Supervision Environments Research Articles

Former CEO director and executive-employee pay gap

This study investigates the influence of former CEO directors on the executive-employee pay gap. We find that former CEO directors significantly increase the executive-employee pay gap. This effect is more pronounced in non-state-owned companies, companies in less competitive product markets, weaker corporate supervision environments, and with lower shareholding ratios of majority shareholders. Further evidence shows that only when former CEOs serve as the chairman of the board can they have a direct influence on the executive-employee pay gap; the former CEO director focuses only on executive compensation but not on employee compensation. Finally, we find that the pay gap occasioned by the former CEO director has a negative impact on the future accounting performance of the company.

English

The paper examines the dynamics and complex dimensions in doctoral supervision in different disciplinary contexts in higher education institutions (HEIs), given that institutional success and reputation depends on ‘research output,’ which creates visibility and competitive advantage. However, traditional doctoral supervision, which frequently results in research output, has remained contradictory and complex due to its multi-layered, challenging, and conflicting tasks. The authors contend that while doctoral supervision necessitates a high caliber pool of trained academics and professionals, with reasonable accommodation and respect for one another, strong ethical values, cordial relationships, and professionalism, institutions continue to face unprecedented challenges in not only finding all of the attributes in a single supervisor, but also finding the best supervision model to employ. The paper concludes that, because supervisors are appointed based on their methodological, experience, and content expertise, the other essential attributes for effective supervision should be incorporated into policies.  As a result, in order to resolve supervision nuances, institutions should implement flawless doctoral supervision guidelines and provide healthy supervision environments.   Key words: Co-supervision, doctoral committees, doctoral supervision, doctoral education, team supervision, dyadic supervision.

Appropriating WhatsApp‐mediated postgraduate supervision to negotiate “relational authenticity” in resource‐constrained environments

AbstractDespite the surging prominence of literature that explores mobile instant messaging’s (MIM) capacity to leverage transformative pedagogical practices in higher education, studies that unravel the appropriation of MIM to leverage postgraduate supervision in authentic learning contexts are less frequent. Consequently, a gap persists on the nature of postgraduate supervisees’ existential and relational authenticity as they interface with MIM and supervisors during their consultation processes. This study drew on Heidegger’s existential authenticity, a netnography of WhatsApp‐based supervisor–supervisee consultations and in‐depth interviews to unravel how WhatsApp‐mediated postgraduate supervision fosters the social construction of relational and existential authenticity in resource‐constrained contexts. The findings suggest that authentic supervision was constructed through supervisor–supervisees’ negotiation of academic hierarchies, supervisees’ self‐expression and self‐disclosure, their management of moments of anxiety and conflict deflation in ambivalent supervision scenarios. The study recommends that supervisors need to manage the significant yet unrecognised “nervous moments” in technology‐mediated supervision environments, where compression of hierarchy may be conflated with negation of the supervisor’s authority.

Credit rationing and the simulation of bank-small and medium sized firm artificial credit market

By analyzing the financing difficulties faced by the small and medium-sized firms, the paper built an artificial credit markets with the agent-based computational modeling to simulate the real world credit transactions. There are firms, banks, different risk-type projects as well as legal and supervision environments in which debt contracts constitute the financial instruments. The simulation results show that the number of collateral, average success probability of projects, and the prime interest rate have materially impact on bank’s average profit, bank’s capital, the overall interest rate, the number of borrowing firms, loan size, and the degree of credit rationing. These results in line with those of the classical S−W model in the sense that the relationship between bank profits and interest rates is non-monotonic as well as the relationship between credit rationing and interest rates. And thus there is an adverse selection effect in credit rationing theory.

Supervision environments and performance of UK dairy warehouses: a path analysis

Purpose – For team leaders or supervisors (functional coordinators (FCs)) warehouses are one of the most difficult places to supervise and manage subordinate workers. FCs themselves can be supervised by their bosses in different ways, either semi-autonomously or in a traditional authoritarian manner. However, different supervision environments for FCs may affect the performance of the warehouses they work in. The purpose of this paper is to investigate the linkages between different supervision environments; FCs’ trust in and satisfaction with their bosses, warehouse service quality and company growth. Design/methodology/approach – Structural equation modelling (path analysis) is applied to a randomly drawn data sample (n=95) of dairy warehouses from the UK. Findings – The results show that semi-autonomous supervision has a strong positive impact on FCs’ trust and satisfaction and on warehouse service quality which positively affects company growth. In addition, FCs’ trust and satisfaction are found to be important antecedents of warehouse service quality and they also directly enhance company growth. In contrast, traditional supervision does not build trust nor creates satisfaction and has a negative direct impact on warehouse service quality. Research limitations/implications – While conducted based on a small sample, the study examines important performance determinants and thus enhances the understanding of how to better manage warehouses in particular in a logistically challenging industry. Originality/value – This study empirically analyses the linkages between supervision environments, warehouse service quality and company growth and thus contributes to determine a best-practice approach for modern warehouse management.

Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings

There are no universal, precise, or explicit criteria for completing a doctoral degree successfully. Researchers and practitioners have pointed out how difficult and time consuming the supervision of graduate student research can be. When students in doctoral programs complete their degrees via distance delivery, supervision of graduate students becomes even more difficult for both students and supervisors. The goal of the research was to investigate doctoral students' perceptions of supervision and to understand doctoral student satisfaction with graduate supervision where programs were delivered utilizing a variety of distance systems. Statistically significant differences in student responses were found based on gender. While students whose programs were primarily delivered online were moderately satisfied, students who were in the blended programs were more satisfied. Other differences were detected between online and blended doctoral supervision environments. Certainly, these media for supervision warrant further investigation as distance and blended doctoral programs increase.

