Responsibilities Of Supervisors Research Articles

Improving Student’s Arabic Achievement by Implementing Extracurricular Program Management

Lack of support for language activities outside the classroom causes failure in learning Arabic. The first aim of this research to determine the extracurricular management design in improving students' Arabic language skills. The second objective to explain the process of organizing, implementing and evaluating learning in the Arabic extracurricular program. Third, researchers wanted to know students' success after conducting the extracurricular Arabic language program. This research uses a qualitative approach in the form of a case study. The data were collected through observation, in-depth interviews. After obtaining the data, Data for the analysis were collected through observation and in-depth interviews with six extracurricular teachers in four Arabic extracurricular classes: news reading, speech, and scientific debate. Semi-structured interviews were conducted in Indonesian to make answering and minimizing language barriers easier for participants. The collected data is analyzed using thematic analysis. The results of this research indicate that students’ achievement in mastering Arabic can be improved with the implementation of additional activities such as extracurricular activities. Designing extracurricular programs such as determining activities, determining supervisors, improving student achievement in getting Arabic and the role of supervisor responsibilities, and selecting students' interests according to their talents positively impacts the love of learning Arabic. Apart from that, implementing innovative strategies and maintaining relevant material can increase students' enthusiasm for learning Arabic, and what is no less critical is holding weekly semester evaluations at each meeting to determine student learning outcomes in mastering Arabic.

Influence of meaningfulness of work and leadership characteristics on customer-directed counterproductive work behavior resulting from customer mistreatment

ABSTRACT This study explored the impact of customer mistreatment on counterproductive work behavior (CWB) and the moderating role of supervisor responses (self-sacrificial and self-serving leadership) to clarify why customer-directed CWB occurs and how it can be reduced. A sample of 392 customer-facing employees in the USA completed measures assessing the meaningfulness of work and self-sacrificial and self-serving leadership experiences. The meaningfulness of work moderated the relationship between customer mistreatment and employee anger, and a three-way interaction was found between employee anger and self-sacrificial and self-serving leadership on customer-directed CWB. Implications for managing customer mistreatment and fostering meaningful work to promote employee well-being are discussed.

You better watch out: How the supervisor response to worker voice affects promotive voice

This study investigates the relationship between worker voice ‐ individual workers speaking up for their own interests ‐ and promotive voice ‐ individual workers speaking up to promote the interests of the organizations that employ them. We apply structural equation modelling to our unique data set on the voice behaviour of workers in the Netherlands (N = 3,159) to test our hypotheses. The results indicate that the supervisor response to worker voice has an indirect effect on promotive voice, suggesting that workers’ experiences with speaking up for their own interests impact their contributions to the functioning of the organization.

The degree of implementing STEM practices among mathematics teachers at the middle school level from the teachers’ and educational supervisors’ perspectives

The current quantitative study aims to examine the degree of implementation of STEM practices among middle school mathematics teachers from the teachers’ and educational supervisors’ perspectives. The study also seeks to identify the statistical significance between the responses of teachers and supervisors regarding the degree of implementing STEM practices. STEM is an acronym for the integrative approach among science, technology, engineering and mathematics. The study used a questionnaire that was built based on a four-level Likert scale as a tool for collecting data using the descriptive survey method. Sixty-four middle school mathematics teachers and seven educational supervisors of mathematics participated in the study that took place in Al-Ahsa Governorate, Saudi Arabia. Findings revealed that the participating teachers implemented STEM practices moderately in their classrooms in the main three domains which are lesson evaluation, lesson implementation and lesson planning, respectively. In addition, there are statistically significant differences between the participating teachers and supervisors regarding the degree of implementing the STEM practices in favor of the teachers. The study recommends dedicating sufficient funds for STEM education, creating creative STEM websites and labs and obtaining access to STEM resources and materials. It is concluded that there is a great need for preparing mathematics teachers to apply STEM practices in their classrooms.

