监督对及时完成博士课程的影响
摘要
文旨在探讨监督作为一个影响因素。这项研究采用了叙事研究设计，目标是某大学的国际博士毕业生。总的来说，
这项研究采用雪球技术对2015年和2016年的6名毕业生进行了抽样调查，开发了一个面试指南。电子邮件，Skype，
WhatsApp聊天和电话被用于数据收集。使用专题分析来分析使用直接引用或解释以叙述形式报告的数据。总体研究
结果揭示了阻碍国际学生及时完成博士学位的三个监督缺陷。这些问题包括：（i）导师与被监博士生之间的互动水
平有限；（ii）导师的技术指导不足；（iii）导师的反馈不佳或延迟。
关键词
参考
[1]Abiddin, N.Z., Hassan, A. & Ahmad, A.R. (2009).
Research Student Supervision: An Approach to Good Supervisory
Practice. The Open Education Journal, 2,pp.11-16.
[2]Amin, M.E. (2005). Social Science Research:
Conception, Methodology and Analysis. Kampala: Makerere
University.
[3]Armstrong, S. J. (2004). The impact of supervisors’
cognitive styles on the quality of research supervision in
management education. British Journal of Educational
Psychology, 74, pp. 599–616.
[4]Begalla, R. (2013). The Bologna Process and
Internationalization for HigherEducation in the U.S. Journal of
Teaching in International Business, 24 (2), pp. 65-80.
[5]Bøgelund. P. (2015).How supervisors perceive PhD
supervision – And how they practice it. International Journal
of Doctoral Studies, 10,pp.39-55.
[6]Botha, M.M. (2010). Compatibility between
Internationalizing and Africanizing HigherEducation in South
Africa. Journal of Studies in International Education, 14 (2),
pp. 200-213.
[7]Bourke, S., Holbrook, A., Lovat, T. & Farley, P. (2004).
Attrition, completion and completion times of PhD candidates.
Paper presented at the AARE Annual Conference, Melbourne,
28 Nov – 2 Dec 2004.
[8]Cohen, L., Manion, L. & Morrison, K. (2011). Research
Methods in Education, 7 th Ed.,London: Routledge.
[9]Creswell, J.W. (2012). Educational Research: Planning,
Conducting, and Evaluating Quantitative and Qualitative
Research, 4 th Ed., Boston: Pearson.
[10]Davis, G. B. (2003). Advising and Supervising
Doctoral Students. Information Systems PhD Supervisors'
Workshop, June 14, 2003 in Athens, Greece.
[11]Delany, D. (2013). A review of the literature
on effective PhD supervision retrieved from http://www.
mostlyreadingya.com/read-file/areview-of-the-literature-oneffective-phd-supervision-pdf-1656319/ in 6 May 2014.
[12]Dietz, A.J., Jansen, J.D. & Wadee, A.A. (2006).
Effective PhD Supervision and Mentorship: A workbook
based on experiences from South Africa and the Netherlands.
Rozenberg Publishers (Amsterdam) - UNISA Press (Pretoria)
[13]Dimitrova, R. (2016). Ingredients of Good Phd
Supervision– Evidence From a Student Survey at Stockholm
University. Utbildning & Lärande, 10 (1), pp.40-52.
[14]Ekblad, S. (2007). Ethics and diversity need to be
considered in successful international doctoral supervision.
World Cultural Psychiatric Research Review, pp.96-101
[15]Ezebilo, E.E. (2012). Challenges in Postgraduate
Studies: Assessments by Doctoral Students in a Swedish
University. Higher Education Studies, 2, (4)
[16]Grant, K., Hackney, R., & Edgar, D. (2014).
Postgraduate research supervision: An ‘agreed’ conceptual
view of good practice through derived metaphors. International
Journal of Doctoral Studies, 9, pp.43-60.
[17]Hemer, S. R. (2012). Informality, power and
relationships in postgraduate supervision: Supervising
PhD Candidates over coffee. Higher Education Research
& Development, 28 (2), pp. 165-177. Ismail, A., Abiddin,
N.Z. & Hassan, A. (2011). Improving the Development of
Postgraduates’ Research and Supervision. International
Education Studies, 4,(1), pp.78-89.
[18]Ishimaya, F. I. (1989). Understanding foreign
adolescents’ difficulties in cross-cultural adjustment: A selfvalidation model. Canadian Journal of School Psychology, 5,
41-56.
Refbacks
- 当前没有refback。
数据库合作单位
