Research Supervision Research Articles

Pre-Service EFL Teachers and Faculty Members' Views on the Challenges and Complexities of Online Research Supervision amid COVID-19


 
 
 
 Undergraduate research supervision has long been one of the most intricate learning issues due to its complexities and challenges. The policy to learn from home during COVID 19 pandemic could have increased the complexities and challenges. This study aimed at discovering the nature of problems and challenges of undergraduate research supervision in the English Education Department of Universitas Kristen Indonesia Jakarta, Indonesia. Employing a qualitative method using a content analysis approach, this study was conducted in October to November 2020 involving 5 faculty members and 15 students who participated in the research supervision held amid COVID 19. Data from the faculty members were gathered through a questionnaire and semi-structured interviews, and data from the students were gathered using a questionnaire and focus group discussions. The obtained data were analyzed using the qualitative content analysis technique. The results revealed that the students viewed the online undergraduate supervision during COVID as very complex and challenging due to their limited research and writing skills, inability to access the research fields, inadequate ICT skills for research, absence of face-to-face communication, and ICT constraints. Both supervisees and supervisors generally viewed the online research supervision was more complex and challenging than the traditional face-to-face research supervision.
 
 
 

Abusive supervision’s impact on work attitudes, considering leaving/quitting, self-efficacy, and performance? A preliminary study

ABSTRACT Abusive supervision involves several types of distinct and interrelated behaviors that have long been known to have damaging effects on employees. This relationship has been mainly found in quantitative studies. Therefore, few qualitative studies concerning abusive supervision exist, especially those asking targets of abusive supervision to write freely about their experience. In order to fill this lacuna in abusive supervision research, targets of such leadership practices were recruited from CloudResearch. Several important themes emerged when targets were asked to fully write about the impact that this deviant leadership style had on their work. First, targets of abusive supervision were most likely to note that the harassment had a negative impact on work attitudes. Second, abusive supervision increased targets’ perceptions regarding whether they considering leaving, in some cases, led them to quit altogether. Third, abusive supervision adversely impacted the self-efficacy of targets. Fourth, abusive supervision was found to have a negative impact on performance. Finally, the research extends previous studies by learning why abusive supervision had a negative impact on the aforementioned work-related outcomes. These results are thoroughly discussed in the article.

Willem van Zwet’s contributions to the profession

Bill van Zwet’s contributions to his profession are, in their own way, comparable to his very substantial research, research supervision and teaching contributions. He had several leadership roles in professional societies, edited leading theoretical journals, started up or revived important conference series, founded a research center and played a huge role in providing colleagues in Central and Eastern Europe access to the western world of probability and statistics. And to each of these several activities, he brought farsightedness, energy and wit, qualities that shone through when he was interviewed about what he’d done (Statist. Sci. 24 (2009) 87–115). In fact, because Bill provided a wealth of detail in “the interview,” this article focuses more on the recollections of some of the people with whom he interacted.

Starting from scratch: Developing and sustaining a rural research team lessons from a nutrition and dietetics case study.

To describe the development of and key factors for sustaining a rural-based research team focussed on nutrition and dietetics. A longitudinal embedded case study approach with data sourced from publicly available records and observations. Case study sub-units were developed into 3 phases with analysis using theoretical propositions and pattern matching. Quantitative data were descriptively analysed. University of Newcastle Department of Rural Health across 4 rural sites. Publicly available data sources from existing team members. Staffing levels, research supervision, internal and external grant outcomes and peer-reviewed journal publications. Academic staffing has increased by 4 full-time equivalent positions over 18years, with 6 current higher-degree research students. Key factors identified in the development of a discipline-specific research workforce included staff higher degree by research completions, longevity of staff in research-active roles, immersive rural placements with a research component and collaborations with nationally competitive researchers. Rural pilot research projects, community connections, understanding of the local context and research networks were fundamental to establishing a viable team. Systematically investing in research that is embedded in local communities will ensure sustainability and relevance, capacity building of existing staff and an ability to problem solve at the local level. Sustained and focussed investment is needed if the current rural research workforce is to develop towards a capacity that meets current demand.