Supervisory Performance Approach in Improving the Professional Competence of Islamic Religious Education Teachers in Madrasah Aliyah, Gorontalo Province, Indonesia

Purpose: This research aims to investigate Islamic Education supervisors' performance in enhancing teachers' professionalism in Madrasah Aliyah in the Gorontalo Province. Methods: Employing a qualitative approach, this descriptive-analytic study involves 72 teachers and 8 supervisors from 32 Madrasah Aliyah. Primary data are gathered through interviews, observations, and questionnaires, while secondary data are derived from official documents related to education in the region. Using the Interactive analysis model, the results indicate a significant improvement in the supervisors' performance, characterized by a harmonious, cooperative, and partnership-oriented approach with teachers. Result and Conclusion: The result of studies are that the performance of supervisors of Islamic Religious Education at Madrasah Aliyah in Gorontalo Province has experienced a significant increase. The supervision carried out is harmonious, cooperative, and prioritizes the concept of partnership with teachers. Supervisors not only act as superiors, but also as creative partners in providing guidance to teachers. An open attitude towards criticism and recognition of one's own shortcomings is a characteristic of the supervision approach carried out. The supervisory measures implemented to improve the professional competence of Islamic Religious Education teachers cover a number of aspects. Alignment of vision, mission and perception of implementation of supervision and Islamic religious education is the main focus. Creating a conducive work environment, building cooperation, guiding personnel, and increasing mutual commitment are also strategic steps in efforts to improve the quality of education. However, there are several internal and external obstacles that affect supervisory performance. Internal obstacles involve the awareness and responsibility of supervisors, professional abilities in supervision, and religious motivation which is still uneven. Meanwhile, external constraints involve teachers' attitudes towards supervision, differences in seniority, and welfare conditions that influence teaching performance. Supervisory facilities and infrastructure, unsupportive means of transportation, and lack of communication between parties are also inhibiting factors. Thus, it is necessary to take corrective steps and strategic planning to overcome these obstacles in order to increase the effectiveness of supervision and increase the professional competence of Islamic Religious Education teachers at Madrasah Aliyah in Gorontalo Province. Research Implications: The implications of this research underscore the need for improvement strategies and planning to enhance the effectiveness of Islamic Education supervision and the professionalism of teachers in Madrasah Aliyah in the Gorontalo Province. Originality/ Value: The results indicate a significant improvement in the supervisors' performance, characterized by a harmonious, cooperative, and partnership-oriented approach with teachers. Supervisory measures involve aligning visions and missions, creating a conducive working environment, building collaboration, and enhancing collective commitment. Internal and external constraints are identified as inhibiting factors that require remediation.

Understanding lactation policies and resources across a university system: survey and document review

BackgroundIn the U.S., employees often return to work within 8–12 weeks of giving birth, therefore, it is critical that workplaces provide support for employees combining breastfeeding and work. The Affordable Care Act requires any organization with more than 50 employees to provide a space other than a restroom to express breastmilk and a reasonable amount of time during the workday to do so. States and worksites differ in the implementation of ACA requirements and may or may not provide additional support for employees combining breastfeeding and work. The purpose of this study was to conduct an analysis of the policies and resources available at 26 institutions within a state university system to support breastfeeding when employees return to work after giving birth.MethodsSurvey data was collected from Well-being Liaisons in the human resources departments at each institution. In addition, we conducted a document review of policies and online materials at each institution. We used univariate statistics to summarize survey results and an inductive and deductive thematic analysis to analyze institutional resources available on websites and in policies provided by the liaisons.ResultsA total of 18 (65.3%) liaisons participated in the study and revealed an overall lack of familiarity with the policies in place and inconsistencies in the resources offered to breastfeeding employees across the university system. Only half of the participating liaisons reported a formal breastfeeding policy was in place on their campus. From the document review, six major themes were identified: placing the burden on employees, describing pregnancy or postpartum as a “disability,” having a university-specific policy, inclusion of break times for breastfeeding, supervisor responsibility, and information on lactation policies.ConclusionThe review of each institution’s online resources confirmed the survey findings and highlighted the burden placed on employees to discover the available resources and advocate for their needs. This paper provides insight into how institutions support breastfeeding employees and provides implications on strategies to develop policies at universities to improve breastfeeding access for working parents.

