Dimensions Of Supervision Research Articles

Love and pedagogy in doctoral supervision: a duoethnography navigating complex positionings within decolonising contexts

ABSTRACT This article contributes to understandings of how decolonising, hypercomplex contexts can entail challenges and opportunities for supervisors and supervisees, including personal and professional growth, socio-cultural dis-/connections, economic or health-related concerns. Increased complexities of supervisory positionings and relationships are influenced by changing institutional requirements, pluralistic understandings of knowledge, and workloads, recently compounded by the exponential impacts of a global pandemic. We offer insights from engagement in a critical, collaborative dialogue and elaborate on our process, contributing a structured example within the methodology of duoethnography, an approach that foregrounds reflections as resources in critical inquiry. We structured our systematic analysis and reflections about the supervision process by explicitly locating and sharing subjective experiences from each of our positionings within intersecting individual, institutional and structural contexts. Collaborative and ethnographic methodologies are used increasingly in educational research, and we contend that this approach can offer valuable insights for ongoing personal and professional development as educators, learners and researchers. We consider affective dimensions of supervision, recalling Freire’s ‘pedagogy of love’ and argue that collaborative analysis engendering vulnerability offers opportunities to empower and inform the increasingly complex lives and work of supervisors and supervisees.

Habilidades metacognitivas y autoeficacia académica: planteamiento relacional en el contexto pregradual

Self-determination theories have managed to describe self-efficacy as the element in which dimensions such as analysis, supervision and human conscience converge. From the theory of social learning, it is considered as a condition associated with metacognition in its dimensions of supervision and correction. The relationship between metacognitive skills and academic self-efficacy is studied. The method was quantitative correlational, integrating 260 students from the education career of universities in Lima, after the period of the fourth wave of infections by Covid-19. Significant relationship indices have been found between the variables analyzed, based on finding better metacognitive skills and the best use of metacognition in performance (r = .821; p < 0.01); as well as with the situational expectations factors (r = .783; p < 0.01); and personal expectations (r = .576; p < 0.01).

Balanced-integration: A dimension of supervision to support students navigating parenthood in pursuit of a PhD

This article explores the experiences of doctoral students juggling parental and professional roles. It proposes a balanced-integration approach in the reflective supervisor framework to tailor support. The research focuses on identifying challenges and evaluating the approach’s effectiveness, suggesting supervisors should serve as advocates for well-being and motivation. With the South African government’s National Development Plan aiming for a higher education sector that can produce more than 100 doctoral graduates per one million of the population by 2030, it is imperative to understand PhD student’s simultaneous identities as parents and professionals who must balance the demands of their studies, families and careers. The study advances a balanced-integration approach for supervising this demographic, with supervisors serving as advocates for the holistic well-being of these students, architects of personalised academic pathways, and catalysts for motivation inspired by family commitments. This approach adds a fifth dimension to Pearson and Kayrooz’s four factors of facilitative supervisory practice. The methodology is a descriptive quantitative study research design and a cross-sectional approach based on online surveys completed by 47 respondents from 13 South African higher education institutions and eight from abroad (n = 55).

Diverse views on supervision: Insights from interviews with EAL supervisors in Sweden and Indonesia

Literature on thesis supervision emphasises collaborative approaches with strong and supportive relationships. Despite an increasing research interest in supervisory relationships, little cross-cultural research has been conducted on supervisory roles and relationships in expanding circle countries. This study explores how thesis supervisors negotiate different roles and relationships in supervision in English as an Additional Language (EAL) contexts. A multi-case study was employed in three contexts: a Swedish university, two Indonesian private universities, and an Indonesian public university. Semi-structured interviews were conducted with fourteen thesis supervisors. Thematic analysis and systemic-functional appraisal theory were used to analyse the discourse. Our findings revealed that supervisors expressed dealing with (a)symmetrical relationships with students and colleagues, dealing with different supervision roles, and managing priorities relating to intellectual development and instrumental goals. However, these dimensions of supervision were described differently in the three contexts. The Swedish supervisors expressed concerns about having weak authority; meanwhile, the Indonesian private supervisors described frustrated attempts to form a closer relationship with the students, whereas the Indonesian public supervisors reacted to students trying to become too familiar. Furthermore, supervisors in the three contexts had to take different unwanted roles in supervision. The article concludes with implications for understanding situated aspects of supervision.

