监督人
心理学
人际交往
人际关系
高等教育
样品(材料)
选择(遗传算法)
医学教育
社会心理学
教育学
管理
医学
政治学
人工智能
计算机科学
经济
化学
色谱法
法学
作者
Glenice Ives,Glenn Rowley
标识
DOI:10.1080/03075070500249161
摘要
Abstract This article reports part of an Australian longitudinal study which examined the patterns evident in the relationships Ph.D. students and supervisors developed and the ways they worked together. The participants were 21 Ph.D. students and their main supervisors. Data were collected via interviews conducted between 1995 and 1998. Three interviews were conducted separately for each student and supervisor. This report focuses on the allocation of supervisors to students and continuity of supervision in relation to students’ progress and satisfaction with supervision. From this small sample it appears students who felt involved in supervisor selection, whose topics were matched with their supervisor’s expertise and who developed good interpersonal working relationships with supervisors were more likely to make good progress and be satisfied. This was more likely when supervisors were experienced and senior academics or the student had two active supervisors. Disruptions caused by a temporary change of supervisor created problems and delays. Suggestions to overcome this are made.
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