Povjerljivost u superviziji iz perspektive supervizora

ABSTRACT The aim of this paper was to define which ethical dilemmas related to confidentiality, as an important ethical principle, occur ammong supervisors, how they act in these situations and what guides them. In the research that was conducted by an anonymous web questionnaire participatd licensed supervisors as well as supervisors that still participate in education. In this article there are presented results of the findings related to three research questions: which ethical dilemmas regarding adherence to confidentiality agreements occur in supervision; what guides supervisors in resolving ethical dilemmas related to confidentiality and how in practice.they resolve their ethical dilemmas related to confidentiality. Data analysis shows that ethical dilemmas related to compliance with confidentiality agreements relate to the categories: composition of supervision groups, expectations of supervisors, responsibilities of supervisors towards the employer/ organisatio that oredered supervision, dual roles of supervisors, supervisors attitude toward confidentiality and responsibilities of supervisors towards confidentiality. When solving ethical dilemmas, supervisors are guided by principles: related to the confidentiality agreement, concern for the welfare of the supervisee and client, professional values, methods and way of working. Related to the issue of practical resolving of ethical dilemmas related to confidentiality, the following categories were distinguished: practical use of confidentiality agreements and transparency. From the findings, it can be concluded that it is extremely important to develop the supervisor’s competencies in order to be able to bring an ethical distinction, but also to teach the supervisee how to behave ethically in their practical work. The above mentioned can be provided by systematic support in the form of meta-supervisions, intervision, consultations, written instructions and codes. Key words: supervision; ethical dilemmas; confidentiality; competences; confidentiality agreements.

Innovative multimodal Open Distance e-Learning (ODeL) supervision practices for master’s and doctoral candidates

Open Distance e-Learning (ODeL) is on the rise to cater to non-traditional students. However, the surge in master's and doctoral students opting for ODeL raises concerns about the quality and timely completion of degrees. Existing literature on student attrition in higher education indicates that both student-related factors and institutional variables significantly impact completion rates. Factors such as students' sense of connection or isolation, as well as institutional aspects like supervisor responsiveness to feedback and feedforward, contribute to student persistence. To address this early attrition and extended stays in postgraduate studies, a community of practice (CoP), comprising lecturers and master’s and doctoral students was formed. The CoP employed the Social Learning Theory (SLT) approach to initiate collaborative partnerships designed to promote a research culture and explore alternative approaches to curb master’s and doctoral late completion and attrition. This paper reports on a study undertaken to explore the experiences, perceptions and insights of master’s and doctoral candidates regarding the implementation of innovative multimodal Open Distance e-Learning supervision practices. Grounded in SLT, the exploratory case study employed an open-ended questionnaire to gather data from the students participating in the support programme. The findings revealed the positive impact of innovative practices on candidates' academic development and overall research experience. The findings further demonstrated that virtual communication tools have significantly enhanced collaboration between candidates and supervisors, breaking down geographical barriers and facilitating real-time feedback and guidance. The innovative multimodal OdeL supervision practices gave master’s and doctoral candidates flexibility and increased their learning engagement.

A Mixed-Methods Study of Early Intervention System Policy, Supervisory Review Practices, and Effectiveness

Early Intervention (EI) systems are police accountability tools widely used to identify and address at-risk officers. Studies have yet to incorporate supervisory review practices into EI evaluations. The current study helps fill this gap by examining the operation and effectiveness of an EI system through the integration of policy and supervisory review practices using a mixed methods design. EI alert data, supervisor response memos, and semi-structured supervisor interviews were collected from a large, metropolitan police agency in the southwestern United States. Results indicated that several officer, supervisor, and EI case characteristics were associated with both supervisors’ EI policy adherence and the likelihood of subsequent EI alerts occurring. These results were supplemented with supervisors’ perceptions of EI processes and reasons for EI system effectiveness and ineffectiveness. Collectively, EI system design and implementation, supervisory review processes, and appropriate oversight of these processes were perceived to be key to an EI system’s success.

