Supervisor Relationship Research Articles

Japanese financial elites and banking supervision: the Ministry of Finance and the Bank of Japan

ABSTRACT Japan experienced a bubble economy in the late 1980s and a financial crisis in the 1990s, and the banking supervision system was criticized for failing to prevent excessive risk-taking behavior among commercial banks. In this study, I examine whether, and if so why, the banking supervision system deteriorated over the period in question, focusing on human capital, especially among the elites, in relation to banking supervision in Japan. I focus on two elements of banking supervision: the transition of supervisory policy and the characteristics (e.g. education, career path) of the heads of supervisory departments. The 49 Directors of the Financial Inspection Department in the MOF from 1927 to 1998 and the 26 Directors-General of the Bank Examination Department in the BOJ from 1928 to 1981 are analyzed. I also analyze the performance of several regional banks that appointed an ex-Director of the MOF as their president to check whether such an intimate bank – supervisor relationship worsened those banks’ management. The results showed no evidence of bad management as a result of that relationship. Rather, an increased burden on examiners and a reduced awareness of the importance of risk management led to the reduced effectiveness of banking supervision.

Do You See What I See? Examining College Internships From Both the Intern and Supervisor Perspectives

Background: The mentoring and leader–member exchange (LMX) literature suggests that the relationship formed between interns and their supervisors contributes to interns’ career development. Although interns and their supervisors evaluate their relationship quality differently, the quality of intern–supervisor relationship is often evaluated only by interns in the literature. Purpose: This study examined college intern-supervisor relationships from both the intern and supervisor perspectives. Methodology/Approach: The quantitative data were collected from 183 college intern-supervisor pairs in the United States by a survey questionnaire. Interns and supervisors both reported their weekly interaction frequency and their LMX quality. Interns also reported their perceived career support received from the supervisors and clarity of their professional identity. Findings/Conclusions: For both interns and supervisors, their interaction frequency was positively related to their evaluation of LMX quality. However, only interns’ perceived LMX led to a greater perception of career support, which in turn fostered a greater sense of clarity of professional identity among interns. Implications: The study highlights the importance of interaction frequency in the development of high-quality intern–supervisor relationships and intern–supervisor differences in evaluating the relationship. Guiding both interns and supervisors to develop relationships can benefit interns’ professional growth and better address employers’ recruitment needs through college internship programs.

Embedding Diversity: Navigating Newcomer Dissimilarity and Relationship Dynamics for Organizational Cohesion

This study integrates the relational demography perspective with the Job Demands-Resources (JD-R) model to analyze the nuanced interaction between perceived dissimilarity, organizational diversity climate, and their consequences on newcomers’ proactive endeavors in establishing relationships with their supervisors and their eventual organizational embeddedness. It theorizes that perceived dissimilarity acts as a job demand, introducing obstacles for newcomers, whereas a supportive diversity climate functions as a crucial job resource. This climate facilitates newcomers’ proactive engagement in supervisor relationship building, which is instrumental in enhancing their sense of belonging within the organization. Importantly, the study unveils that newcomers are more likely to undertake proactive relationship-building activities in environments that are emphatically inclusive. Such proactive behavior significantly strengthens their organizational embeddedness. Integrating insights from relational demography with the JD-R model, this research sheds light on how perceived dissimilarity, coupled with a conducive diversity climate, influences newcomers’ adjustment processes and their integration into the organizational fabric. It underscores the vital role of proactive supervisor relationship building as a mechanism that markedly promotes organizational embeddedness, offering valuable implications for fostering workplace inclusion and newcomer assimilation. This study contributes to the broader understanding of the interplay between individual differences and organizational climates in shaping workplace dynamics.

Student nurses experiences of moral distress: A concept analysis.

