Abstract
ABSTRACTThis study investigated the Ph.D. student–advisor relationship by identifying supervision dimensions and studying their effects on perception on supervision. Using principal component analysis, affective characteristics, intellectual expertise, and external grant/funding factors were found to play important roles in establishing the Ph.D. student–advisor relationship. Regression analysis revealed that affective personality and intellectual expertise positively influence student’s perception on supervision. Implications for students and faculty are discussed.
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