Enhanced student satisfaction through effective supervisor- supervisee allocation: A case study
DOI:
https://doi.org/10.56433/jpaap.v10i1.495Keywords:
undergraduate dissertation, supervisor allocation, intervention, speed networking, personalized student learningAbstract
Dissertation is an independent piece of work which is a key component of many undergraduate taught programmes. To deliver a personalized learning experience and enhance student satisfaction, effective supervisor-supervisee allocation is crucial. This paper employed a case study approach to pilot three allocation methods over three years in an attempt to improve student dissertation experience through supervisor-supervisee allocation. Online survey data were collected and analysed. The findings revealed that a scaffolded matching approach that allows interaction and expression of interests could significantly enhance student engagement and satisfaction with the undergraduate dissertation supervision.
References
Armstrong, S., Allinson, C., & Hayes, J. (2004). The Effects of Cognitive Style on Research Supervision: A Study of Student-Supervisor Dyads in Management Education. Academy of Management Learning & Education, 3, 41–63. https://doi.org/10.5465/AMLE.2004.12436818
Bennett, S., & Deal, K. H. (2009). Beginnings and endings in social work supervision: The interaction between attachment and developmental processes. Journal of Teaching in Social Work, 29, 101–117. https://doi.org/10.1080/08841230802238179
Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision. MA: Pearson.
Bordin, E.S. (1979). The generalizability of the psychoanalytic concept of the working alliance. Psychotherapy, 16, 252–260. https://doi.org/10.1037/h0085885
Bordin, E.S. (1983). A working alliance model of supervision. The Counseling Psychologist, 11, 35–42. https://doi.org/10.1177/0011000083111007
Brown, G., & Atkins, M. (1988). Effective teaching in higher education. London: Methuen.
Campbell, J. M. (2000). Becoming an effective supervisor: A workbook for counselor and psychotherapist. USA: Routledge.
Cook, M. C. F. (1980). The role of academic supervisor for undergraduate dissertations in science and science-related subjects. Studies in Higher Education, 5, 173–185. https://doi.org/10.1080/03075078012331377206
Egglestone, J., & Delamont, S. (1983). Supervision of students for research degrees. Birmingham: BERA.
Ellis, M. V. (2010). Bridging the science and practice of clinical supervision: Some discoveries, some misconceptions. The Clinical Supervisor, 29(1), 95–116. https://doi.org/10.1080/07325221003741910
Elton, L., & Pope, M. (1989). Research supervision: The value of collegiality. Cambridge Journal of Education, 19(3), 267–276. https://doi.org/10.1080/0305764890190302
Harrow, J., & Loewenthal, D. (1992). Management research supervision: some users’ perspectives on roles, interventions and power, Management Education and Development, 23(1), 54–64. https://doi.org/10.1177/135050769202300115
Hemmings, S. (2001). The place of the dissertation in learning to research. In Humphrey, R. and Middleton, C. (Ed.), Learning to research: resources for learning and teaching in sociology and social policy. Sheffield, SSP2000/Teaching and Learning Network for Sociology and Social Policy.
Hill, T., Acker, S., & Black, E. (1994) Research students and their supervisors in education and psychology, in R. G. Burgess (Ed.) Postgraduate Education and Training in the Social Sciences: processes and products. London: Jessica Kingsley.
Gatfield, T. J. (2005). An investigation into PhD Supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management, 27(3), 311–325. https://doi.org/10.1080/13600800500283585
Ghazali N. M., Taha, M., Wan Jaafar, W. M., Anuar, A., Yahya, F., & Roose, M. (2016). Influence of Supervisory Relationship and Satisfaction among Trainee Counselors in Practicum Process. Journal of Cognitive Sciences and Human Development, 2. 85-95. https://doi.org/10.33736/jcshd.364.2016
Glenice, I., & Glen, R. (2005). Supervisor Selection or Allocation and Continuity of Supervision: Ph.d. Students’ Progress and Outcomes. Studies in Higher Education, 30. 535-555. https://doi.org/10.1080/03075070500249161
Ladany, N., Hill, C. E., Corbett, M. M., & Nutt, E. A. (1996). Nature, extent, and importance of what psychotherapy trainees do not disclose to their supervisors. Journal of Counseling Psychology, 43(1), 10–24. https://doi.org/10.1037/0022-0167.43.1.10
Ladany, N., & Lehrman-Waterman, D. E. (1999). The content and frequency of supervisor self- disclosures and their relationship to supervisor style and the supervisory working alliance. Counselor Education and Supervision, 38(3), 143–160. https://doi.org/10.1002/j.1556-6978.1999.tb00567.x
Magnuson, S., Wilcoxon, S. A., & Norem, K. (2000). A profile of lousy supervision: Experienced counselors' perspectives. Counselor Education and Supervision, 39(3), 189-202. https://doi.org/10.1002/j.1556-6978.2000.tb01231.x
Martin, P., Kumar, S., Lizarondo, L., & Tyack, Z. (2016). Factors influencing the perceived quality of clinical supervision of occupational therapists in a large Australian state. Australian Occupational Therapy Journal, 63 (5), 338-346. https://doi.org/10.1186/s12913-015-1085-8
Martin, P., & Milne, D. (2017). Choice of clinical supervisor: Cunning or collusion?. Journal of Advanced Nursing, 74.
