Through negotiations with culturally differentiated voices, the students accomplish a dual process of respondin...