To understand how pre-registration student nurses experience moral distress and refine the concept in this population. The experience of moral distress has positive and negative effects for health professionals and negatively impacts on patient care. Moral distress is a fluid concept which permits the experience to be varied among different populations. Despite empirical research, a concept analysis has not been performed in the student nurse population. Electronic databases were searched via Ebsco Host Complete and included Cinahl, Medline, APA Psych in March 2024. Search terms included 'Moral Distress' AND 'Student', 'Moral Distress' and 'Baccalaureate.' Search limits included articles between 2014 and 2024, English Language. Twenty-five papers were included in the review and consisted of eight quantitative studies, 11 qualitative studies, three mixed methods studies and three literature/systematic reviews. An integrated mixed research synthesis (Sandelowski, Voils, Barroso 2006) was conducted and organized into Walker, Avant's (2005) framework of antecedents, attributes and consequences. Braun and Clarkes (2006) thematic analysis was then used to generate themes from the literature. Antecedents emerged as students having moral sensitivity, they recognize unethical circumstances. Attributes identified roots of moral distress. These roots include poor patient care, harm to the patient and unsafe care. Students experience of morally reprehensible events is exacerbated by the disempowerment they experience as being 'just a student'. Student nurses who do not exhibit moral courage and do not oppose immoral practices do so due to internal constraints which transpire as fear of conflict, withdrawal of learning opportunities, and fear of disruption to learning. This is influenced by their registered nurse supervisor relationship. Consequences of moral distress identify negative feelings, coping mechanisms and positive effects. The attributes of moral distress in the student nurse population have distinctive features which should be considered by nurse educators and in empirical research. None, as this is a concept analysis that contributes to theory development and is not empirical research.

Black African Postgraduate Students' Authorial Voice in Scholarship

In this theoretical paper we explore the authorial voice of black African postgraduate students in their writing and scholarship experience. This includes investigating the undergirding factors that need to be interrogated when it comes to the student–supervisor relationship. Some (if not most) black African postgraduate students experience challenges in respect of expressing or formulating that all-important authorial voice in their studies, possibly due to a failure to convey ideas, thoughts and arguments systematically. In addition, cultural identity and academic requirements may be hindrances, making it more difficult for them to write successfully, and to engage appropriately in their postgraduate research journeys. In the process of postgraduate students unearthing their authorial voice, a qualitative approach was adopted in this desktop study. In terms of the theoretical framework, the critical pedagogy of Freire was used to examine this phenomenon. Freire’s theory underscores the fact that supervisors cannot simply see themselves imposing their views on those who are less knowledgeable about authorial voice. The findings of this work lean towards highlighting that the student, to a large degree, are to be blamed for this oversight, because without giving students any agency in the supervision journey, supervisors tend to reproduce their experience.

Current issues in doctoral supervision practice in the UK

ABSTRACT Doctoral study remains the most popular form of research degree globally. The student and supervisor relationship is an integral part of the postgraduate researcher (PGR) experience. Supervisory relationships can be complex and multi-faceted, with differing expectations from both supervisor and PGR. However, comparing different perspectives of the PGR supervisory journey is relatively unexplored. This study aimed to explore how both PGRs and supervisors perceive the evolution of supervisory relationships throughout the doctoral journey. Employing a mixed methods design, the findings indicate that there is a transition in the dynamics of the relationship between the supervisor and the student which changes during this process. The role of the supervisor moves from being a more knowledgeable other operating in an advisory capacity, described by one participant as a ‘balance of expertise’ that ‘swings’ as the relationship evolves. Drawing upon Jindal-Snape’s multiple and multi-dimensional transitional theory, the results suggest that managing expectations, supporting the transition to doctoral study, the role of peer support for PGRs and supervisors are fundamental to a positive supervisory experience. The global pandemic affected the supervisory relationship and research journey posing some challenges for data collection; however, it facilitated opportunities to adapt and evolve supervisory practice.