Impact of Human Resource Management Practices on Job Satisfaction and Organizational Performance

Human resource is considered as the most important asset of an organization, though only very few organizations are able to fully harness its potential. Human resource management practices play a prominent role in achieving job satisfaction and thereby organizational performance. Organizations are experiencing massive changes in the need for products and services, which has increased the need to improve the deliver services, and also to examine their practices, performance objectives and performance measures. Management of people within the organization is vital to efficiency and effectiveness of the organization. There are several HRM practices which have potential to improve and sustain the organizational performance. The purpose of the present study is to examine the impact of HRM practices on job satisfaction and organizational performance in IT sector in Hyderabad. The study examined specifically on the HRM practices that are under the control and responsibility of supervisors and managers. The sample size for the study is 225 by adopting purposive sampling technique. The findings of the study indicate that there is a positive relationship between HRM practices, Job satisfaction and organization performance.

Employee Work Values Orientation, Commitment and Performance in the Motor Vehicle Industry in Kenya

The objective of the study was to establish the role of employee commitment in the relationship between employee work values orientation and employee job performance in the motor vehicle industry in Kenya. This relationships was tested using corresponding null hypothesis. The motivation for the study arose from the observation of employee performance challenges that were witnessed in the motor vehicle industry in Kenya. Literature has shown that work values orientation has been associated with employee job performance. This study was based on the social exchange theory. The objective of the study was to eastablish the mediating role of employee commitment in the relationship between employee work values orieontation and employee performance. Descriptive cross sectional survey was used in the study. The study had a population of 2,895 employees out of which a sample of 351 respondents were randomly chosen for data collection. Data was collected by use of structured questionnaires that were dropped and picked back while others were scanned and emailed back. Data was analyzed using regression models. Test findings showed that employee commitment partially mediates the ralationship between work values orientation and employee job performance. The significant findings implied that the hypothesis that the relationship between work values orientation and employee job performance is not mediated by employee commitment was rejected, and the study objective to examine the effect of employee commitment in the relationship between work values orientation and employee job performance in the motor vehicle industry in Kenya positively determined. The study outcomes significantly contributed to theory, policy and practice of work values orientation and its influence on employee job performance. The limitation of the study comprised respondents’ attitude and subjectivity that may have crept in due to bias in choosing suitable responses, however the use of structured questionnaires and supervisor responses was meant to corroborate and reduce personal or subjective ways of responding to statements posed. It was also suggested that a further study be done using similar variables on a longitudinal design for generalizability of results. Further, the study recommended that the motor vehicle industry adopts work values orientation, employee commitment and employee competence as joint factors that significantly improve employee job performance.

Employee Work Values Orientation and Job Performance in the Motor Vehicle Industry in Kenya

The objective of the study was to establish the relationship between employee work values orientation and employee job performance in the motor vehicle industry in Kenya. This relationship was tested using corresponding null hypotheses. The motivation for the study arose from the observation of employee performance challenges that were witnessed in the motor vehicle industry in Kenya. Literature has shown that work values orientation has been associated with employee job performance. Intrinsically oriented employees have been linked to more positive performance outcomes than extrinsically oriented employees. This study was based on the goal content theory, social exchange theory and competence motivation theory. The study had four objectives and four corresponding hypotheses that were tested to approve or disapprove the study predictions. A descriptive cross-sectional survey was used in the study. The study had a population of 2,895 employees, out of which a sample of 351 respondents were randomly chosen for data collection. Data were collected by use of structured questionnaires that were dropped and picked back while others were scanned and emailed back. Data was analyzed using regression models. Test findings showed that work values orientation significantly influences employee job performance. The significant findings implied that all four null hypotheses were rejected, and the study objectives were positively determined. The study outcomes significantly contributed to the theory, policy, and practice of work values orientation and its influence on employee job performance. The limitation of the study comprised respondents' attitudes and subjectivity that may have crept in due to bias in choosing suitable responses. However, the use of structured questionnaires and supervisor responses was meant to corroborate and reduce personal or subjective ways of responding to statements posed. It was also suggested that a further study be done using similar variables on a longitudinal design for generalizability of results. Further, the study recommended that the motor vehicle industry adopts work values orientation, employee commitment and employee competence as joint factors that significantly improve employee job performance.