Nelson, M. L., & Friedlander, M. L. (2001). A close look at conflictual supervisory relationships: The trainee's perspective. Journal of Counseling Psychology, 48(4), 384–395. https://doi.org/10.1037/0022-0167.48.4.384
Pathirage, C., Haigh, R., Amaratunga, D., Baldry, D. & Green, C. (2004). Improving dissertation assessment. University of Salford. Retrieved 10 January, 2020, from http://eprints.hud.ac.uk/id/eprint/22716/1/chp_04.pdf
Powles, M. (1993). Staff development for PhD supervision. In D. J. Cullen (Ed.), Quality in PhD education (pp. 75-84). Canberra: Australian National University.
Ramos-Sanchez, L., Esnil, E., Goodwin, A., Riggs, S., Touster, L. O., Wright, L. K., & Rodolfa, E. (2002). Negative supervisory events: Effects on supervision and supervisory alliance. Professional Psychology: Research and Practice, 33(2), 197–202. https://doi.org/10.1037/0735-7028.33.2.197
Rowley, J., & Slack, F. (2004). What is the future for undergraduate dissertations? Educ. Train. 46, 176–181. https://doi.org/10.1108/00400910410543964
Todd, M.J., Bannister, P., & Clegg, S. (2004). Independent inquiry and the undergraduate dissertation: Perceptions and experiences of final year social science students. Assessment & Evaluation in Higher Education, 29(3): 335–55. https://doi.org/10.1080/0260293042000188285
Todd, M.J., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: Staff experiences and perceptions. Teaching in Higher Education, 11(2): 161–73. https://doi.org/10.1080/13562510500527693
Tolstoy, L. (1875-1877/2001). Anna Karenina (Original work published 1875-1877) (R. P. L. Volokhonsky, Trans.). New York, NY, USA: Viking Penguin.
Vera, J., & Briones, E. (2015). Students' perspectives on the processes of supervision and assessment of undergraduate dissertations. Culture and Education, 27, 726–765. https://doi.org/10.1080/11356405.2015.1089391
Verrier, D., & Day, C. (2020). How can we improve the final year dissertation? A consideration of ethics, quality, and one-to-one supervision. Journal of Perspectives in Applied Academic Practice, 8 (2), 90-96. https://doi.org/10.14297/jpaap.v8i2.395
Wilkin P., Bowers L., & Monk J. (1997). Clinical supervision: managing the resistance. Nursing Times, 93, 48-49
Bennett, S., & Deal, K. H. (2009). Beginnings and endings in social work supervision: The interaction between attachment and developmental processes. Journal of Teaching in Social Work, 29, 101–117. https://doi.org/10.1080/08841230802238179
Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision. MA: Pearson.
Bordin, E.S. (1979). The generalizability of the psychoanalytic concept of the working alliance. Psychotherapy, 16, 252–260. https://doi.org/10.1037/h0085885
Bordin, E.S. (1983). A working alliance model of supervision. The Counseling Psychologist, 11, 35–42. https://doi.org/10.1177/0011000083111007
Brown, G., & Atkins, M. (1988). Effective teaching in higher education. London: Methuen.
Campbell, J. M. (2000). Becoming an effective supervisor: A workbook for counselor and psychotherapist. USA: Routledge.
Cook, M. C. F. (1980). The role of academic supervisor for undergraduate dissertations in science and science-related subjects. Studies in Higher Education, 5, 173–185. https://doi.org/10.1080/03075078012331377206
Egglestone, J., & Delamont, S. (1983). Supervision of students for research degrees. Birmingham: BERA.
Ellis, M. V. (2010). Bridging the science and practice of clinical supervision: Some discoveries, some misconceptions. The Clinical Supervisor, 29(1), 95–116. https://doi.org/10.1080/07325221003741910
Elton, L., & Pope, M. (1989). Research supervision: The value of collegiality. Cambridge Journal of Education, 19(3), 267–276. https://doi.org/10.1080/0305764890190302
Harrow, J., & Loewenthal, D. (1992). Management research supervision: some users’ perspectives on roles, interventions and power, Management Education and Development, 23(1), 54–64. https://doi.org/10.1177/135050769202300115
Hemmings, S. (2001). The place of the dissertation in learning to research. In Humphrey, R. and Middleton, C. (Ed.), Learning to research: resources for learning and teaching in sociology and social policy. Sheffield, SSP2000/Teaching and Learning Network for Sociology and Social Policy.