Factors causing stress in conducting research among postgraduate students of public and private sector universities

Abstract
 The purpose of this study was to examine the factor causing stress in conducting research among research scholars of public and private sector universities. Quantitative research method was applied in this study which was descriptive in nature. The data was collected from research scholars by using survey technique. The location for the population was Karachi and Jamshoro. One hundred fifty one scholars were selected as a sample. The results showed that the overall mean score of students was (M=3.6) which indicated the high research stress level in research students of both public and privates universities. Students of public universities faced more thesis writing, supervisor relationship and academic stress than private universities. Stress level in the factors of coursework stress and socio-economic stress was same in public and private universities. The findings of this study are expected to provide new evidence for higher education institutions and result in certain reforms in public and private sector institutions.

Ready to learn from your students? Chinese undergraduate students' experiences of informal reverse mentoring

AbstractThis study explores the potential of reverse mentoring as a way to renew the student–supervisor relationship in the Chinese higher education setting. We interviewed 17 Chinese undergraduates who engaged in informal reverse mentoring with their supervisors while working on undergraduate research projects. The findings reveal the existence of informal reverse mentoring dynamics between Chinese undergraduate students and their supervisors in three specific areas: (1) students provide fresh perspectives and expand their supervisors' ideas; (2) students actively introduce new research tools and techniques to their supervisors; and (3) students challenge their supervisors' viewpoints, including identifying their mistakes. Our study also shows that informal reverse mentoring benefits supervisors primarily through enhanced professional development and benefits students through increased sense of fulfillment, self‐confidence, and engagement. The analysis further identifies several personal and contextual factors that influence the practice of informal reverse mentoring. We also discuss the potential of (informal) reverse mentoring as a tool for intergenerational learning and the key role of the supervisor as a change agent to innovate their interaction style with Generation Z students.

Does the ‘Educational Alliance’ conceptualize the student - supervisor relationship when conducting a master thesis in medicine? An interview study

BackgroundCompleting a master thesis (MT) is mandatory in many undergraduate curricula in medicine but a specific educational framework to guide the supervisor-student relationship during the MT has not been published. This could be helpful to facilitate the MT process and to more effectively reach the learning objectives related to science education in medicine. An attractive model for this purpose is the ‘Educational Alliance’ (EA), which focusses on the three components ‘clarity and agreement on (a) goals, (b) tasks and (c) relationship & roles’. This study investigated factors that can either facilitate or hinder the process of MTs, and related these to the components of the EA.MethodsWe conducted semi-structured face-to-face interviews with 20 students and – separately – with their 20 corresponding supervisors, after the MT had been accepted. The interviews included open questions on factors facilitating or hindering the success of the MT. Audio recordings of the interviews were anonymized and transcribed, and then analysed by qualitative content analysis. Also, quantitative data were gathered on satisfaction with the MT process and the supervisory quality (using Likert-type questions).ResultsWe were able to analyse all 40 interviews, related to 20 MTs. From the transcripts, we extracted 469 comments related to the research question and categorized these into the four main categories (a) ‘Preparation’, (b) ‘Process’, (c) ‘Atmosphere’, (d) ‘Value of the MT’. Interviewees highlighted the importance of a careful preparation phase, clear expectations, a clear research plan, thorough and timely feedback, mutual agreement on timelines, and a positive working atmosphere. Each of these factors could be brought in line with the three components of the EA framework: agreement and clarity of goals, tasks, relationships & roles. Satisfaction with the MT process was rated 8.75 ± 1.22 SD (of 10) points by supervisors, and 7.80 ± 1.61 SD points by students, while supervision quality was rated + 1.51 ± 0.63 SD (scale from − 2 to + 2) by supervisors, and + 1.26 ± 0.93 SD by students.ConclusionWe propose the EA framework as a useful guidance for students, supervisors, and the university towards conducting successful MTs in medicine. Based on the findings, we provide specific recommendations for students, supervisors, and university.