Surviving the Competitive Doctoral Application Process: Applicant Needs and Supervisor Responses

Surviving the Competitive Doctoral Application Process: Applicant Needs and Supervisor Responses

미성년 자녀의 불법행위에 대한 비양육친의 감독의무

When one of the parents is designated as the person with parental authority and caregiver, it is a question of whether the parent who does not have the duty to supervise the minor children can be recognized as a supervisor for torts of the minor children. Recently, the Supreme Court determined that non-custodial parents are not obligated to supervise torts of minor children unless there are special circumstances. The ruling set the first precedent on the issue of non-custodial parental supervision of minor children. However, the judgment of the lower court ruled that non-custodial parents are obligated to supervise minor children in principle, suggesting the opposite conclusion of the target judgment. There may be sufficient reasons for the differences in opinions between the first and second judgments and the Supreme Court judgments on the same facts. Even with the same facts, the interpretation may vary depending on how to interpret and link the legal principles of responsibility for supervisors under the tort law and the legal principles related to rights and obligations between parents and children under the kinship law. In this paper, we reviewed whether non-custodial parents can also recognize the supervisory duty in relation to the responsibility of supervisors for torts committed by minor children based on the tort law and the kinship law. And based on this review, we considered what interpretation theory would be a harmonious and more reasonable interpretation under civil law to present issues such as the subject judgment. The authors' views in this study are as follows - ① Non-custodial parents are also responsible for torts of the minor children, as non-custodial parents are also responsible for supervisory duties on minor children. ② However, if special circumstances are recognized, such as when a father or mother abandons a child who is an infant or loses contact after adopting him or her at home and abroad, or when decades have passed without interview negotiations or child support payments, non-custodial parents can be exempted from supervisory responsibility if they prove these special circumstances. This interpretation can be expected to increase the protection of victims due to torts and to remind underage children of their responsibilities and obligations as parents of normal growth and character formation. It is frequently reported in the media that civil and criminal problems related to minor children are occurring. Few would deny that there are inherent rights and obligations between parents and children. Based on these rights and obligations, it is believed that parents should bear some kind of infinite responsibility for their underage children to help them grow properly. Therefore, it is thought that this aspect will be fully considered in the interpretation of the law will be effective in preventing and solving social problems and reducing social costs.

The process of supervising teachers from the perspective of the development of scientific thinking

Professionalizing educators remains a contemporary subject, requiring constant adaptations to social changes. Supervising educators becomes essential for enhancing performance and professional development, directly influencing their scientific thinking. In the context of fostering scientific thinking in students, supervision focuses on curriculum content expressing competencies in declarative, procedural, and conditional knowledge. This process identifies strengths and weaknesses in teaching, providing constructive feedback and facilitating access to resources for improvement. Viewed as a knowledge-sharing process, supervision contributes to maintaining educational standards and fostering a culture of continuous learning. Psychologists see the supervisor's responsibility extending to the quality of services received by all involved parties. For the development of scientific thinking, supervision may involve specific strategies such as self-reflection, explicit metacognitive learning, the development of self-monitoring skills, and constructive feedback. These strategies can be tailored to the individual needs of educators, contributing to the formation of professionals with strong critical and analytical thinking skills. To develop declarative, factual, and conceptual knowledge, supervisors can use active learning techniques, research, and critical discussions. Supervising procedural knowledge involves careful observation, data analysis, and idea generation. By combining these strategies, supervising educators becomes a complex and personalized process, contributing to the formation of a professional force prepared to encourage scientific thinking in students and respond to the challenges of an ever-changing society.