Global leadership in paediatric and congenital cardiac care: "global health advocacy, lift as you rise - an interview with Liesl J. Zühlke, MBChB, MPH, PhD".

Professor Liesl Zühlke is the focus of our fifth in a series of interviews in Cardiology in the Young entitled, "Global Leadership in Paediatric and Congenital Cardiac Care". Professor Zühlke (nee Hendricks) was born in Cape Town, South Africa. She would attend medical school in her hometown at University of Cape Town, graduating in 1991. Professor Zühlke then went on to complete a Diploma in Child Health at College of Medicine in Cape Town followed by completion of her Paediatric and Paediatric Cardiology training in 1999 and 2007, respectively. She would subsequently complete her Masters of Public Health (Clinical Research Methods) at the University of Cape Town, completing her dissertation in 2011 on computer-assisted auscultation as a screening tool for cardiovascular disease, under the supervision of Professors Landon Myer and Bongani Mayosi.Professor Zühlke began her clinical position as a paediatric cardiologist in the Department of Paediatrics and Child Health at the Red Cross War Memorial Children's Hospital in Cape Town, South Africa in 2007. In this role, she has been instrumental in developing a transitional clinic at the paediatric hospital, is a team member of the combined cardio-obstetric and grown-up congenital heart disease clinics, each of which are rare in South Africa, with very few similar clinics in Africa. Professor Zühlke would continue her research training, completing her Doctorate at the University of Cape Town in 2015, with her dissertation on the outcomes of asymptomatic and symptomatic rheumatic heart disease under the supervision of Professor Bongani Mayosi and Associate Professor Mark Engel. In 2015, in affiliation with the University of Cape Town and the Department of Paediatrics and the Institute of Child Health, she established The Children's Heart Disease Research Unit, with the goals to conduct, promote and support paediatric cardiac research on the African continent, facilitate Implementation Science and provide postgraduate supervision and training in paediatric cardiac research. In 2018, she would subsequently complete her Master of Science at the London School of Economics in Health Economics, Outcomes and Management of cardiovascular sciences. Professor Zühlke currently serves as the acting Deputy-Dean of Research at the Faculty of Health Sciences, University of Cape Town.Professor Zühlke has achieved the highest leadership positions within cardiology in South Africa, including President of the Paediatric Cardiac Society of South Africa and President of the South African Heart Association. She is internationally regarded as a leader in research related to rheumatic heart disease. Professor Zühlke's work includes patient, family and health advocacy on a global scale, being involved in the development of policies that have been adopted by major global organisations such as the World Health Organization. In addition to her clinical and research efforts, she is highly regarded by students, colleagues and graduates as an effective teacher, mentor and advisor. This article presents our interview with Professor Zühlke, an interview that covers her experience as a thought leader in the field of Paediatric Cardiology, specifically in her work related to rheumatic heart disease, Global Health and paediatric and congenital cardiac care in resource-limited settings.

Barriers to effective research supervision in clinical specialist training: Experience from a medical school in Malaysia.

A compulsory research component is becoming increasingly common for clinical residents. However, integrating research into a busy clinical training schedule can be challenging. This study aimed to explore barriers to research supervision in specialist training programmes from the perspectives of clinical supervisors and trainees at a Malaysian university hospital. Qualitative interviews and focus group discussions were conducted (December 2016 to July 2017) with clinical supervisors (n=11) and clinical trainees (n=26) utilising a topic guide exploring institutional guidelines, research culture and supervisor-student roles. Interviews were transcribed verbatim and analysed thematically to identify barriers to research supervision. Supervisors and trainees from 11 out of 18 departments participated. Both clinical supervisors and trainees struggled to successfully integrate a compulsory research component into residency training. Among the reasons identified included a lack of supervisory access due to the nature of clinical rotations and placements, clashing training priorities (clinical vs research) that discouraged trainees and supervisors from engaging in research, poor research expertise and experience among clinical supervisors hampering high-quality supervision, and a frustrating lack of clear standards between the various parties involved in research guidance and examination. Both clinical supervisors and trainees struggled to successfully integrate a compulsory research component into residency training. This was not only an issue of resource limitation since questions regarding clinical priorities and unclear research standards emerged. Thus, institutional coordinators need to set clear standards and provide adequate training to make research meaningful and achievable for busy clinical supervisors and trainees.