Pengaruh Supervisor Relationship dan Sifat Machiavellian terhadap Dysfunctional Audit Behavior

The purpose of this study is analyze the effect of supervisor relationship and Machiavellianism on dysfunctional audit behavior. The effect of supervisor relationship and Machiavellianism on DAB tested by using a quasi experimental with 2x2 factorial design. The ANOVA measurement are used to test hypothesis in this study. The conclusions that can be drawn in this study are subjects in positive relationship with their seniors tended to do DAB. And also in this study it can be concluded that high Machiavellian and low Machiavellian have no effect on DAB. There is an interaction effect between supervisor relationship and Machiavellian that affect to DAB.

Shop Steward–Management Relationships: A Predictor of Employee–Organisation Relationships

In this South African study, I aimed to identify the respective influence of human resources practices, procedural fairness, the shop steward–management relationship, and the employee–supervisor relationship on the state of the employee’s relationship with the organisation. The method was quantitative and cross-sectional. A total of 660 production employees from 14 organisations in the value chain of the automotive industry in the Nelson Mandela Bay area of South Africa supplied responses. The relationships between variables were determined through structural equation modelling. Although the study was a cross-sectional study, the use of structural equation modelling points to cause and effect relationships. The best-fit model revealed that the dominant predictor of the employees’ perception of their relationship with the organisation was their perception of the quality of the relationship between shop stewards and management. Trade unions as trusted leaders may fulfil a very important role in mediating workplace relationships, especially in highly unequal societies with deep social divisions. The pivotal importance of the employees’ perception of the shop steward–management relationship creates an onus on both management and trade unions to work to move this relationship from adversarial to constructive and effective. The results may be generalised to highlight the importance of employee representation, whether unionised or non-unionised, at the workplace level. As leaders in the workplace, employee representatives provide the mechanism to mediate relationships, build trust and create strong employee–supervisor and employee–organisation bonds which may have a positive impact on individual and organisational performance.

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

The mental labyrinth of postgraduate research: a qualitative study of postgraduate mental health and wellbeing and the impact of the supervisory relationship

AbstractPostgraduate research students (PGRs) experience disproportionately high levels of psychological distress. Many factors contribute to this poor mental wellbeing and relate to each other in complex and dynamic ways. However, the relationship between PGRs and their supervisor(s) is known to strongly affect the wellbeing of the former. This study explores the mental health and wellbeing of PGRs with a focus on the role of the student—supervisor relationship. Using combined qualitative data from a large survey of PGRs and focus groups and reflexive thematic analysis, we found that PGRs experience the overarching process of obtaining a research degree as a mental labyrinth. Three constituent themes were identified: (1) inequity in navigating the labyrinth, (2) the labyrinth as a place of uncertainty and isolation, and (3) supervisors as labyrinth guides, not mental care providers. The results suggest that significant inequities exist which contribute to poorer mental wellbeing in particular subgroups of PGRs, both in general and specifically in relation to the supervisory relationship. Experiences of loneliness and ambiguity around progress were also identified as being detrimental to mental health. Furthermore, although supervisors can be a vital source of support and have a positive influence on PGR mental health, students recognise supervisors cannot reasonably be expected to act as professional mental health care providers and institutions must do more to provide equitable access to mental health support services.

More isn’t always better: exploring the curvilinear effects of telework

While telework has become a popular occupational mode, research has found both positive and negative effects on employee outcomes. To reconcile these inconsistent findings, we apply the job demands–resources model and investigate the possible curvilinear effect of telework on innovative and counterproductive work behavior. Analysis of two-wave survey data from South Korean public officials indicates that the relationship between the extent of telework and employee work attitudes is not always positive or negative. We find that telework can be a job resource promoting positive work attitudes, but this beneficial impact decreases and can eventually become negative as employees telework more extensively. Additionally, leader–member exchange relationships play an important moderating role. A high-quality employee–supervisor relationship can enhance the benefits of extensive teleworking, but a low-quality relationship can make the downsides of telework even worse.

