Research Supervision Research Articles

Retraction: Photoactivatable Hsp47: A Tool to Regulate Collagen Secretion and Assembly.

Adv. Sci. 2019, 6, 1801982 DOI: 10.1002/advs.201801982 The above article, published online on May 3, 2019, in Wiley Online Library (https://doi.org/10.1002/advs.201801982), has been retracted by agreement between the authors, the journal Editor-in-Chief Kirsten Severing, and Wiley-VCH GmbH. The retraction has been agreed on following concerns raised by a third party and a subsequent investigation by the corresponding authors. Data depicted in Figure 4 and Figure 5 could not be reproduced in follow-up experiments. Therefore, the conclusions associated with those figures in the article are considered invalid. E.S.K. participated in the study design, performed measurements, analyzed the data, compiled the figures and participated in manuscript writing. A.d.C. and S.S. participated in the study design, research supervision, and manuscript writing. J.I.P. participated in the study design. M.K.L.H. participated in research supervision and manuscript revision. C.M. assisted with the experimental procedures and data collection.

Exploring the prospects for professional development of postgraduate supervisors at the National University of Lesotho

The higher education developments are gradually enabling the re-conceptualisation of postgraduate research supervision as a teaching and learning practice. This re-conceptualisation has also led to the recognition that postgraduate research supervisors need to be appropriately capacitated so that they can master the supervisory craft. This study sought to explore the prospects for professional development of postgraduate supervisors at the National University of Lesotho, by examining supervisor’s experiences in their trajectories in learning how to become supervisors and to identify their further professional development. Fifteen supervisors took part in the study. Nine (three associate professors and six senior lecturers) were interviewed through semi-structured interviews while six junior lecturers were interviewed through a focus group interview. The findings revealed that while most supervisors relied mainly on the way they were supervised, they also value the experiential learning accrued in their trajectories as supervisors. Hence the study highlights issues for consideration in advancing professional development of postgraduate supervisors at the National University of Lesotho

Academics with disabilities during transformation to a New African University in South Africa

The idea of transformation to a ‘new African university’ has become topical in contemporary African education scholarship. Whilst it is claimed that the process seeks to include all stakeholders, academics with disabilities are excluded because of discourses and dynamics in Africa’s higher education that have remained deeply embedded in Eurocentric thinking and mind-set. This paper applied Critical Disability Theory to analyse the challenges that face academics with disabilities in the areas of teaching, research, community engagement and doctoral supervision in South African higher education and that must be appropriately and adequately addressed for a successful transformation to a “‘new’ African University”. Data were collected through an analysis of South African literature on exclusion of students with disabilities as research, community engagement and supervision are regarded as a continuum and involve both students and the academics. Findings revealed that academics with disabilities are confronted with specific challenges similar to those faced by students with disabilities, as they all function within the same context during transformation to a ‘new African university’. The challenges are inaccessible physical environment, negative attitudes from the community members, impairment-related disadvantages, lack of adequate funding and lack of adequate media for use, which all compound to limit their functioning like their able-bodied counterparts. Including the voice of academics with disabilities in disability policy was proposed as a way to alleviate the challenges they confront enabling them to contribute positively to scholarship and thus affirm the transformation to a new African University

The relational 3C model for research supervision for counsellors, psychotherapists and counselling psychologists

AbstractResearch supervision remains an undertheorised, under‐regulated and often unsupported profession. This article focuses on what research supervisors and research supervisees regard as “helpful” supervision on doctoral programmes in the field of counselling, psychotherapy and counselling psychology. The paper is based on a mixed methods study consisting of an online survey (N = 226) with closed and open questions and optional interviews (10) analysed by “artfully interpretive reflexive thematic analysis” (Supporting research in counselling and psychotherapy qualitative, quantitative, and mixed methods research 19–38. Palgrave Macmillan.). In the survey questions, respondents rated “research knowledge” and “empathy” almost equally. The free‐text comments and interview data added, in turn, deeper and more nuanced understandings into what both research “knowledge” and “empathy” might involve for different people—and at different stages of the research process. The analysis of free‐text comments and interviews moved iteratively back and forth across six stages, typical for reflexive thematic analysis, and was influenced by our interests into “narrative knowing.” We started with the free‐text comments and then read the interviews—to return to our free‐text comment themes from new angles, which eventually were shared in a focus group with supervisors in training. The paper describes the development of a suggested “relational 3C model” with clarity, containment and compassion as key supervisory dimensions applied across eight areas with actions from supervisory contracts to research completion.