Perceptions and Guiding Strategies to Regulate Entrusted Autonomy of Residents in the Operating Room: A Systematic Literature Review

To provide a systematic literature review of intraoperative entrusted autonomy for surgical residents. Specifically, perceptions from residents and supervising surgeons, supervising behavior and influencing factors on intraoperative teaching and learning are analyzed. Increasing demands on surgical training and the need for effective development of technical skills, amplify the importance of making the most of intraoperative teaching and learning opportunities in the operating room. It is critical for residents to gain the greatest benefit from every surgical case and to achieve operative competence. A systematic literature search identified 921 articles from 2000 to 2022 that addressed surgical education/training, intraoperative supervision/teaching, autonomy and entrustment. 40 studies with heterogeneous designs and methodologies were included. Four themes were established in the analysis: patient safety, learner, learning environment and supervising surgeon. The patient is identified as the primary responsibility during intraoperative teaching and learning. Supervisors continuously guard patient safety as well as the resident's learning process. Ideal intraoperative learning occurs when the resident has optimal entrusted autonomy during the procedure matching with the current surgical skills level. A safe learning environment with dedicated time for learning are prerequisites for both supervising surgeons and residents. Supervising surgeons' own preferences and confidence levels also play an important role. This systematic literature review identifies patient safety as the overriding principle for supervising surgeons when regulating residents' entrusted autonomy. When the supervisor's responsibility toward the patient has been met, there is room for intraoperative teaching and learning. In this process the learner, the learning environment and the supervising surgeon's own preferences all intertwine, creating a triangular responsibility. This review outlines the challenge of establishing an equilibrium in this triangle and the broad arsenal of strategies supervising surgeons use to keep it in balance.

From Eggshells to Action: A Qualitative Study of Faculty Experience Responding to Microaggressions Targeting Medical Students.

Microaggressions targeting clinical learners cause harm and threaten learning. Clinical supervisors can be powerful allies by intervening when microaggressions occur. This study explored general and student-nominated skilled supervisors' perspectives on responding to microaggressions targeting clinical learners. This single-institution, qualitative study within a constructivist paradigm explored faculty supervisor experiences with bystander response to microaggressions targeting learners. Clinical supervisors in medicine and surgery departments and those across departments nominated by students as skilled microaggression responders were invited to discuss microaggression scenarios targeting students in semistructured focus groups in the U.S. in 2020-2021. Investigators applied the framework method of thematic analysis to identify themes. Forty-two faculty (31 medicine and surgery ["general"], 11 "student-nominated" as skilled responders) joined 10 focus groups (6 "general," 3 "student-nominated," 1 mixed). Four themes characterized experiences responding to microaggressions targeting learners: bystander goals, noticing, acting, and continuous learning. Participants' response goals were protecting learners, safeguarding learning, and teaching microaggression response skills. Noticing was influenced by past experiences with microaggressions and acculturation to clinical environments. Bystander action stemmed from (1) microaggression type, (2) personal emotional vulnerability, (3) knowledge of student preferences for supervisor response, and (4) clinical and educational context. Bystander action was more common when participants regarded all microaggressions as harmful, understood student preferences for faculty response, expected to err (growth mindset), and framed microaggressions as opportunities for humble reflection, intellectual candor, and teaching. Microaggression response required continuous learning through informal and formal skills development. Complex factors govern faculty bystander response to microaggressions targeting clinical learners. Efforts to strengthen faculty bystander response should incorporate skill-building around preemptive discussions with learners and using intellectual candor to promote psychological safety, learning, and bystander action. Additional investigation is needed on how to incorporate these skills into team workflows and to assess outcomes of specific response strategies.

Original Research: Nurses' Experiences with Racial, Ethnic, Cultural, and Religious Discrimination in the Workplace: A Qualitative Study.

As the health care workforce diversifies, understanding and addressing the lived experiences of health care professionals facing prejudice and discrimination becomes increasingly important. Previous studies have focused on physicians and medical trainees, but there remains a dearth of research exploring nurses' experiences-even though nurses make up the largest sector of the nation's health care workforce. This qualitative study explored nurses' experiences of personally mediated workplace discrimination based on race, ethnicity, culture, or religion. We conducted in-depth interviews with a convenience sample of 15 RNs at one academic medical center. Using an inductive thematic analysis approach, we identified several themes emerging from RNs' experiences and responses to a discriminatory event ("encounter"). Themes were grouped across three phases: pre-encounter, encounter, and post-encounter. Participants reported wide-ranging experiences, from insensitive joking to overt exclusion, coming from various people including patients, patients' family members, colleagues, and physicians. For many, discrimination was cumulative: similar encounters occurred outside the workplace as well as within the clinical setting, often repeatedly, and were influenced by the sociopolitical context. Participants reported a variety of responses, including emotional reactions such as shock, fear of retaliation, and frustration at being expected to represent one's identity group. Silence or inaction predominated bystander and supervisor responses. Although the encounters themselves were fleeting, their impact was enduring. Early-career encounters were most challenging, and participants grappled internally with lasting effects for years. Long-term effects included avoidance of perpetrators, disconnection from colleagues and their own professional role, and leaving the workplace. The findings illuminate nurses' experiences with racial, ethnic, cultural, and religious discrimination in the workplace. Understanding how such discrimination affects nurses is critical to developing effective responses to encounters, creating safer workplaces, and promoting equity within the profession.