Supervision of The Head of The Room Related To Compliance Nurse In Preventing Pressure Instructions At Fatmawati RSUP In South Jakarta

Background: Supervision is part of directive function of a manager. Supervision is carried out to ensure nurses work according to standard. Actually, the quality service in hospital can be improved with supervision. Objective: to determine the relationship between the supervision of the head of the room in the compliance of nurses in preventing pressure injuries. Design: this study was a quantitative study with a cross-sectional design approach to determine the relationship between the independent variable and the dependent variable. Data obtained through the google form application. The instrument used was made by the researchers themselves with modifications from sources based on the theoretical basis of Nursalam’s supervision. Questionnaire A demographic data, questionnaire B implementation of supervision, questionnaire C compliance of nurses. The analysis in this study included univariate and bivariate analysis. This study used the Spearman Rank, Mann-Whitney, Kruskal-Wallis test. Results: Nurses aged 24-53 years, Working period 1-32 years. Female gender 87,7 %, D3 Nursing education 59,2 %, Competency level PK II 36,2 %, Never attended 54,6 %, Marred 80% and employment status as ASN 53,1%. Conclusion: There were three dimensions of supervision that affect compliance, namely supervision techniques, supervision principles and supervision models. There was correlation between supervision and nurse compliance which was quite strong, significant and unidirectional, expect that the dimension of supervision routine activities had a very weak correlation. All characteristic variables had no correlation with adherence except for age, which had a very weak relationship. There was a weak, significant and unidirectional correlation between composite supervision and the implementation of nurse compliance. The results of the analysis of nurse compliance in preventing pressure injuries were 80%. Recommendation: It is necessary to know other factors besides supervision that affect compliance. Suggestion for further researchers is research with a qualitative approachPressure Injury, Nurse Compliance, Supervision of The Head of The Room

Survey on Reasons behind Postgraduate Medical Thesis Delay at virtual School of Medical Education and Management of Shahid Beheshti University of Medical Sciences

Introduction: Students’ dissertations is a prerequisite for graduation and given that a majority of the students delayed in completing and submitting the dissertation, our study aims to determine the causes behind the delay in timely completion of dissertation among virtual School of Medical Education and Management,faculty graduates at Shahid Beheshti University of Medical Sciences.
 Methods: This cross-sectional descriptive-analytical study was conducted in 1399 with a sample size of 98 students using the postgraduate research experience questionnaire (PREQ) to evaluate students’ viewpoints, after translation and cultural adaptation, with a content validity of 0.62 and a reliability of 0.709. PREQ assessed research experience in seven dimensions of supervision, resources, research culture, advancement and evaluation, responsibilities, research skills, and professional development with 28 questions in a five-point Likert scale.
 Result: Overall, 49% were female and 51% were male participated, 73.5% under the age of 40, 99% in graduate school, and 97% in medical education. About 40.8% were in the middle of thesis writing stage and 33.7% were in the defense stage. The supervision variable with an average of 4,087 ± 0.5338, and the research skills variable with an average of 4.07 ± 0.561 had the greatest impact on students' dissertation progress.
 Conclusion: Considering that students have in mind various alternatives to advance their research work, so planning to strengthen these ways minimizes the delay in defending the dissertation among postgraduate students.

