Ideal Supervisor Research Articles

Modeling the information behavior patterns of new graduate students in supervisor selection

Choosing an ideal supervisor is an extremely important decision for new graduate students. This study explores new graduate students’ selection criteria, information sources, and characteristics of information behavior in their supervisor selection process. Guided by Corbin and Strauss's grounded theory, we conducted semi-structured interviews with 36 new graduate students and collected 2,395 posts related to the selection of a supervisor in an online community. We found that of the selection criteria, students focused on five supervisor characteristics: personality traits, research literacy, team resources, management ability, and teaching competence. Of the information sources, students consulted network sources most frequently, such as each potential supervisor's personal homepage, students’ personal networks, and social media. Our findings also identified fourteen characteristics of information behavior, including characteristics identified in previous studies (e.g., surveying) as well as three new characteristics: involving, including and excluding, and comparing. Finally, this study developed an information behavior model of new graduate students in the supervisor selection process, indicating that new graduate students’ career development plans are influenced by their career development expectations. These two constructs together affect students’ selection criteria, which has an effect on their information behavior. This study provides theoretical, practical, and methodological support for graduate education from an information behavior perspective.

The ideal research degree supervisor ‘can play any role’: Rethinking institutional orientation and induction for commencing doctoral students

ABSTRACT Although there has been considerable post hoc research on student views of supervisors, there is little on how candidate expectations are constituted at or close to the point of commencement. This study reads students’ commentary about the ‘ideal supervisor’ at the point of institutional induction to examine commencing candidate expectations, concluding that student discourse reflects historical, guild notions of the supervisor as ‘master’, and institutional messaging about the primary responsibility of the supervisor for positive research degree outcomes. The ‘ideal’ supervisor imagined by commencing candidates possesses highly esteemed character virtues and research mastery such that they can meet all needs and guarantee a successful outcome and a positive candidate experience. The paper concludes that institutional representations of the supervisor role need to change to re-situate supervision within wider networks of engagement and support and this needs to be reflected in the design of institutional orientation.

AAIM Recommendations to Promote Equity in the Clerkship Clinical Learning Environment

AAIM Recommendations to Promote Equity in the Clerkship Clinical Learning Environment

No One Size Fits All: A Qualitative Study of Clerkship Medical Students' Perceptions of Ideal Supervisor Responses to Microaggressions.

This study explores medical students' perspectives on the key features of ideal supervisor responses to microaggressions targeting clerkship medical students. This single-institution, qualitative focus group study, based in an interpretivist paradigm, explored clerkship medical students' perceptions in the United States, 2020. During semistructured focus groups, participants discussed 4 microaggression scenarios. The authors employed the framework method of thematic analysis to identify considerations and characteristics of ideal supervisor responses and explored differences in ideal response across microaggression types. Thirty-nine students participated in 7 focus groups, lasting 80 to 92 minutes per group. Overall, students felt that supervisors' responsibility began before a microaggression occurred, through anticipatory discussions ("pre-brief") with all students to identify preferences. Students felt that effective bystander responses should acknowledge student preferences, patient context, interpersonal dynamics in the room, and the microaggression itself. Microassaults necessitated an immediate response. After a microaggression, students preferred a brief one-on-one check-in with the supervisor to discuss the most supportive next steps including whether further group discussion would be helpful. Students described that an ideal supervisor bystander response incorporates both student preferences and the microaggression context, which are best revealed through advanced discussion. The authors created the Bystander Microaggression Intervention Guide as a visual representation of the preferred bystander microaggression response based on students' discussions. Effective interventions promote educational safety and shift power dynamics to empower the student target.