Ethical Considerations in Authorship and Postgraduate Supervision in Universities in Kenya

The emergence of knowledge economy has put premium on higher education. This has led to a rise in the number of postgraduate training and reforms in higher education. Research, a core mandate of institutions of higher learning, should enable states to meet development needs. Research for development will require the highest standards possible in the conduct of research. This has led to calls for research ethics to protect individuals, communities and the environment. In this study, we explore ethical considerations in authorship and postgraduate supervision in universities in Kenya using a desktop survey. The study established that in Kenya, Universities Standards and Guidelines 2014 and Harmonized Criteria and Guidelines for Appointment and Promotion of Academic Staff in Universities in Kenya have apportioned the highest score on research and publication for appointment and promotion of academic staff in universities. This is likely to trigger unethical practices, increase authorship disputes and undermine collaborative research. The existing framework does not provide for a criteria on authorship listing; and the mandate of Institutional Ethics Review Committees (IERCs) is limited to approval of research proposal and treatment of human participants. Universities in Kenya have developed procedures for appointment and specified the responsibilities of supervisors of postgraduate students. However, very little has been done to train and inculcate research ethics in postgraduate students and supervisors. To mitigate these, universities should develop criterion for awarding publication credit. IERCs should expand their mandate to include ethical consideration beyond a research proposal and universities should train supervisors on supervision and research ethics before appointment. Further research is required to determine the preparedness of supervisors of postgraduate students in Kenya in the responsible conduct of research. Keywords: research ethics, authorship, supervision, universities. Kenya DOI: 10.7176/JEP/14-15-03 Publication date: May 31 st 2023

How supervisors provide and students react to EAL thesis supervision: Voices from Sweden and Indonesia

IntroductionThesis supervision is a critical part of students’ academic literacy development. Previous research has shown different dimensions of this development with limited attention to cross-cultural aspects. In particular, there has been little research on how students and supervisors negotiate supervision practices in non-anglophone contexts. This study aimed to explore students’ and supervisors’ reported priorities and experiences regarding the provision and reception of feedback in English as an Additional Language thesis supervision.MethodWe conducted a qualitative case study to illuminate supervisor’s and students’ experiences of supervision in Sweden and Indonesia. It involved 39 participants (14 supervisors and 25 students) from one Swedish and three Indonesian universities. One-on-one semi-structured interviews were conducted and analyzed thematically using Biesta’s functions of education, Habermas’ communicative action theory, and perspectives on academic literacy.FindingsFirstly, we found that Swedish and Indonesian supervisors had different feedback provision priorities. Swedish supervisors described prioritizing content-focused feedback to facilitate students’ socialization into academic writing. Conversely, most Indonesian supervisors expressed balancing content- and form-focused feedback with a greater emphasis on qualifying as English teachers. Despite these differences, supervisors in both contexts tended to isolate academic language use from discipline-specific values and practices. Secondly, students in both contexts largely expressed an instrumental orientation to achieving their goals and were frustrated by supervisors phrasing feedback as questions. Many students expressed unfamiliarity with necessary methodologies and theoretical frameworks, which made supervisors’ feedback difficult to decode.DiscussionSince only a few of the students viewed the feedback as a support for their process of learning, this study calls for a clear communication about the academic socialization intention through supervision. However, academic socialization cannot solely be the responsibility of supervisors but must be embedded in the curriculum courses.