When we look at the supervisor image in the mirror, what do we see? The supervisors' mirror image regarding doctoral supervision
DOI:
https://doi.org/10.14738/assrj.82.9714Abstract
Studies regarding doctoral education can focus the PhD student, the supervisor, higher education institution (policy, curriculum, professional career support, culture, among others). PhD students, supervisors and higher education institution, constitute three keys for the same door (doctoral education), and without one of them, the door can´t be well open. Choose which of them should be analyzed is the researcher responsibility, as present data and look carefully to it. During the last years' doctoral education and the doctoral supervision process at UNL as been studied, looking to PhD students, supervisors and institution [1-5].
In the present research, the focus is on supervisor perception. It is important to know supervisor opinion, to attempt and captures their perceptions regarding the doctoral supervision process. When the supervisor thinks and responds to surveys regarding supervision, he/she is presenting an image of himself/herself.
This study occurred among the PhD supervisor population at a Science engineering school (Faculdade de Ciências Tecnologia) at Universidade Nova de Lisboa, a Portuguese Higher education institution, with a footprint in the research area. It was possible to capture the image that reflected in the mirror when the supervisor looked. The unexpected image reflected is of a researcher and not a supervisor. When they look to their doctorates, they generally see future technicians/ qualified workers and not a future researcher. Nonetheless, they consider that to finish the PhD, doctorates have to acquire the research profile. This mismatch is consistent with the reality, where attrition exists and many students think to live the academy after the enrollment in the PhD.
References
Ribau, I. (2019). Listening and feeling doctoral students’ perceptions of their doctoral supervision. The PhD students’ point of view. Advances in Social Sciences Research Journal, 6 (12), 206-223.
Ribau, I. (2020). Doctoral Supervisors and PhD Students’ Perceptions about the Supervision Process in a Young European University. Universal Journal of Educational Research. Vol 8 (1), 36-46. DOI: 10.13189/ujer.2020.080105
Ribau, I. (2020). The drop effect at doctoral supervision sea surface. Observing the waves with supervisors’ lens. Universal Journal of Educational Research. Vol 8 (5), xxx-xxx
Ribau, I. & Alves, M (2017). Doctoral supervision at NOVA LISBON UNIVERSITY: an exploratory study. The European Proceedings of Social & Behavioural Sciences. http://dx.doi.org/10.15405/epsbs.2017.10.51
Ribau, I. & Alves, M. (2018). Doctoral supervision at NOVA Lisbon University: an overview. Universal Journal of Educational Research, 6, 2530 – 2542 DOI: 10.13189/ujer.2018.061118.
Jones, M. (2013). Issues in doctoral studies-Forty years of journal discussion: Where have we been and where are we going? In Proceedings of the Informing Science and Information Technology Education Conference (pp. 83-104). Informing Science Institute. https://doi.org/10.28945/1859
Bastalich, W. (2017). Content and context in knowledge production: a critical review of doctoral supervision literature, Studies in Higher Education, 42, 1145-1157.
Baptista, A. (2015). Mature students’ voices on the ideal and reality of doctoral supervisors’ role and practice. Procedia – Social and Behavioral Sciences, 191, 1544-1551.
Baptista, A. & Huet, I. (2012). Making sense of metaphors about doctoral students’ competences: analysis of supervisors’ voices. Procedia – Social and Behavioral Sciences, 47, 930-937.
Figueiredo, C., Huet, I. & Pinheiro, M. (2012). Construction of scientific knowledge and meaning: perceptions of Portuguese doctoral students. Procedia – Social and Behavioral Sciences, 69, 755-762
Breitenbach, E. (2019). Evaluating a model to increase doctorate program completion rates: A Focus on Social Connectedness and Structure. International Journal of Doctoral Studies, 14, 217-236. https://doi.org/10.28945/4239
Shibayama, S, & Kobayashi, Y. (2017). Impact of Ph.D. training: a comprehensive analysis based on a Japanese national doctoral survey. Scientometrics (2017) 113:387–415. DOI 10.1007/s11192-017-2479-7
Park, C. (2005). New variant PhD: The changing nature of the doctorate in the UK. Journal of Higher Education Policy and Management, 27 (2), 189-207.