Doctoral Supervisors and PhD Students' Perceptions about the Supervision Process in a Young European University

In the last decade with the Bologna implementation, doctoral supervision gained a new emphasis and emerged as crucial for developing the European research area. Research, on doctoral supervision practices, and the supervisor ideal profile was carried out in a TOP 10 young European university, at Universidade Nova de Lisboa. The results show that meetings (individual or in groups) are the most implemented practice. Usually, students present orally, to a supervisor, the research that they already made regarding the initial work plane. Two supervisors' profiles emerge from the students' voices, the real and the ideal. The ideal supervisor profile that emerges from the questionnaires features supervisors who take students care, give feedback on work on time, and are honest and critical.

The ideal supervisor from the candidate’s perspective: what qualities do students actually want?

ABSTRACT This paper investigates what postgraduate research students at varying stages of candidature across all disciplines in 15 of Australia’s 39 urban and rural universities perceive to be the qualities of an ideal supervisor. Students completed an anonymous survey resulting in the online submission of 698 surveys. This paper focuses on the penultimate question asking students to nominate five qualities of an ideal supervisor. Meta categories generated from students’ data were person related, candidate oriented, supervision fundamentals, and discipline/research expertise. The related literature reported diverse methodologies yet, like this study, have yielded remarkably similar results participating universities sought anonymity so results are presented under four broad discipline clusters. Across all clusters affective qualities (e.g., approachability, accessibility, interest, respect, commitment) consistently characterized the ideal supervisor. Students in this study, unlike others, had total agency in nominating qualities they valued in their ideal supervisor. For these 695 students from diverse disciplines positive interactive personal qualities far outweighed erudition demonstrating the centrality of the person in the supervisory relationship. Results are considered in the context of theories relating to the helping relationship from a number of disciplines. Finally, implications for the nature and efficacy of supervisor development programmes across the sector are discussed.

Becoming a reflective practitioner

Foreword. Preface. Acknowledgements. Part 1 Basic structures. 1 Exploring reflection. The significance of reflective practices for professional life. Knowing reflection. Whole-brain stuff. A typology of reflective practices. Setting out my stall. Bimadisiwin. Prerequisites of reflection. Energy work. Being in place. Developing voice. Evaluating reflection. Conclusion. 2 A reflective framework for clinical practice. Peter and Sam. The Burford NDU model: caring in practice. Vision. From vision to reality. A structural view of a reflective framework for clinical practice. Organisational culture. The Burford model's explicit assumptions. Conclusion. 3 Becoming reflective. Tom and Joan. Narrative. Dialogue. The first dialogical movement: doodles in my journal. The second dialogical movement: surfing the reflective spiral. Dwelling with the text and gaining insight. Framing perspectives. Conclusion. 4 The third and fourth dialogical movements. The third dialogical movement: the dance with Sophia. The fourth dialogical movement: dialogue with peers and guides. The nature of guidance. Conclusion. 5 The fifth and sixth dialogical movements. Reflection as art. Being playful, being disciplined. Autoethnography. Conclusion. 6 Being available. Tony. Being available. Holding and intending to realise a vision. The extent to which the practitioner knows the other. The extent to which the practitioner is concerned for the other. The extent to which the practitioner can grasp and interpret the clinical moment and respond with appropriate skilful action (the aesthetic response). Poise - the extent to which the practitioner knows and manages self within relationship. Conclusion. 7 Creating an environment where being available is possible. Cathy and the GPs. Realising our power. Hank's complaint. Horizontal violence. Support. Debriefing. Therapeutic benefits of disclosure. Conclusion. 8 Therapeutic journalling for patients. Moira Vass - living with motor neurone disease. Reflection. Listening to the patient's story. Conclusion. Part 2 Narratives of being available. 9 Jill Jarvis: reflection on touch and the environment. Introduction. Touch (Jill Jarvis). Environment (Jill Jarvis). Conclusions. 10 Simon Lee: reflection on caring. Introduction. Simon writes. Involvement. 11 Clare Coward: life begins at 40. Clare writes. 12 Jim Jones: balancing the wind or a lot of hot air. Jim writes. Part 3 Creating the reflective environment. 13 Reflective communication. Talk. Confidentiality. Patient notes. Narrative. Reflection. Conclusion. 14 Ensuring quality. A narrative of a quality initiative to improve midwifery care to postnatal women in the community. Reflection. Conclusion. 15 Transformational leadership. Sally writes: a little voice in a big arena. Susan writes: liberating to care. Reflection. Conclusion. 16 Clinical supervision and nurturing the learning organisation. Bumping heads. Revealing woozles. Clinical supervision. The learning organisation. Contracting. Four variables of clinical supervision. Emancipatory or technical supervision. Peer-led supervision. Qualities of the ideal supervisor. Heron's six-category intervention analysis. Modes of supervision. The nine step model. Trudy's story. Conclusion.Practitioner 17 Reflection as chaos theory. Lazell writes. Reflection. Conclusion. 18 The reflective curriculum. Running in place. Teacher identity. Tripods. Frozen stories. Teaching through reflective practice. Camp-fire teaching. Trust. Judging reflective writing. Disadvantages. Conclusion. 19 The performance turn. Introduction. The performance turn. Performance texts. Musical chairs. RAW. Notes. How might performance be judged as valid? First a warning! Authenticity/speaking your truth. Conclusion. Appendix Clinical supervision evaluation tool. References. Index.