Management Development Post Strategic Partnership Jordan Telecom Group as a Case Study

This research aims at identifying the level of management development practices in the company 10 years after the successful partnership with the strategic partner. The research employed an instrument to measure management development dimensions in the company (skills, Organizational Learning, Relationships and Participation, Leadership and Supervision, and Management Development obstacles). The survey was distributed to the study sample (150) supervisors and managers, but only (124) valid questionnaires were analyzed. The study concluded that the company has a moderate level of management development ranging from about 71% for Skills, and leadership and supervision dimensions, to about 73% for Organizational Learning, and relationships and participation dimensions. In addition, the perceived management development obstacles according to obstacles dimensions scored at 71.6% with a moderate level as well. The study results show that there are no statistically significant differences in the attitudes of managers and supervisors towards management development dimensions due to demographic and organizational variables, with the exception of the variable of scientific specialization. The study found that there are differences in the attitudes of managers towards the relationships and participation dimension due to the scientific specialization variable, and the administrative sciences specializations got the largest average of the direction of managers towards relationships and participation. The study recommended the need to pay more attention to management development practices by concerned people, by adopting the latest development methods, managing and retaining local talents and competencies by providing necessary support and compensation schemes. The research also made suggestions regarding some future studies.

Professional learning in clinical supervision: highlighting knowledge work

PurposeClinical supervision is a crucial workplace practice for professional learning and development. Research is needed to investigate in detail what happens in supervision to understand how this practice contributes to learning. This paper aims to examine how professionals work with knowledge and navigate epistemic challenges in working with problems of practice.Design/methodology/approachThree pairs of psychologists audio-recorded five consecutive supervision sessions and were interviewed twice during that time. Analysis considered supervision as a site of emergent learning, focusing on what was discussed and how problems were worked on, whether as epistemic objects (open-ended, aimed at generating new insights) or by using an approach to knowledge objects that focused more directly on what to do next.FindingsOne pair consistently adopted an epistemic object approach, while another was consistently more action-oriented, focused on knowledge objects. The third pair used both approaches, sometimes expanding the object with a view to gaining insight and understanding, while at other times focusing on next steps and future action.Originality/valueTo the best of the authors’ knowledge, this study is the first to study clinical supervision in terms of how knowledge work is done. Foregrounding the epistemic dimensions of supervision, it reveals previously unexplored but consequential differences in how knowledge is worked with and produced as supervisory pairs discuss complex issues of practice.

Putting a face to a name: Telephone contact as part of a blended approach to probation supervision

This article is about the experience of telephone supervision from the perspective of practitioners. It is set in the context of the Covid-19 pandemic, which changed and challenged the nature of probation supervision and required service users and supervisors to communicate remotely, using the telephone, rather than by meeting face-to-face. The article explores some of the impacts and consequences of telephone contact and examines the extent to which this approach has a part to play in future, post-pandemic, ways of working. The article draws on findings from a research project examining remote supervision practice during the pandemic. Fieldwork (comprising an online survey and a series of semi-structured interviews) was conducted between July and September 2020 in three divisions within an English community rehabilitation company. The article reinforces the importance of face-to-face work in probation practice but suggests that there is scope to retain some use of telephone supervision as part of a future blended practice model. Further thinking about telephone supervision might consider these three themes identified in the research: remote working limits the sensory dimension of supervision, relationships remain at the heart of practice, and good practice requires professional discretion.

Unpacking the Emotional Dimension of Doctoral Supervision: Supervisors' Emotions and Emotion Regulation Strategies.

Successful completion of a PhD is challenging for both the candidate and the supervisor. While doctoral students' emotional burdens received much attention, their supervisors' emotional experiences remain under-explored. Moreover, while teacher education research stressed the importance of teacher emotion regulation, empirical studies on doctoral supervisors' emotion regulation barely exist. The current qualitative study explored 17 computer science supervisors' emotions unfolding in doctoral supervision and their emotion regulation strategies. Semi-structured interviews revealed the supervisors' wide-ranging emotions, with their negative emotions more diverse and common than positive ones. The supervisors also regulated their emotions through multiple strategies within antecedent-focused and response-focused approaches. As one of the initial studies on doctoral supervisors' emotion and emotion regulation in their own right, the current study not only uncovers the complexity of the emotion-laden dimension of supervision, but also highlights the need for all stakeholders to attend to supervisors' psychological well-being in tandem with their students'.