Davis, D. (2019). Students’ perceptions of supervisory qualities: What do students want? What do they believe they receive? International Journal of Doctoral Studies, 14, 431-464. https://doi.org/10.28945/4361
Castello, M., Pardo, M., Sala-Bubare, A., & Sune-Soler, N. (2017). Why do students consider dropping out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053-1068. https://doi.org/10.1007/s10734-016-0106-9 Coutinho, I. R. (2021). When We Look At The Supervisor Image In The Mirror, What Do We See? The Supervisors' Mirror Image Regarding Doctoral
Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Stud-ies, 13, 361-388. https://doi.org/10.28945/4113
Fillery-Travis, A., Maguire, K., Pizzolatti, N., Robinson, L., Lowley, A., Stel, N., & Lee, A. (2017). Insights from practice: A handbook for supervisors of modern doctorate candidates. Super Prof Doc.
Chakraverty, D. (2020). PhD student experiences with the impostor phenomenon in STEM. International Journal of Doctoral Studies, 15, 159-179. https://doi.org/10.28945/4513,
Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36(3), 282. https://doi.org/10.1038/nbt.4089
Burt, B. A., Knight, A., & Roberson, J. (2017). Racializing experiences of foreign-born and ethnically diverse Black male engineering graduate students: Implications for student affairs practice, policy, and research. Journal of International Students, 7(4), 925-943. https://doi.org/10.32674/jis.v7i4.182
Durette, B., Fournier, M., & Lafon, M. (2016). The core competencies of PhDs. Studies in Higher Education, 41(8), 1355-1370. https://doi.org/10.1080/03075079.2014.968540
Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Teaching and Learning in Higher Education, 9(3), 3351-3365.
Helfer, F., & Drew, S. (2019). Students’ perceptions of doctoral supervision: A study in an engineering program in Australia. International Journal of Doctoral Studies, 14, 499-524. https://doi.org/10.28945/4368
Ana Baptistaa, Liezel Frickb, Karri Holleyc, Marvi Remmikd, Jakob Tesche,Gerlese Âkerlindf, The doctorate as an original contribution to knowledge: Considering relationships between originality, creativity, and innovation. Frontline Learning Research Vol.3 No. 3 Special Issue (2015) 55 – 67 ISSN 2295-3159
Medeiros, K., Watts, L. & Mumford, M. (2017). Thinking inside the box: Educating leaders to manage constraints. Handbook of Research on Creative Problem-Solving Skill Development in Higher Education. (Chp.2, 25-50). Published in the United States of America by IGI Global.
Fulgence, K. (2019). A theoretical perspective on how doctoral supervisors develop supervision skills. International Journal of Doctoral Studies, 14, 721-739. https://doi.org/10.28945/4446
Taylor, S., Kiley, M., & Humphrey, R. (2018). A handbook for doctoral supervisors. Routledge.
Johansen, B. T., Olsen, R. M., Øverby, N. C., Garred, R, & Enoksen, E. (2019). Team supervision of doctoral students: A qualitative inquiry. International Journal of Doctoral Studies, 14, 69-84.
Pyhältö, K., Vekkaila, K., & Keskinen, J. (2015). Fit matters in the supervisory relationship: Doctoral students and supervisors’ perceptions about the supervisory activities. Innovations in Education and Teaching Internation-al, 52, 4-16. https://doi.org/10.1080/14703297.2014.981836
Robertson, M. J. (2017). Team modes and power: Supervision of doctoral students. Higher Education Research & Development, 36, 358-371. https://doi.org/10.1080/07294360.2016.1208157.
Ribau, I (2020). A (de)formed perceptionof the pathway to be taken during the PhD. The influence of time in the student´s eyes perception in becoming a researcher.Advances in Social Sciences research journal, 7, 272-308. Doi: 10.14738/assrj.711.9361.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Isabel Ribau Coutinho
This work is licensed under a Creative Commons Attribution 4.0 International License.