Investigating Leader Role Congruity and Counterproductive Work Behavior

The present study sought to examine the role of fulfilled vs. unfulfilled expectations in work-related and non-work domains. Specifically, we examined how congruence and incongruence between implicit leadership theories across multiple categories of leaders (typical, ideal, and effective leaders) and characteristics recognized on one’s supervisor affect leader-member exchange (LMX), work-family conflict, and subsequent counter-productive work behavior. We tested our hypotheses using polynomial regression and response surface modeling. The results of this study showed that congruence between implicit leadership theories (ILT’s) of typical, ideal, and effective leaders and supervisor recognition, as well as incongruity between ILT’s of ideal leaders and characteristics recognized in one’s supervisor, significantly impacts perceived LMX quality with supervisors. Incongruity between ILT’s of typical and ideal leaders and supervisor recognition was also associated with higher ratings of work-family conflict (WFC). Finally, the results showed support for a significant indirect effect of congruence between ILTs of typical and ideal leaders and characteristics recognized in one’s supervisor on CWB through WFC. These results add meaningful depth to literature on congruent implicit theories in two ways: (a) we add to existing knowledge of outcomes associated with congruence on ILT’s, and, (b) we examine these associations using ILT’s across multiple categories of leaders. Implications are also discussed.

Students’ Perceptions of Supervisory Qualities: What do Students want? What do they believe they receive?