A Collaborative Self-study of Action Research Supervision: How can Mentorship be Used to Improve In-service Teacher Training in Uganda?

It is not just a learning crisis but a teacher crisis! While Sub-Saharan Countries in general and, Uganda in particular, are grappling with poor learning outcomes at all levels, the ability of teachers and school leaders to respond to the learners’ needs to raise learning outcomes remains a major challenge. Teacher quality plays a central role if Sub-Sahara African countries are to accelerate early grade learning and raise retention in the subsequent grades. The purpose of this study was to explore how a collaborative self-study can be used to galvanise teachers and school leaders’ capacity to improve their practice through action research supervision. This study describes how a collaborative self-study was used in the supervision of action research using a mentorship process. We provide a retrospective account of our reflections on the actions and experience with our students (teacher trainees) during our research supervision. We present a collaborative self-study as a study method with a discursive power of generating research knowledge and improving our practice and that of the teacher trainees. In this self-study, we focused on our work with a sample of 13 (7 female, 6 male) teacher trainees. This research indicates that while self-study is faced with challenges of unfair competition from traditional research methods, it can be helpful in contextualising teacher education.

Standardization of managed honey bee (Apis mellifera) hives for pollination of Sunflower (Helianthus annuus) crop

To determine the effect of honey bee (Apis mellifera L.) pollination on sunflower yield using the most appropriate number of beehives per unit area of crops is very important. By comparing the number of hives and yield components, we can satisfy optimal pollination needs and improve economic yields. For this purpose, a series of experiments were conducted at thatha Khalil farmer field Taxila Rawalpindi, under the supervision of Beekeeping and Hill Fruit Pests Research, Station Rawalpindi, Pakistan, with four treatments for comparison: 1 hive acre−1, 2 hives acre−1, 3 hives acre−1, and 0 hives acre−1 as a control. The hives were kept inside the experimental area and pollination density, pollinator’s diversity, agronomic yield, and economic yield were determined. Two acres of sunflower field were sown and four bee colonies were introduced at 5% to 10% flowering. The maximum visitation frequency of A. mellifera was recorded at the weekly interval from 24 to 09-2019 to 24–10-2019, according to which maximum visitation was observed (44.8, 38.4, and 16.5 plant−1 5 min−1) at 10:00, 12:00, and 14:00 hrs, respectively. Data regarding foraging pollinators revealed that A. mellifera was the most dominant pollinator of the sunflower crop with the highest abundance 17.11% followed by A. cerana (3.46%) and the population of A. dorsata was minimum (2.12%). Furthermore, agronomic parameters (number of seeds plant−1, 100 seed weight (g), and economic yield were significantly higher in those fields which were pollinated by more beehives in comparison to fewer beehives.

“In all our training, where was this thing called supervision?” Clinical supervision in Kenya

ABSTRACT Supervision is in its developmental stages in Kenya. Using a reflective thematic analysis, the authors explored counselors’ (n = 13) experiences and perceptions of supervision. Three key findings from the study were (a) the practice of supervision as less frequent, varied, and limited; (b) up here, and down there: the influence of culture and power in supervision; and (c) the role of the mental health movement in the development of supervision. We provide a background of counseling in Kenya followed by a brief context of supervision and its status in the country. Implications for supervision practice and research are discussed.