Supervisory Support Services in Enhancing Postgraduate Students Timely Completion of Studies at the Open University of Tanzania

This study investigated supervisory support services in enhancing postgraduate students’ timely completion of studies at the Open University of Tanzania. The study was guided by the Zone of Proximal Development Theory by Levy Vigotsky (1978). Convergent design under a mixed research methods approach was employed. The target population were 989 postgraduate students, 133 research supervisors, 4 Faculty Deans and 1 Directors of postgraduate studies. Stratified random sampling technique, multistage sampling technique and purposive sampling technique were used to select a sample of 242 respodents. Questionnaires, interviews guides and document analysis guide were the data collection instruments used. Instruments were validated by research experts and Cronbach Alpha was used to ensure reliability of Likert scale items of questionnaires. Triangulation and peer debriefing were used to ensure reliability of qualitative instruments. Quantitative data were analysed by using descriptive statistics while qualitative data were analyzed by using thematic analysis. The findings indicated that majority of postgraduate students are not provided sufficient support services necessary for research supervision. The study concluded that insufficient support services given to postgraduate students affects their timely completion of studies. It was recommended that the Open University of Tanzania should ensure that support services necessary for research supervision are made available and accessible to postgraduate students for enhancing their timely completion of studies.

Ethics of research

Ethics of research

Supervising trainee counselling psychologists of colour in doctoral research: A theoretical review and practice implications

Context & focusThe Division of Counselling Psychology (DCoP) states a commitment to diversity, inclusion and non-discriminatory practice throughout the counselling psychology profession, and towards ensuring topics of culture and diversity are ‘mainstream discourse’ within the division (DCoP, 2021). The current paper explores diversity and inclusion, within the context of counselling psychology training; specifically, with regards to the relational aspects of doctoral research supervision, with trainees of colour. Existing evidence regarding the experiences of trainee counselling psychologists of colour are explored and considered against existing models for the task of research supervision. Personal reflections from the author’s own academic practice have been considered to illustrate points raised and to invite the reader to further self-reflection.ConclusionAnne Lee’s (2008) model, outlining five ‘tasks’ for doctoral research supervision, has been expanded upon, to incorporate a reflective response to issues highlighted within the literature described above. Recommendations are made for future research supervision practice, for educators on counselling psychology training programmes.

Perception of Students of Master and Supervisors about Online Research Supervision in Medical Education

Introduction: People from different specialty backgrounds and experiences join masters program every year. Therefore, they face novel situations and come across new problems as they are not aware of the subject earlierObjective: To explore the perception of master’s students and supervisors about Online Research Supervision in Medical Education and how things can be improved to make Online Research Supervision more effective.Methods: A qualitative phenomenological approach was adopted in this study by using homogenous purposive sampling whereby ten students and seven supervisors of Masters in Medical Education were interviewed-semi structured, which were transcribed. The data was analyzed thematically to make themes and subthemes.Results: The qualitative analysis of semi-structured interviews taken from the students and supervisors generated three broad themes and thirteen subthemes: the advantages of online research supervision to be convenience, availability, cost effectiveness and role of technology while the disadvantages of online research Supervisionto be technological failure and lack of computer skills, strained student supervisor relationship, non-serious attitude and time constraints. The Recommendations for Improvement included students’ attitude, students’ diversity, planning, implementation of policies and technology literacy.Conclusion: In online mode, a continuous motivational effort is required on the part of the student. Online Supervisors should be vigilant to the educational and experience related differences among the students in Medical Education that can affect understanding and expectations between their students and themselves.
 KEYWORDS: Online Research supervision, master’s supervision, perceptions, effective supervision, Medical Education

Development and Validation of Scale to Assess Effective Integration of Information and Communication Technologies during Research Supervision Process at Public sector Universities of Pakistan

Development and Validation of Scale to Assess Effective Integration of Information and Communication Technologies during Research Supervision Process at Public sector Universities of Pakistan