Postgraduate Students' Perceptions of Supervisor and Qualifications that is Sought in the Supervisor Selection

In postgraduate education, the supervisor is a very important actor in terms of the quality of the education process. Therefore, how graduate students perceive supervisor is important in terms of the quality of the educational process. In this study, it was aimed to determine the postgraduate students’ perceptions of supervisor and qualifications sought in the selection of supervisor. It is thought that determining how the supervising faculty members are perceived by postgraduate students and what the criteria are for the selection of supervisors may contribute to the field in terms of understanding the student and supervisor relationship on an academic basis in postgraduate education. This research is a qualitative study. The phenomenological design was used in the study. 51 postgraduate students studying in various departments at Dicle University, Institute of Educational Sciences participated in the study in the 2017-2018 academic year. As the data collection tool, a semi-structured interview form was developed by the researchers and used in the study. According to research findings, the criteria that graduate students want to consider in the selection of supervisors are seen as “Having a good command of subject”, “Good communication skills”, “Guidance”, “Close to my field of interest”, “Openness to innovation”, “Having the knowledge of method”, “Entrepreneur”, and “Experienced”. The findings of this research can be used in supervisor training programs to be organized in the field of graduate education. Research can be conducted to examine the expectations of the supervisor from the graduate students.

Self-Other Balance in Context: A Quiet Ego May Be Meaningful and Adaptive in Latinx/Hispanic Cultures and Work Settings.

Quiet ego is a relatively novel, increasingly studied, multi-dimensional concept characterized by a compassionate, interdependent worldview and an adaptive balance between self-interest and concern for others. Quiet ego has been associated with a range of characteristics that can promote relationship quality, responding effectively in the face of challenges, and greater well-being. However, it is currently unknown to what extent quiet ego translates across cultures and settings. The present research leverages cultural and organizational theories to evaluate the conceptual and structural validity of quiet ego for Latinx/Hispanic individuals in the U.S. and to examine relationships among quiet ego, work supervisor relationship quality, and goals in the workplace. Employed college student participants (n = 831; nLatinx/Hispanic = 305) completed an online survey, and collected data were subjected to confirmatory factor analysis and path analysis. Findings confirmed the overall structural model of quiet ego with four primary dimensions (perspective taking, inclusive identity, detached awareness, and growth-mindedness) and indicated that this structure did not differ between Latinx/Hispanic and non-Latinx/Hispanic subsamples. Further, results cohered with the proposed model suggesting that quiet ego might facilitate relationship quality with a workplace supervisor, which, in turn could foster balanced, intrinsically motivating perceptions that one's work goals benefit both oneself and others (mutual gain motivation). The study suggests that quiet ego may be a construct with meaning and utility in Latinx/Hispanic populations and in employment settings. However, further research is needed, and specific suggestions for future study are discussed.

Medical research: what to expect in a student–supervisor relationship

BackgroundA medical research supervisor is of crucial importance to the undergraduate student enrolled in a research methodology course. A solid relationship between the two is vital to the success of the research project and the overall well-being of the student. The structure of the relationship between a student and a research supervisor is seldom discussed in the context of undergraduate medical research. This study evaluates students’ expectations of their research contributions and their supervisors’ roles.MethodsThis was an observational study in a large health university in Saudi Arabia. A total of 320 medical students enrolled in a two-year medical research program completed an online survey, of a previously validated instrument, that is, Role Perceptions Rating Scale. Demographic questions such as the current level in the research program (junior or senior) were added.ResultsThe results showed that most students expected the responsibility to be equally shared between the supervisor and student during the development and execution of the research project. Additionally, students expected the research supervisor to be responsible for the research themes and contents, ensuring access to facilities, and assisting in the actual writing of the final research manuscript. Furthermore, the results indicated differences in expectations between junior and senior students.ConclusionThis study demonstrates that medical students expect their research supervisors to support them to a significant extent. Understanding medical students’ expectations in a supervisor–student relationship is essential to successful research and collaboration. The evidence gathered in this study has practical implications for educational institutes to base their research training program on these insights. Providing clarity on the expectations and responsibilities of those participating in the research program is crucial, as this would, in turn likely advance the output of the research program and encourage clinicians to join the program as research supervisors.