Abusive supervision: a content analysis of theory and methodology

PurposeDespite recent organizational behavior studies have witnessed considerable progress in abusive supervision research; some demerits for both theory and methodology still remain in the past years. To clarify the current state of knowledge in the field, this study aims to analyze the current state of theories and methods on abusive supervision and provides a detailed future research agenda.Design/methodology/approachThis paper conducted a literature review for both theory and methodology of the abusive supervision research using a content analysis of 134 publications.FindingsFor the theory part, this paper summarized the theories that had been applied to explain the relationship between abusive supervision and its consequences as well as antecedents. For the methodology part, this paper outlined some critical issues regarding country of origin, research design, measurement, analysis strategy and also summarized with a discussion of the relationship between methodological issues and article impact. Finally, this paper concluded by presenting an agenda for future abusive supervision research regarding both theory and methodology.Originality/valueFirst, this paper summarizes the main theories, antecedents and consequences often used in abusive supervision research to allow scholars to carry out theoretically driven research investigating abusive supervision in the future. Second, through a content analysis of the methods sections of abusive supervision research in the samples (i.e. country of origin, research design, measurement and analytical procedures), this paper identified the potential reasons underlying the inconsistency in the conclusions of abusive supervision research and provide some guidance for future empirical studies. Third, based on the qualitative review, this paper provides an agenda for future research investigating abusive supervision by developing a content-specific theoretical framework to benchmark abusive supervision research against other research related to leadership and offers an accurate response to scholars’ criticisms of abusive supervision research.

1450Exeperiential Note on Enhancing Epidemiological Studies through Supervision of Postgraduate Research on Scaffolded Thesis-by-Publication

Abstract Focus of Presentation Most researchers are based in universities, and their research performance site is often metropolitan and urban cities. The effect is that scope of epidemiological studies has largely been without keen interest at the primary healthcare level. A pathway that this could have been addressed is teaching-research nexus in students’ research supervision. Hence in 2013, a research program was started and focused in primary health promotion. The program involved novel application of a known idea, whereby students do scaffold thesis-by-publication. Over the years, observations of students’ behaviour regarding the program are being made. This report narrates 7 years’ experience from Nigeria. Findings In the 7 years, 44 research students (3 PhDs, 20 Masters and 21 Hons) have passed through the program. Among the 21 Hons, 1 has volunteered to remain a collaborator and ‘unpaid’ Research Assistant in the program. Currently, 11 PhD candidates including 8/20 (40%) Masters’ degree graduates who are scaling up their work. In the year 2020, 4 of the PhD candidates have gone on to epidemiological study as well as primary healthcare performance evaluation of their local government areas in terms of public health problem of research interest. All students expressed being motivated by the publications. Conclusions/Implications Taking research students through thesis-by-publication journey is one approach to advance epidemiological studies. Making the students do the work on their own community advances health promotion, outreach to rural areas and primary health perspectives. Key messages Teaching-research nexus buoyed with thesis-by-publication can advance teaching and communication of epidemiology.

Institutional Framework for the Management of Human Genetic Resources in China.

China has made efforts toward the preservation and utilization of human genetic resources (HGRs). In recent years, in the face of various issues that have become increasingly prominent in HGR research, China has continuously strengthened legislation and ethics, and has initially established a relatively complete legal system and ethical guidelines. In the design of regulatory responsibilities, a multisectoral linkage of the Ministry of Science and Technology (MOST), the National Health Commission (NHC), the National Medical Products Administration (NMPA), and the National Intellectual Property Administration (CNIPA) has been formed. In the supervision system, it includes a three-tier structure of Laws/Acts-Regulations-Guidance. In terms of management content, it mainly draws on the basic principles of international conventions such as the Convention on Biological Diversity (CBD), and implements examination and approval filing management and ethical supervision of HGR research in China.