Instructional Supervision Towards Teacher’s Quality of YIK Religious Secondary Schools in Kelantan, Malaysia

The Malaysian Education Blueprint (MEB) 2013-2025 emphasized on principals’ supervisory practices and teachers’ quality to enhance 21st-century international quality education. The lack of professional training for principals and the decline of teacher’s quality according to Yayasan Islam Kelantan (YIK) report (YIK, 2017) have affected the government’s aspirations. This problem requires a solution because the instructional supervision is a catalyst of teachers’ professional values and quality. Meanwhile, teachers’ quality is related to teaching professionalism practices, knowledge, understanding as well as teaching and learning skills. This study is essential for principals’ instructional supervision improvement and enhancing teachers’ quality. A quantitative, cross-sectional survey approach was adopted using a standardized three-section questionnaire comprising Section A: Respondents’ Personal and Professional Backgrounds, Section B: Instructional Supervision and Section C: Teachers’ Quality. The study sample comprised 360 teachers in YIK Religious Secondary Schools. A descriptive and inferential data analysis was generated using the Statistical Package for Social Science (SPSS) 20 Version. The improved quality among teachers was the result of holistic supervisory practices of principals namely, directive guidance, collective development, professional development, curriculum development and action research guidance. Thus, it is significant that principals understand the practical dimensions of supervision in order to improve teachers’ quality in YIK Religious Secondary Schools in Kelantan. It is recommended that YIK focuses on instructional supervision practices to produce quality teachers as the principals’ instructional supervision is highly potential catalysts for quality teachers.

THE INFLUENCE OF COLLABORATIVE GOVERNANCE AND COORDINATION ON ORGANIZATIONAL PERFORMANCE IN THE PROCESS OF INFRASTRUCTURE DEVELOPMENT FOR THE PUBLIC INTEREST IN THE CITY OF BEKASI

The main problem in this research is the performance of organizations in infrastructure development for the public interest in Bekasi City has not increased which is assumed by Collaborative Governance and coordination that has not been implemented effectively. The research method used was an explanatory survey method with a quantitative approach . Research shows that collaborative governance and coordination to simultaneously deliver a huge influence (86 , 2 %) and significant impact on the performance of the organization in the development of infrastructure in the public interest in Bekasi. organizations on the development of infrastructure in the public interest in Bekasi was not only influenced by collaborative governance and coordination alone but there are other variables that come to influence the amount of (13 , 8 %). Partially Collaborative governance in the process of infrastructure development provides the smallest and most significant influence on the performance of organizations in infrastructure development for the public interest in the City of Bekasi compared to coordination of 34 , 3 %. The dimensions of the Collaborative governance that provide the most impact to the smallest of the performance of the organization in order are the dimensions of the system contexs (13 , 7 %) , drivers (9.3%) and dimensional dynamics collaboration (4.0%). Partially the coordination in the process of infrastructure development has the most significant and significant influence on the performance of organizations in infrastructure development for the public interest in Bekasi City compared to collaborative governance of 51 , 9 . The dimension of coordination that has the biggest to the smallest influence on organizational performance in sequence is the dimension of effective communication facilities (11.5%), the dimension provides clarity of authority and responsibility (8.1%), the dimensions of supervision, observation and assessing the habits of the elements which is contradictory (7.6%) and the dimension of coordination as one of the leadership abilities (0.8%).

Increasing Teachers' Self-efficacy through Regular Teaching and Learning Supervision