Aim/Purpose: This paper explores students’ perceptions of qualities they believe their ideal supervisor should possess as well as those they see as characterizing their current and past supervisors. Background: Over more than three decades, multiple cultural contexts and diverse methodologies, research studies have demonstrated that what person related human qualities in postgraduate research supervision have greater valence for students than does discipline/research expertise. This paper probes why this might be so. Methodology: Across 15 Australian universities and all disciplines 698 students participated in an opt-in online survey which invited students to provide descriptors of their supervisors’ qualities as well as those of their ideal supervisor. The survey was student centred in that it required them to nominate the qualities of their supervisor/s rather than asking them to respond to statements about supervisors/supervision on a Likert scale. Contribution: This research which was designed to allow students to characterise their actual supervisors and their ideal supervisor in an unconstrained and anonymous way demonstrated their dominant valuing of, firstly, human traits consistent with emotional intelligence and, secondly, the professional aspects of supervision especially in relation to research process. In providing a snapshot of the janus face of supervision, these uniquely student generated perspectives on supervisory qualities provide data not only supportive of previous studies with very different methodologies but also with implications for supervisor development programs and supervisor benchmarking within universities. Findings: The resultant student initiated perceptions of positive and negative qualities of supervisors support the findings of other studies which show that students value and seek cognitive and affective person related qualities in supervisors over discipline/research expertise qualities. For 25 percent of the sample there were no qualities in common between their principal supervisor and their ideal; this increased to 50 percent with one quality in common. Recommendations for Practitioners: In developing and honing individual philosophies of supervision, supervisors should reflect, for example, upon the ways in which they present to and interact with students as individuals, their availability to students, their interest in students' research and career development. Those delivering supervisor development programs should consider the balance in such programs between process- oriented material and human interaction strategies. Recommendation for Researchers: Research in the doctoral space has tended to be summative as in post completion evaluations of the experience or cross-sectional sampling of experience or what is valued as in the current study. Longitudinal research which samples perspectives both within and beyond candidature is needed. This should thus encompass the experiences of those who complete and those who do not over a period of perhaps six years. Impact on Society: Globally since the late 1990s, universities have initiated doctoral training programs and codes of conduct pertaining to the supervisory relationship yet evidence suggests that supervision issues remain vexatious. The sector thus needs to address the efficacy of such programs in ameliorating issues raised by students. The silent acknowledgement of late stage doctoral attrition – and the lack of follow up as to the complex interrelationship of factors prompting such a personally difficult and societally wasteful decision – remains a besetting problem for the sector. Future Research: Two critical issues would usefully guide future research in the doctoral education space. Firstly, the ultimate efficacy of supervisor development programs requires evaluation and follow up. Secondly, the perspectives of those who exit the PhD process virtually without trace need to be investigated and evaluated for policy implications. Further some respondents in this study had supervisory roles themselves and the qualities they attributed to self as supervisor were closer to the ideal than those of real supervisors. This suggests that a more extensive investigation of how supervisors see themselves in the supervisory role would be useful as such research would potentially impact on the nature of supervisor development programs in the future.

Discussing Methods of Education during Clinical Training: Results of a Questionnaire Survey on Views of an Ideal Supervisor

Discussing Methods of Education during Clinical Training: Results of a Questionnaire Survey on Views of an Ideal Supervisor

Differences Between Management Philosophies Among American and Chinese Hotel Managers: A Cultural Comparison Between Las Vegas and Shanghai

The purpose of this study was to measure the cultural differences between Chinese and U.S. hospitality managers' management philosophies, using a survey adopted from Hofstede (2001) and Baird, Lyles, and Wharton (1990). Fourteen individual items related to management philosophies showed significant differences between American and Chinese managers. Exploratory factor analysis confirmed that the three factors (personal management philosophies, behavior of ideal supervisor, and ideal management philosophies) developed by Baird et al. (1990) are indeed valid for this sample. Discriminant function analysis showed that these three factors are statistically significant in differentiating between the Chinese and U.S. managers. These findings underscore the importance of proper development of effective training programs and management policies for hotel chains that operate on an international scale.

Student perceptions of a quality clinical experience: findings from the literature and their application to radiation therapy

AbstractThis paper seeks to provide a review of research findings into the clinical experience from the perception of students, with the aim of improving the clinical placements of radiation therapy students. Drawing on evidence from other allied health professions, the attributes of the ideal supervisor perceived by students is presented. The effect of clinical environment, departmental culture and communication with universities on student perception is also discussed. The lack of literature on radiation therapy education in the clinical setting has been highlighted and may be remedied in the future with the appointment of research radiation therapists. There is an ongoing need for the universities to assist radiation therapists in maintaining their skills in the supervision of students, perhaps through the provision of workshops and seminars. The list of attributes of the ideal supervisor extracted from the literature is extensive. It is an unrealistic expectation for a person to possess all of the characteristics, however the challenge is for supervisors to develop and exhibit as many as possible.