Practice educators’ emphasis on research in supervision of occupational therapy students

Background One approach to promote students’ use of research in future practice involves integrating students’ research use in supervision during practice placements. Studies examining this aspect of supervision in practice placements are lacking. Aim To explore how practice educators perceive and emphasise research in their supervision of occupational therapy students during practice placements. Materials and methods A qualitative study was conducted. A purposive sample was recruited, consisting of participants from community-based health services and hospitals in Norway. We conducted three focus groups and one individual interview with occupational therapists (n = 9). The qualitative data analysis was based on interpretive description. Results We identified four themes: ‘emphasis on research in supervision of students’; ‘practice educators’ research competence and awareness of research’; ‘institutionalisation of research use in everyday practice’; and ‘communication and cooperation between education and practice regarding research’. Despite highlighting several benefits of research use, the practice educators focused rarely on students’ research use in practice placements. Conclusions and significance: Cooperation between practice educators and faculty members regarding students’ training in research use seems essential. Practice educators may need additional training in how research should be emphasised in supervision.

Graduate Students’ Perspectives on Challenges Encountered in Research Work in Higher Education: The Kenya Experience

Research contributes significantly in every country’s national and economic development. In addition, research is fundamental in post graduate progammes in Higher Education (CUE, 2014). This paper is a report of a study that was carried out in Kenya in the year 2020 on graduate students’ perspectives on challenges encountered in research work in higher education. The study adopted a Mixed Methods approach and a survey research design. The study was guided by the systems theory by Bertalanffy (1968) cited by Heylighen and Joslyn (1992). A sample of 10 PhD students and 15 M.ED students from a public university in Kenya was selected through purposive and convenience sampling method. Only the students that had submitted their thesis for examination participated in the study. Since the students were not on campus at the time of the study, only those within reach took part in the study. Data was collected from September to November 2020 using students’ questionnaires that comprised of both closed ended and open ended questions. Data was analyzed through descriptive statistics and thematic analysis. The findings revealed that graduate students had challenges pertaining problem identification and statement, data analysis, identification and discussion of the research gap, statement of research objectives/questions, and time management. Nevertheless, the students overcame the challenges through wide reading, and consultations with experts. The study recommended strengthening of teaching and supervision of graduate students, enhancement of graduate students’ support mechanisms and faculty development in higher education. The results of this study provide insight on challenges affecting graduate students in research work. The findings inform universities on teaching of graduate students and research supervision.

Higher degree research supervision beyond expertise: a Rancièrean and Freirean perspective on HDR supervision

ABSTRACT This paper examines the function of ‘expertise’ in mediating the student–supervisor relationship in Higher Degree Research (HDR). Prevailing conceptualisations of expertise generally translate as disciplinary acumen and reference the supervisor’s specialist disciplinary and methodological knowledge. Beyond establishing the disciplinary ‘signatures’ of a discipline, this expertise also confers ‘symbolic capital’ within the disciplinary field. This paper asks: ‘What might it mean when supervisors lack such specific disciplinary knowledge in the supervision of HDR projects?' Drawing on theoretical foundations from Jacques Rancière and Paulo Freire, this paper considers how alternative ways of knowing and enacting scholarly inquiry might afford new terrains of practice within the HDR project, with the authors’ recent experiences in supervising beyond their respective disciplinary expertise providing an illustration of this modality of supervision. This case example demonstrates how mutuality and the enactment of a dialogic supervisory approach might widen considerations of what ‘counts’ as expertise within HDR supervision. In setting out this conceptualisation, an ethic of mutual inquiry prefaced by Rancière’s ‘two wills’ provides a means for activating a dynamic HDR candidature, the production of innovative research and the recognition of expertise beyond narrowly defined configurations of disciplinary acumen.

Master’s Research Supervision and Academic Support: A Benchmarking of Best Practice at a New Zealand Research-Intensive University

Master’s Research Supervision and Academic Support: A Benchmarking of Best Practice at a New Zealand Research-Intensive University