Doing arts-based master’s thesis supervision/writing in teacher education: A new materialist approach to supervision

Arts-based research has been proposed to be a new paradigm in teacher education, but research on supervising arts-based educational research in master’s theses in education remains scarce. Recently, researchers have begun re-thinking supervision with relational, more-than-human ontologies, acknowledging that it encompasses doings and relational becomings produced by a multiplicity of human and non-human bodies. However, little attention has been given to the becoming for both student and supervisor, and this research has been limited to doctoral supervision. Originating through a student–supervisor relationship, the study explored the entangled supervision/thesis writing processes to produce an understanding of arts-based educational master’s thesis supervision in teacher education. The analytical questions were: (1) What doings make a difference when supervising and writing an arts-based educational master’s thesis, and (2) what are their opportunities and challenges for teacher education? A diffractive analysis produced doings of thinking-together with/in theory and arts-based educational research practice, be(com)ing-teacher and be(com)ing-supervisor, and be(com)ing-with-the-thesis. The doings focused on the master’s thesis project but extended its boundaries. The doings drew on the past concerning previous experiences and knowledges, were fueled by present mutual interests, and affected future teaching practices. The study holds implications by providing valuable insights into arts-based educational research supervision in teacher education.

Effect of Psychological Ownership on Employee Defensive Voice in IT Services Organisations: The Moderating Role of Power Distance Orientation

The relationship between psychological ownership (PO) and defensive voice to supervisor, and the moderation of this relationship by power distance orientation (PDO) are not examined in current research. To reduce harmful defensive voice to supervisor in organisations, it was examined if PO (job or organisation) is negatively related to defensive voice to supervisor. As research reports that PDO affects different predictor–employee voice relationships, the moderating effect of PDO on PO (job or organisation)–defensive voice to supervisor relationship was examined. Survey method and judgement sampling were employed for data collection from 349 information technology (IT) services employees in India. Confirmatory factor analysis and moderated hierarchical regression were used for analysis. PO (job or organisation) was found to be negatively related to defensive voice to supervisor, and PDO moderated this relationship such that high PDO employees express lower defensive voice to supervisor than low PDO employees.

Dignity at stake in educational relations - The significance of confirmation.

It is a goal in nursing education to promote students' dignity and facilitate this core value. Students' experience of dignity is shaped by the student-supervisor relationship. Literature shows limited knowledge about how nursing students experience their own dignity during education. The aim of the study is to develop an understanding of how nursing students experience their own dignity in relation to supervisors, and what significance these experiences have in education. Gadamer's philosophical hermeneutics was chosen as the approach, and narratives and qualitative interviews were conducted. The interpretation process was inspired by Fleming, Gaidys and Robbs. Nineteen nursing students in the final year of their education were included in the study. They represented six different campuses at three different educational institutions. The qualitative interviews took place at the educational institutions. The research recommendations of the Declaration of Helsinki were followed. Access to the students was given by the educational institutions. All interested students signed a continuous informed consent. Students' dignity was at stake in encounters with supervisors during education. Decisive for experience of dignity was the supervisor's ability to confirm the student through acknowledgment, reassurance and seeing them as individuals. Experienced dignity had a crucial impact on students' life courage and their ability to be present. The discussion emphasizes the vulnerable dignity of students, the importance of confirmation and the significance perceived dignity has. Students' experiences tilted between perceived dignity and offense, and placed students' dignity in a vulnerable position. Crucial for perceived dignity was the confirmation the students received from their supervisors. Perceived dignity gave the students courage and increased their ability to be present, which provided better opportunities for learning and development.