Hill, T., Acker, S., & Black, E. (1994) Research students and their supervisors in education and psychology, in R. G. Burgess (Ed.) Postgraduate Education and Training in the Social Sciences: processes and products. London: Jessica Kingsley.
Gatfield, T. J. (2005). An investigation into PhD Supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management, 27(3), 311–325. https://doi.org/10.1080/13600800500283585
Ghazali N. M., Taha, M., Wan Jaafar, W. M., Anuar, A., Yahya, F., & Roose, M. (2016). Influence of Supervisory Relationship and Satisfaction among Trainee Counselors in Practicum Process. Journal of Cognitive Sciences and Human Development, 2. 85-95. https://doi.org/10.33736/jcshd.364.2016
Glenice, I., & Glen, R. (2005). Supervisor Selection or Allocation and Continuity of Supervision: Ph.d. Students’ Progress and Outcomes. Studies in Higher Education, 30. 535-555. https://doi.org/10.1080/03075070500249161
Ladany, N., Hill, C. E., Corbett, M. M., & Nutt, E. A. (1996). Nature, extent, and importance of what psychotherapy trainees do not disclose to their supervisors. Journal of Counseling Psychology, 43(1), 10–24. https://doi.org/10.1037/0022-0167.43.1.10
Ladany, N., & Lehrman-Waterman, D. E. (1999). The content and frequency of supervisor self- disclosures and their relationship to supervisor style and the supervisory working alliance. Counselor Education and Supervision, 38(3), 143–160. https://doi.org/10.1002/j.1556-6978.1999.tb00567.x
Magnuson, S., Wilcoxon, S. A., & Norem, K. (2000). A profile of lousy supervision: Experienced counselors' perspectives. Counselor Education and Supervision, 39(3), 189-202. https://doi.org/10.1002/j.1556-6978.2000.tb01231.x
Martin, P., Kumar, S., Lizarondo, L., & Tyack, Z. (2016). Factors influencing the perceived quality of clinical supervision of occupational therapists in a large Australian state. Australian Occupational Therapy Journal, 63 (5), 338-346. https://doi.org/10.1186/s12913-015-1085-8
Martin, P., & Milne, D. (2017). Choice of clinical supervisor: Cunning or collusion?. Journal of Advanced Nursing, 74.
Nelson, M. L., & Friedlander, M. L. (2001). A close look at conflictual supervisory relationships: The trainee's perspective. Journal of Counseling Psychology, 48(4), 384–395. https://doi.org/10.1037/0022-0167.48.4.384
Pathirage, C., Haigh, R., Amaratunga, D., Baldry, D. & Green, C. (2004). Improving dissertation assessment. University of Salford. Retrieved 10 January, 2020, from http://eprints.hud.ac.uk/id/eprint/22716/1/chp_04.pdf
Powles, M. (1993). Staff development for PhD supervision. In D. J. Cullen (Ed.), Quality in PhD education (pp. 75-84). Canberra: Australian National University.
Ramos-Sanchez, L., Esnil, E., Goodwin, A., Riggs, S., Touster, L. O., Wright, L. K., & Rodolfa, E. (2002). Negative supervisory events: Effects on supervision and supervisory alliance. Professional Psychology: Research and Practice, 33(2), 197–202. https://doi.org/10.1037/0735-7028.33.2.197
Rowley, J., & Slack, F. (2004). What is the future for undergraduate dissertations? Educ. Train. 46, 176–181. https://doi.org/10.1108/00400910410543964
Todd, M.J., Bannister, P., & Clegg, S. (2004). Independent inquiry and the undergraduate dissertation: Perceptions and experiences of final year social science students. Assessment & Evaluation in Higher Education, 29(3): 335–55. https://doi.org/10.1080/0260293042000188285
Todd, M.J., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: Staff experiences and perceptions. Teaching in Higher Education, 11(2): 161–73. https://doi.org/10.1080/13562510500527693
Tolstoy, L. (1875-1877/2001). Anna Karenina (Original work published 1875-1877) (R. P. L. Volokhonsky, Trans.). New York, NY, USA: Viking Penguin.
Vera, J., & Briones, E. (2015). Students' perspectives on the processes of supervision and assessment of undergraduate dissertations. Culture and Education, 27, 726–765. https://doi.org/10.1080/11356405.2015.1089391
Verrier, D., & Day, C. (2020). How can we improve the final year dissertation? A consideration of ethics, quality, and one-to-one supervision. Journal of Perspectives in Applied Academic Practice, 8 (2), 90-96. https://doi.org/10.14297/jpaap.v8i2.395
Wilkin P., Bowers L., & Monk J. (1997). Clinical supervision: managing the resistance. Nursing Times, 93, 48-49
Downloads
Published
2022-09-30
Issue
Section
Case Studies
License
Copyright (c) 2022 Paulina Navrouzoglou
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