Circular Letter No 3/1987 issued by the Ministry of Education of Malaysia makes it clear that the supervision of teaching and learning in the classroom is the responsibility of the principal or headmaster to fulfill his role as supervisor. However, school administrators are still not emphasizing this dimension of teaching and teaching supervision, as a result, there may be shortcomings in the pedagogical skills and the quality of the teaching material of teachers. Recognizing the importance of supervisory processes to enhance teacher professionalism, this study was conducted to examine the relationship between teaching and learning supervision skills and teacher self-efficacy, as well as to examine the influence of teaching and learning supervision dimensions on teaching effectiveness. This study was conducted among 211 teachers who participated in the teaching and learning supervision process in 13 primary schools selected by the Jeli District Education Office, Kelantan. The questionnaire was used to collect data and information. Correlation analysis showed that there was a significant relationship between supervisory skills and teacher self-efficacy (r=0.44, p=0.00), while regression analysis to examine the influence of teaching and learning supervision showed that the technical dimension was moderate (r=0.43, r2=0.185, p<0.05) and the knowledge dimension was also moderate (r=0.45, r2=0.200, p<0.05). This finding clearly shows that the quality of teaching and learning supervision will contribute to increased self-efficacy of teachers. The study also shows that the dimension of knowledge skills has the greatest impact on teacher self-efficiency. In summary, the quality of supervision of teaching and learning should not be neglected, as the findings of the study clearly show that these variables are related to teacher self-efficacy, which cannot be denied as a catalyst for the performance of a school.

Algorithms — a new dimension of supervision and control over employees

Algorithms — a new dimension of supervision and control over employees

Assessment of the Competencies of Supervisors and their Roles in Primary and Secondary Schools of Sidama Zone, Ethiopia

The study was aimed to analyze the competencies and roles of supervisors in primary and secondary schools of Sidama zone. The dimensions of supervision used in the study to investigate the skills of supervisors and their roles were considered that supervisors as a change agent, builders of positive school cultures and implementers of different supervisory principles on the specific contexts of each school to boost the education quality improvement at the study areas. A descriptive survey research design with qualitative and quantitative methods was used. The study consists of 381 primary and secondary school principals and teachers. Data was collected using questionnaires and semi-structured interviews. The data were analyzed using descriptive and inferential statistics. As results revealed there are negative correlations between supervisors' skills, competency, and knowledge as a change agent, creating positive school culture and application of different supervisory principles in the context to which they are working. Finally, based upon the findings it was concluded that improving the professional competence of supervisors has immense contribution in enhancing school improvement, reform and creating a positive school culture and change, as a result, the quality of education in primary and secondary schools will be improved. In the light of these results, I recommend (1) there should have legal policies and initiation for distinguished individuals like school principals, senior teachers to come to supervisory position in primary and secondary schools, (2) there should have training courses and workshops for supervisors on the contemporary issues of global education, supervision trends to build their skills; and (3) develop and provide standard supervision manuals for school supervisors so that they can use the material to improve their day to day supervisory activities. https://doi.org/10.26803/ijhss.11.6.1

Beyond Personal Expectations: Research Supervision Framed as a Collective Endeavour in Online Structured Doctoral Programmes

Aim/Purpose: This paper explores how online structured doctoral programmes (OSDPs) can sustain more fully the collective dimension of supervision for student emancipation leading to academic success. The paper answers the following research question: What mechanisms, if any, are responsible for successful online supervision leading to student academic success, and under what conditions can this occur? Moreover, what does academic success mean for the different parties involved? Background: Recent research on online supervision has highlighted that such supervision’s effectiveness relies on creating a relationship based on converging personal expectations and preferences, generating a common language between supervisors and supervisees to assure student emancipation for academic success. Further research reveals that creating such a relationship is more challenging in an online environment because of increased student isolation due to distance issues. We, however, contend that this approach is limiting as it fails to consider its collective aspect for enculturation purposes more fully, which is relevant for student emancipation and academic success. Methodology: The research relies on autoethnography, focusing on the self as a relational subject generating social relations as a basis for collective reflexivity relevant for a successful supervision experience. This paper employs the critical realist paradigm and, more specifically, Archer’s reflexivity approach for causal explanations. Contribution: This paper discusses how collective reflexivity triggered through social relations impacts student enculturation generating their agency for emancipation, and how such emancipation can have a causal effect on student academic success. However, academic success can differ in meaning depending on the nature of reflexivity that students embrace. Findings: This study identifies that supervision generates relationships that can be performative or emancipatory in nature, depending on how students engage in a reflexive discourse relevant to their enculturation leading then to emancipation and academic success. Recommendations for Practitioners: This paper explores the problem of how higher education institutions can support a more collective approach towards online supervision with students relying more fully on their social network for the successful completion of their studies. Recommendation for Researchers: Researchers should explore and understand interpretive inquiry and qualitative research through the lens of critical realism, primarily through Archer’s reflexivity approach. Reflexivity refers to people making choices depending on their internal conversations, impacting how they think and act, and consequently on their agency for social emancipation. Impact on Society: Such considerations have the potential to widen the discourse regarding the purpose and role of online supervision, which should encourage students to engage with others in collective reflexivity to become critical beings for the emancipation of all parties involved. Future Research: Future research should consider how OSDPs could help to support a supervisory process encompassing the individual and performative approaches to supervision complying with institutional and economic demands with a more collective and emancipatory approach by focusing on social relations supporting doctoral candidates’ emancipation as critical beings.