On a pedagogy of authentic care in postgraduate research supervision

ABSTRACT This conceptual study examines the challenges involved in a new context of postgraduate education that emphasizes timely degree completion, skill development and employability, while still seeking to uphold a commitment to a genuine education (‘Bildung’). Findings from two recent empirical studies set the scene for this inquiry since they raise questions about the extent to which care underpins contemporary postgraduate research supervision practice, and thus render an exploration of the meaning and importance of care in the current context of postgraduate supervision especially timely. The author then reviews four models of understanding postgraduate research supervision for their compatibility and the extent to which they address ‘care’, before concentrating on five concepts highlighted in one of these models: Functional, Enculturation, Critical Thinking, Emancipation and Care. Drawing on insights from social philosophy, the philosophy of education and the literature on the professions, the author proceeds to theorize the relationships between these concepts, building an argument for prioritizing care as the core category, and demonstrating that in a context of postgraduate research supervision that emphasises the ‘functional’, to care authentically means to promote a genuine education through emancipation (‘Bildung’). Developing the notion of authentic caring further by drawing on the ancient idea that one’s own flourishing is a genuine ethical concern, it is also proposed that understanding and reconciling the tension between care for self and care for others is important to meaningful postgraduate research supervision. The study concludes with some practical and reflective questions for supervisors and those supporting their development.

A Systematic Review of Supervision Research Related to Board Certified Behavior Analysts.

The online version contains supplementary material available at 10.1007/s40617-023-00805-0.

Quantitative cusp catastrophe model to explore abrupt changes in collaborative regulation behavior of e-commerce platforms

Complex interactions and changes in environments make e-commerce platform collaborative regulation (ECPCR) present nonlinear features and radical changes; however, previous research has seldom been conducted from a catastrophe perspective. Accordingly, we develop a quantitative cusp catastrophe model to explore such abrupt changes by combining stochastic evolutionary game, catastrophe theory, and resilience theory. Specifically, a stochastic evolutionary game is utilized to describe the interactions between the government and the platform with the consideration of random disturbance. Then, a cusp catastrophe model is developed to capture the mechanism of sudden changes. With the catastrophe threshold identified, a catastrophe-based resilience measurement method is proposed to quantitatively investigate the catastrophe process, and simulation experiments are conducted to explain and validate the proposed approach. The results show that ECPCR suffers catastrophe (e.g., from nonsupervision to supervision) when the combination of parameters reaches a certain threshold, and the impact of the parameters on catastrophe can be quantified by measuring the resilience of collaborative regulatory systems. In addition, increasing penalty intensity and reputation losses can effectively prevent catastrophe from supervision to nonsupervision, while supervision revenue has little impact. This integrated study provides a new perspective for supervision research and offers ideas for the quantitative analysis of catastrophe.

Supervisees’ Perspectives of Inadequate, Harmful, and Exceptional Clinical Supervision: Are We Listening?

Supervisees’ experiences in supervision vary remarkably. To capture such variability, Ellis and colleagues offered a framework for understanding and assessing inadequate, harmful, and exceptional supervision. Although their framework was supported, it did not offer a nuanced understanding of these supervision experiences. Using consensual qualitative research–modified, this study sought to obtain a rich description of inadequate, harmful, and exceptional supervision. Participants ( N = 135) were presented with definitions and provided responses ( n = 156) to open-ended questions describing their inadequate ( n = 63), harmful ( n = 30), and/or exceptional ( n = 63) supervision experiences. Supervisees reporting harmful experiences described supervisors as neglectful and callous, whereas inadequate supervision reflected inappropriate feedback, unavailability, and unresponsiveness. Conversely, exceptional supervision involved safety, clinical paradigm shifts, and modeling specific techniques or theories. Implications for supervision research, theory, and practice are discussed.