Changes in supervision as counselors and supervisors gain experience: A review.

Evidence bearing on whether and how counselors and supervisors receive or give different types of supervision of psychotherapy as they each gain experience was investigated. Theories describing changes in supervision of counselors as they gain experience are reviewed. Most are similar to each other. They posit changes in the supervisee, with supervision environments being matched to the changing needs of the supervisee. There are three theories concerning how the supervisor changes as he or she gains experience. Findings from empirical studies are consistent with theories of counselor development but only weakly supportive of the theory that actual supervision environments are matched to supervisee needs. Findings from empirical research on changes in supervisors as they gain experience reveal few differences in supervisors at any level beyond the master’s degree. Presumably, therapists and supervisors age like wine. In this article, I sample their sounds, sights, bouquets, and tastes as they gain experience. Supervision of prepracticum counselors is not covered in this review (for a recent review, see Kurtz, Marshall, & Banspach, 1985). Rather, this article is a summary of supervision of counselors from their first practicum and beyond. First, the issue of what supervision should be is discussed. Then research on changes in supervision as counselors gain experience is reviewed. Last, research on changes in supervision as supervisors gain experience at supervision is examined.

Enhancing Professional Competence Through Developmental Approaches to Supervision.

There has been a recent increase in interest in defining and describing the competencies for professional practice in psychology. Perhaps the most important mechanism for enabling the acquisition of competencies is the process of supervision. This article takes the position, based on a review of relevant research in supervision and the author's experiences, that developmental theories of supervision have stimulated considerable research and provide a direction for future work in research and practice. It is argued that the most detailed of these theories, the Integrated Developmental Model, provides a useful framework for understanding how supervisees change over time and how various supervision environments (broadly) and supervision interventions (specifically) can enhance or detract from the development of professional competencies.

The Weave of Gender and Culture in the Tapestry of a Family Therapy Training Program

Summary Family therapy training programs are being challenged to ensure that future generations of family therapists are proficient in addressing gender, culture, and social justice issues in their practice of therapy. To address this challenge, MFT program faculty must fully integrate the organizing principles of gender and culture throughout every aspect of the curricula. This article describes specific ways that the faculty members in a marriage and family therapy training program weave gender and culture throughout the tapestry of a training program. It provides specific, concrete, and transferable strategies, activities, ideas, and resources for integrating gender and culture in family therapy courses, supervision, research, service, and clinical environments.

The supervision of psychotherapy supervisor trainees.

Corresponding to the four stages of the SCM, supervision environments/behaviors--which could be used to guide thinking about the supervision of psychotherapy supervisor trainees--have been proposed and described. The supervision environments are designed to match the particular needs of psychotherapy supervisors at the four SCM stages. From this presented conceptualization, the reader can see that the supervision of psychotherapy supervisor trainees proceeds through (1) an initial period where a strong, secure "hold" and direct instruction, teaching, and structure are needed, to (2) a period where a continued but loosened "hold" and continued but lessened instruction, teaching, and structure are needed, to (3) a period where an even greater loosening occurs and a shift to more of a collegiate/collaborative stance evolves, to (4) a period where a collegiate/collaborative stance totally predominates.

Changes in supervision as counselors and supervisors gain experience: A review.

Evidence bearing on whether and how counselors and supervisors receive or give different types of supervision of psychotherapy as they each gain experience was investigated. Theories describing changes in supervision of counselors as they gain experience are reviewed. Most are similar to each other. They posit changes in the supervisee, with supervision environments being matched to the changing needs of the supervisee. There are three theories concerning how the supervisor changes as he or she gains experience. Findings from empirical studies are consistent with theories of counselor development but only weakly supportive of the theory that actual supervision environments are matched to supervisee needs. Findings from empirical research on changes in supervisors as they gain experience reveal few differences in supervisors at any level beyond the master’s degree. Presumably, therapists and supervisors age like wine. In this article, I sample their sounds, sights, bouquets, and tastes as they gain experience. Supervision of prepracticum counselors is not covered in this review (for a recent review, see Kurtz, Marshall, & Banspach, 1985). Rather, this article is a summary of supervision of counselors from their first practicum and beyond. First, the issue of what supervision should be is discussed. Then research on changes in supervision as counselors gain experience is reviewed. Last, research on changes in supervision as supervisors gain experience at supervision is examined.

Comparing Supervisee and Supervisor Initial Perceptions of Supervision

Thirty pairs of trainees and supervisors were asked to independently choose one of four trainee descriptions that most closely described the supervisee in the dyad. They also were asked to choose one of four descriptions of trainee environments most appropriate for the trainee. All descriptions were based on the levels of counselor development and concomitant supervision environments described by Stoltenberg (1981). Results indicated that trainee and supervisor ratings of the trainee's developmental level were positively correlated, as were their ratings of the appropriate supervision environment. When differences in pairs occurred, the trainees tended to rate themselves at a higher developmental level than did their supervisors. The trainee's ratings of counselor development level correlated positively with their prior reported amount of supervised counseling experience, however, the supervisors' ratings did not correlate with trainee experience. Significant internal consistency between rated level of co...

Approaching supervision from a developmental perspective: The counselor complexity model.

This article presents a developmental model of counselor supervision that conceptualizes the training process as a sequence of identifiable stages through which the trainee progresses. The progress of the supervisee is described from the entry level counselor through the advanced master counselor stage. Characteristics of supervisees at each of the four levels of the model are discussed as well as the appropriate supervision environments that encourage development to the next highest level. The supervisor skills of discrimination and the creating of environments are discussed in relation to the characteristics of supervisees and the appropriate environments for the supervision process. Suggestions are offered for future directions of supervision research. Counselor training lacks a systematic de