IMPLEMENTASI SUPERVISI AKADEMIK KEPALA SEKOLAH MIN TERNATE DI DESA PULAU BUAYA, KECAMATAN ALOR BARAT LAUT, KABUPATEN ALOR, NUSA TENGGARA TIMUR

The research was done in order to find out: 1) Planning academic supervision of the headmaster of MIN Ternate ; 2) Implementation academic supervision of the headmaster of MIN ternate; 3) The assessment and following up of academic supervision of the headmaster of MIN Ternate. The approach, which was used in the research, was descriptive cualitative. Data was taken by observation, interview, and documents of school. And the source data was from the headmaster of Madrasah, vice principals, homeroom teachers, and teachers. Data analysis of the research used reduction, presentation, and verification. The result of the research has showed that the headmaster of MIN Ternate built strategy in planning academic supervision, strategy was built then the force would be formed. Building strategy in planning academic supervision through coaching program, implementation program. The implementation of academic supervision as the implementation from duty and function as a supervisor in the dimension of supervision with personal approach and program in order to build teacher’s spirit in teaching. The strategy that was built in the implementation of academic supervision was started by checking learning administration, used visiting class technique, class observation, observation in learning process, personal and group conversations. The assessment of academic supervision as an implementation of supervisor function in the assessment dimension. The strategy of the headmaster to follow up the result of academic supervision in order to improve and develop teacher’s ability in teaching through direct and indirect coaching such as: gave warning or doing curriculum accompaniment activity.

A matter of degrees: exploring dimensions in the Ph.D. student–advisor relationship in hospitality and tourism education

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.

Supervision and risk of unintentional injury in young children

BackgroundDespite advances in prevention, injuries remain a leading cause of morbidity and mortality among children. Supervision is often cited as an important determinant of child safety.Aims/Objectives/PurposeAssess the association between caregiver...

The paradox and fog of supervision

PurposeSeveral paradoxes have been presented in the literature as inherent in supervision of doctoral students. The purpose of this paper is to explore these paradoxes and offer the concept of praxis as a way of effectively engaging with complex and paradoxical dimensions of supervision, rather than denying or avoiding them.Design/methodology/approachDrawing on sometimes provocative offerings of others, and the seminal work of Grant, views are presented that problematise supervision, challenging its representation as something to be transparently understood, planned and managed. Sophisticated theories of supervision have been offered in literature to hold its inherent paradoxes while opening up its practice for inquiry. It is suggested that supervision is usefully understood as the development of praxis: challenging supervisor and student to understand their practice journey as one of interwoven, often tacit, dimensions of knowing, doing, being and becoming (that are personally and therefore distinctively resolved.FindingsGenerative metaphors drawn from other complex domains of human experience suggest useful ways of engaging with the intensity, individuality and murkiness of supervision. Such metaphors draw attention to the identities and authorities that are in play and offer markers that can be identified even through the fog.Originality/valueVoice work is explored as a metaphor for supervision, suggesting reflective practices that ask supervisor and candidate to pay deep attention to the sounds of their voices as well as to the nuances of the dialogue they create together.