Stigma by Association: The Unintended Interpersonal Consequences of Associating Oneself with an Abusive Supervisor

Extant abusive supervision research has predominantly studied its prevalence and destructive effects through the lens of victims, potential victims, or third-party observers who witness such mistreatments. In the present research, we examine a neglected group of individuals—employees who are able to develop high-quality relationships and are closely associated with their abusive supervisors. Drawing insights from the stigma-by-association literature, we conceptualize abusive supervision as a unique form of moral stigma that might result in unintended spillover effects. Specifically, we found that observers tend to perceive employees who are closely associated with an abusive supervisor to be less moral and trustworthy for seemingly sharing a similar set of unethical values and beliefs, even though this might not necessarily be true in reality. As a downstream consequence, these employees are subject to unintended interpersonal backlashes (i.e., withdrawal from helping behaviors) imposed by their fellow coworkers. Furthermore, we investigate the moderating role of voluntary motive attribution, revealing that those who were attributed to voluntarily associate themselves with abusive supervisors received the highest levels of interpersonal backlashes. Results from one pilot study, one multiwave survey study (Study 2), and three preregistered experiments (Studies 1, 3, 4) supported our full theoretical model. Our research adds new insights to the abusive supervision literature by introducing a new unintended consequence on a previously overlooked group of employees who are presumed to be shielded from the negative impact of abusive supervision. Funding: This work was supported by the Singapore Ministry of Education [Grant R-317-000-164-115]. Supplemental Material: The e-companion is available at https://doi.org/10.1287/orsc.2023.1678 .

Characterizing supervision-as-usual: Findings from two provider surveys.

Although clinical supervision is widely seen as critical for professional training and for safeguarding and promoting client well-being in mental health care, it is understudied, particularly in publicly funded services. In surveys of two large samples of youth mental health service providers (a state sample of providers billing Medicaid [N = 1,057] and a national sample of professional guild members [N = 1,720]), we examined the amount of time providers reported spending in supervision and consultation in a typical workweek and its covariation with characteristics of providers' caseloads and work settings. Across both samples, providers reported spending an average of 2-3 hr per week in supervision. Serving higher percentages of low-income clients was associated with significantly more supervision time. Working in private practice was associated with less supervision, while community mental health and residential facilities were each associated with more supervision time. The national survey also measured providers' perceptions of their current supervision. On average, providers endorsed feeling comfortable with the amount of supervision received and supported by their supervisors. However, working with more low-income clients was associated with greater need for supervisor approval and oversight and with less comfort in the amount of supervision received. Those working with more low-income clientele may benefit from additional supervision time or more focused supervision coverage of the specific needs of clients with low-income. More in-depth research on critical processes and content in supervision is a much-needed future direction for supervision research. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Understanding the Master’s Degree Research Supervision at Community Campuses of Nepal

Research supervision has become increasingly demanding for graduate students towards the successful completion of their research. However, there are limited studies on how supervisors supervise the research students and what their experiences are in the context of Nepalese higher education. This phenomenological qualitative study explores the Master’s degree research supervisors’ perceptions and their lived experiences on supervision of Master’s thesis. Thematically analysing the data collected from six purposively sampled supervisors of three public campuses of Nepal, this paper reports the findings that research supervision practices in community campuses of Nepal lack sociocultural pedagogic practice for developing research skills in the students. Furthermore, it examines the supervisors’ roles, supervisor-student relationship, and the challenges the supervisors faced during research supervision. In this paper, I argue that the research supervisory process in Nepal needs to be socioculturally situated for producing independent researchers.

Strategies Used for Effective Research Supervision in the Completion of Postgraduate Studies in Selected Universities of Uganda

Research supervision is key, yet it has been faulted for delayed completion of postgraduate studies, particularly at Master’s degree and PhD levels in Uganda. This study sought to establish the strategies for effective research supervision, especially during the COVID-19 lockdown. The study was guided by the phenomenological research design using a qualitative approach. Structured questionnaire was administered to 105 supervisors, while in-depth interviews were conducted with 3 deans/directors and 15 academic department heads. Field data was supplemented with a review of relevant documents. Data were analysed using the thematic analysis technique. Findings revealed that the sampled universities used various supervision strategies including online research supervision, corroborative supervision, coordination, workshops to (re)tool supervisors and students; and motivation and administrative follow-ups to track students’ and supervisors’ progress to enhance students’ completion of postgraduate research. The study recommends that universities design and incorporate online research supervision policies and guidelines in graduate training policies and ensure that they are operationalised. Furthermore, universities should provide a robust virtual infrastructure to enable online supervision. In addition to team supervision, continuous (re)tooling of students and supervisors, establishment of research coordination offices and progress tracks, the adoption of flipped supervision in which supervision approaches, spaces, and student and supervisor roles are varied should be considered. Universities could also consider developing courses on the pedagogy of postgraduate supervision in which research coordinators, supervisors and students receive training in the identified strategies and other strategies to improve postgraduate completion rates. Areas for further study have also been recommended.