Supervision of fear in social work. A re-evaluation of reassurance

This paper acknowledges the crucial importance of supervision to social work practice. Reference is made to a research study in which 61 employees of Social Services departments were interviewed with regard to times when they had experienced fear in their work. One of the questions they were asked was 'What responses would you like from an ideal supervisor to whom you took an experience of fear?' Answers to this question revealed that participants wanted a supervisor to 'be there' for them, have time for them and to listen to what they had to say without criticism. Understanding, acknowledgement, recognition, validation, affirmation and confirmation of the supervisee were also thought to be important. Detailed descriptions taken from the responses of two social workers interviewed for the study convey a sense of the fears they experienced and the impact of these fears. What they subsequently found helpful in their processing of the fears is also described. In the light of what participants appeared to want from supervision the paper concludes with some thoughts relating to the function of reassurance within the supervisory relationship. Relevant writings by Klein and Winnicott are highlighted in this discussion.

Supervisees' Perceptions of Supervisors' Social Power in Speech-Language Pathology

Most speech-language pathologists function as supervisees and supervisors at various points in their careers (Anderson, 1988). This study investigates supervisees' perceptions of their current and ideal supervisors' social power during the clinical supervisory process in speech-language pathology education. Perceived social power was measured by two modified versions (Wagner, 1994) of the Rahim Leader Power Inventory (Rahim, 1988). This inventory measures the five French and Raven (1959) social power bases: expert, reward, referent, legitimate, and coercive. Graduate supervisees completed one version of the inventory by rating their current supervisor and a second version of the inventory indicating their ideal supervisor. Results revealed significant differences among supervisees' perceptions of current versus ideal supervisors relative to expert, reward, referent, and legitimate power. Overall, these results have implications for supervisors in speech-language pathology who may wish to modify their perceived social power in order to enhance supervisory relationships.

Ethical and legal aspects of clinical supervision.

We review guidelines for providing supervision for trainees and employees, an expected part of the job for many psychologists, many of whom carry out their supervisory duties with only a cursory awareness of the ethical and legal pitfalls that may accrue. The guidelines are drawn from ethical principles, other documents promulgated by various sectors of professional psychology, and relevant legal cases. Specific suggestions are given for supervisors and training institutions to ensure appropriate supervision. The incorporation of training in supervision in all doctoral programs in professional psychology is recommended. Clinical supervision has become an area of intense interest in recent years. This interest has been reflected in reviews of ideal supervisor characteristics (Carifio & Hess, 1987), empirical studies of psychotherapy supervision (Lambert & Arnold, 1987), development of models of supervision (e.g., Stoltenberg & Delworth, 1987; Worthington, 1987), and evaluations of supervisees' perceptions of supervisory practices (Allen, Szollos, & Williams, 1986). These and similar articles have focused primarily on the process and content of supervision. Supervisors also need to be familiar with ethical and legal aspects of supervision that transcend their theoretical orientations and teaching skills (Bent & Cannon, 1987). The ethical issues include supervisor qualifications, duties and responsibilities of supervisors, dual relationships, client consent, and thirdparty payments. The legal liability of supervisors extends into such areas as direct and vicarious liability, confidentiality and the duty to protect, and standard of care. In this article we discuss the ethical and legal aspects of the supervision of trainees in psychology, such as what occurs in practica, internships, and postdoctoral work before licensure. We provide a generic coverage of the ethical and legal issues as they apply to all theories or models of supervision. We do not detail how these principles may be played out in unique ways in specific theoretical approaches to training (e.g., supervision in analysis), in supervision for ongoing enhancement of skills by

Who is the ideal supervisor?

Who is the ideal supervisor?

Who is the ideal supervisor?

Who is the ideal supervisor?

An Examination of the Ideal Immediate Supervisor and Subordinate

This study was designed to examine the nature of the ideal supervisor and subordinate, then to compare the two concepts. The study showed that for both the ideal is one who is perceived as extremely competent, quite safe, extroverted, and emotionally stable, as well as slightly similar to his counterpart in attitudes and values, but neutral in background and appear ance. Furthermore, it was shown that for at least one-half of the individual criteria used in establishing these overall ideal qualities, there are differen tial expectations, with the supervisor almost without exception expected to reach a higher level of standards than the subordinate.

The Ideal Music Supervisor

The Ideal Music Supervisor