Supervisory feedback to postgraduate research students: a literature review

Feedback is a complex socio-cultural construct, utilising various modalities over the lifespan of a research candidature. This study reports findings from a review of global literature on supervisory feedback to postgraduate research students. Three focus questions guided the review: students’ problems in receiving feedback, perceptions of positive feedback strategies, and potential improvements to the feedback process. The review method combined a systematic search process with explicit inclusion and exclusion criteria applied to literature published over the last decade. A detailed content analysis of 43 articles is reported in a thematically ordered narrative. Findings suggested that problems with feedback were found to be caused by the content, processes involved and the expectations of those involved. Second, feedback strategies that positively impacted learning and teaching capabilities of both students and supervisors were identified as most effective. Third, improvements to the feedback process were canvassed through the three key actors of institutions, supervisors and students, providing insights into the synergistic relationship among these actors. Further research is warranted as feedback processes and products are at the mercy of research supervision, which is increasingly operating in online environments spanning different time zones, with professional, cultural and linguistic diversities impacting feedback processes and products.

Does peer relationship matter? A multilevel investigation of the effects of peer and supervisory relationships on group supervision outcomes.

Research in clinical supervision has primarily focused on the contribution of supervisors to training outcome. However, peers may also play a significant role in trainees' development, particularly during group supervision. Fifty-three trainees from 10 supervision groups completed measures of peer relationship, supervisory working alliance (SWA), supervision satisfaction (SAT), and counseling self-efficacy (CSE) at three time points during a 20-week counseling practicum at a department clinic in Hong Kong. Multilevel modeling was conducted to test the hypothesis that both peer relationship and SWA contribute to SAT and CSE. The path model results showed that higher within- and between-trainee SWA was associated with higher SAT, and higher between-trainee SWA was associated with higher CSE. Better within- and between-trainee peer relationship was associated with higher CSE, but not with SAT. Thus, when peer relationship and SWA were entered as predictors into the same analysis and allowed to control for each other's effects, they each have unique contributions to the outcome of group supervision. Implications for training and supervision research are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Invest in Research Supervision, Enhance Timely Completion of Postgraduate studies

Postgraduate research supervision and its impact on students’ completion of postgraduate studies continue to pose significant challenges to higher education managers, postgraduate students, university dons, funders of postgraduate education, and all stake holders. This literature review based article summaries the research findings across six dimensions of postgraduate research supervision: Student-supervisor relationship, Gender and research supervision, Allocating and matching students with supervisors, Pedagogy of research supervision, Roles and responsibilities of postgraduate students and supervisors and Effective supervision. Student- supervisor relationship is noted to have direct and indirect influence on all other dimensions of research supervision and consequently to timely students’ completion of postgraduate studies. It was found out that the reaction and impact of the other six dimensions would be driven by the student-supervisor relationship. Students perceived that good working relationships with their research supervisors have an impact on their research progress. Studies concerning gender and research supervision are limited but the few available indicated that female candidates were largely affected in their progress due to gender-related challenges. It was revealed that effective supervision has a positive impact on timely students’ completion of postgraduate studies. Implications for postgraduate students and supervisors, schools, faculties, and departments of postgraduate education were identified.

International students’ perception of research supervision in the Social Sciences: the case of three comprehensive universities in China

ABSTRACT Due to the internationalisation of higher education, much research has been focused on internationalising the curriculum, while little is known about internationalising research supervision. Research supervision is very pertinent as far as students’ acquisition of sustainable research skills is concerned. This study examined the perceptions of international postgraduate students on research supervision. The study focused on finding out if international postgraduate students are satisfied with their research supervisors and finding out the type of Feedback international students received from their supervisors. Exploratory case study research design was used, adopting qualitative research methodology. The study participants were 60 postgraduate Social Science international students from three comprehensive universities in China. A purposive sampling technique was used to select the participants; only international students in Social Sciences participated in this study. A semi-structured interview guide was used as the instrument for data collection. The data collected was analysed thematically. This study found that only a few students were satisfied with their supervisors. A majority of the respondents were not satisfied with their supervisors’ contributions in their thesis or dissertation writing and the type of feedback they received from their supervisors. This shows that universities striving to achieve their aspirations of becoming world-class universities in terms of internationalisation need to guide and support supervisors who supervise international students. Some recommendations are made that need to be effectively implemented to enhance international students’ acquisition of research skills.