Experiencing Feedback Channels during Online Research Supervision: A Perspective by Preclinical Students

Due to the unprecedented faculty closures, the COVID-19 pandemic has rendered online learning as one of the most effective tools for maintaining access to higher education. While there is a growing body of literature investigating the pedagogical aspect of online learning, less attention has been paid to address the issue of online research supervision. This qualitative study investigated preclinical students’ perceptions and experiences of different feedback channels during online research supervision. A total of 113 (n=66 females, n=47 males) preclinical students volunteered for the focus group discussions. The data were analysed using a hybrid inductive and deductive analysis approach. Findings revealed three overarching themes: (1) diversified personal input, (2) responsive to socio-emotional needs, and (3) prompt for actions. These findings showed that preclinical students received various feedback through different channels during their online research supervision. Most importantly, this study indicated that personalising feedback channel within an online research supervision serves as the key in supporting and sustaining preclinical students’ research progress, especially during critical times. The findings of this study can be used as a guide for supervisors who are doing remote online research supervision to focus on personalising feedback channels in response to individual students' learning demands and circumstances.

Experiences of overseas doctoral researchers in Australian business schools: implications for stakeholders

PurposeAlthough the international education sector is one of the significant contributors to the Australian economy, international students continue to experience various forms of social inequalities. This paper aims to focus on overseas doctoral researchers (ODRs) – candidates and graduates – and capture their experiences.Design/methodology/approachDrawing on the adaptive capacity framework, an exploratory qualitative study was carried out based on interviews with doctoral candidates (n = 6), doctoral graduates (n = 5) and supervisors (n = 4) in various Business Schools in Australian universities. Given this study’s exploratory and interpretive nature, the research question was deliberately broad: what insights can be generated for key stakeholders by capturing the experiences of ODRs in Australia through the lens of adaptive capacity?FindingsFindings indicate that financial pressure, social exclusion and cultural bias were the three main challenges ODRs had to overcome; female ODRs perceived that supervisors and faculties often overlooked the mental health aspects; and better pedagogy of research supervision, institutional support and national policies are needed to develop adaptive ODRs.Research limitations/implicationsIf ODRs are to become an integral part of the knowledge economy, key stakeholders need to focus on support mechanisms for these researchers. That way, Australian universities can not only improve their image of treating international students only as a part of the revenue flow but also enhance the educational experiences of ODRs and set them up for future success.Originality/valueThe contribution of this paper is twofold. First, it demonstrates the utility of the adaptive capacity lens to capture the experiences of ODRs. Second, it discusses research implications for the three key stakeholders: supervisors, higher education institutions and the government.

Facing the dropout crisis among PhD candidates: the role of supervisor support in emotional well-being and intended doctoral persistence among men and women

ABSTRACT The number of PhD candidates who experience psychological problems has risen significantly over the past few years. Poor mental health can have numerous negative consequences for PhD candidates and their supervisors, as it may adversely affect their quality of life, attrition, and academic productivity. Despite these well-documented challenges, few studies have looked at how the supervisor – supervisee relationship can influence the emotional well-being of male and female doctoral candidates. The current work examined the role of the supervisor’s support in emotions and intended doctoral persistence among men (n = 411) and women (n = 514), in all disciplines at two large universities in Belgium. Results indicate that emotional well-being was low for all doctoral candidates but women experienced even more negative emotions (anxiety, stress, discouragement, demoralization, sadness and depression) and fewer positive emotions (confidence, optimism, happiness, fulfillment, satisfaction and content) than men. Interestingly, we also found that perceived structure and autonomy, two dimensions of supervisor support, have a positive effect on emotional well-being and intention of pursuing a PhD trajectory for both men and women. This paper makes a contribution to the higher education and research supervision literature by offering new directions for research and by providing guidelines for the training of research supervisors.