Relevant bibliographies by topics / Research higher degree supervision

Academic literature on the topic 'Research higher degree supervision'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Research higher degree supervision"

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Murphy, Noela, John D. Bain, and Linda Conrad. "Orientations to research higher degree supervision." Higher Education 53, no. 2 (February 2007): 209–34. http://dx.doi.org/10.1007/s10734-005-5608-9.

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Bruce, Christine, and Ian Stoodley. "Experiencing higher degree research supervision as teaching." Studies in Higher Education 38, no. 2 (March 2013): 226–41. http://dx.doi.org/10.1080/03075079.2011.576338.

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Maxwell, T. W., and Robyn Smyth. "Higher degree research supervision: from practice toward theory." Higher Education Research & Development 30, no. 2 (April 2011): 219–31. http://dx.doi.org/10.1080/07294360.2010.509762.

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Hamilton, Jillian, and Sue Carson. "Speaking of Supervision: A dialogic approach to building higher degree research supervision capacity in the creative arts." Educational Philosophy and Theory 47, no. 12 (October 15, 2015): 1348–66. http://dx.doi.org/10.1080/00131857.2015.1035628.

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Hellstén, Meeri, and Matt Bower. "Borderless Supervision in Higher Degree Research: Consolidating International Pedagogies and Web-Conferencing Technologies." International Journal of Learning: Annual Review 16, no. 8 (2009): 81–88. http://dx.doi.org/10.18848/1447-9494/cgp/v16i08/46514.

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Hamilton, Jillian, and Sue Carson. "Supervising Practice: Perspectives on the supervision of creative practice higher degrees by research." Educational Philosophy and Theory 47, no. 12 (October 15, 2015): 1243–49. http://dx.doi.org/10.1080/00131857.2015.1094904.

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Spedding, Trish. "Stories of Supervision." Education Sciences 10, no. 4 (March 31, 2020): 93. http://dx.doi.org/10.3390/educsci10040093.

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This article centres upon experiences of supervising practitioner-researchers engaged in the first year of a Customised Master of Philosophy (MPhil) programme of study. This pathway resides within a larger collaboration between the University of Sunderland’s Centre for Excellence in Teacher Training (SUNCETT) and the Education and Training Foundation (ETF) delivering a National Practitioner Research Programme (PRP) in England. It takes as its starting point how non-traditional research students from the further adult and vocational education (FAVE) sector experience entry into the programme and their subsequent development of scholarship and research skills as they pursue their studies at research degree level in higher education (HE). Using six guiding principles underpinning the PRP as a framework for analysis, illustrative stories of the experiences of supervisors and research students provide insights into ways in which supervision is enacted. Some key characteristics of supervision practice are described. These often bring to light differences between supervision on the Customised MPhil with that of conventional MPhil programmes. The most striking finding supports how the development of collaborative and cooperative practice helps to shift the customary dynamic of research degree study away from isolation towards a shared experience as members of an inclusive and active research community.
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Leggat, Peter A., and Kay Martinez. "Exploring emerging issues in research higher degree supervision of professional doctorate students in the health sciences." Advances in Health Sciences Education 15, no. 4 (April 22, 2008): 601–8. http://dx.doi.org/10.1007/s10459-008-9119-1.

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Abigail, Wendy, and Pauline Hill. "Choosing a research higher degree supervisor: a framework for nurses." Quality in Higher Education 21, no. 1 (January 2, 2015): 7–25. http://dx.doi.org/10.1080/13538322.2015.1049437.

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Jones, Dr Angele, and Professor Eddie Blass. "The Impact of Institutional Power on Higher Degree Research Supervision: Implications for the Quality of Doctoral Outcomes." Universal Journal of Educational Research 7, no. 7 (July 2019): 1485–94. http://dx.doi.org/10.13189/ujer.2019.070702.

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Dissertations / Theses on the topic "Research higher degree supervision"

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Murphy, Noela Winifred, and n/a. "Orientations to Research Higher Degree Supervision: The Interrelatedness of Beliefs about Supervision, Research, Teaching and Learning." Griffith University. Griffith Institute of Higher Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051130.172036.

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This thesis aims to contribute to the understanding of research higher degree supervision and thereby its enhancement. My study departs from the current emphasis on issues of practice to offer a set of scholarly understandings embedded in the beliefs that supervisors and candidates hold about supervision and closely related academic mailers. It is aligned with the movement over the past two decades towards concentrating on understanding why teachers and students behave in particular ways, rather than describing what they do and how they do it. I draw on the literature of research higher degree (RI-ID) supervision, the conceptual framework of beliefs research and Gadamer's concept of the hermeneutic circle to argue that supervision is best understood as a plexus of closely related educational beliefs about research, teaching, learning and supervision. Research from this perspective acknowledges supervisions plural, multifunctional character and its holistic nature. The beliefs construct recognises the powerful effect that individualsibeliefs and attitudes have on the way they define educational tasks, make related decisions and prefer to act. Thirty-four participants from one engineering faculty were interviewed about their beliefs about the four components of the supervision plexus. Entire transcripts were coded, using a three-phase, inductive method of analysis incorporating constant-comparative techniques and conceptual field principles, to reveal individuals integrated thinking about the whole process of supervision. This method ensures that the findings remain embedded in the data and retain the richness of individual experience. I identified four different core tendencies to the plexus, based on two bipolar frames - controlling/guiding and task-focussed/person-focussed kinds of beliefs. The result is four global orientations to supervision: controlling/task-focussed, controlling/person-focussed, guiding/task-focussed and guiding/person-focussed. Subcategories accommodate individuals whose beliefs differ in specific aspects but whose focal beliefs fit the global group. Each orientation is elaborated by an orientation belief profile - an integrated system of beliefs about the aspects of the plexus that are common to the individuals in that category iso the profiles describe the orientations as much as they describe the individuals in each category. The beliefs in each profile are organised into six belief clusters and different dimensions of the beliefs describe each orientation. To show the location, density and type of inter-linkages among beliefs and belief clusters orientation webs were drawn. The four webs exhibit a high degree of interconnectedness among beliefs, confirming my contention of a supervision plexus of co-dependent and logically interrelated components. Research findings indicate that practitioners beliefs about teaching are central and powerful in determining their supervisory goals and their predisposition towards particular pedagogical approaches to achieving them. With this advanced understanding of the pedagogy of supervision, a case is built for viewing research higher degree supervision as a teaching activity within the university, and positing its management as a 'joint portfolio' between the teaching and learning centre and the research centre of the university. Other findings are that controlling/task-focussed beliefs are generally favoured by RI-ID candidates and that guiding/person-focussed beliefs more commonly describe the way supervisors think about supervision. Although their strategic enactment may differ according to circumstance, beliefs were found to be consistent across contexts. The supervisors role in shaping candidates' beliefs is seen to be diminished by the influence of candidates' preexisting beliefs about teaching. The study establishes a variety of understandings about supervision within this one engineering faculty, suggesting that pedagogical understandings may be more powerful than disciplinary expectations and attitudes as determinants of supervisory behaviour. The view of RI-ID supervision discussed in this thesis builds on the earlier research in meaningful ways that enhance our understanding of the process as a whole. The thesis provides possibilities for linking that research with more fruitful and rewarding doctoral experiences for supervisors and candidates.
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Murphy, Noela Winifred. "Orientations to Research Higher Degree Supervision: The Interrelatedness of Beliefs about Supervision, Research, Teaching and Learning." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366464.

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This thesis aims to contribute to the understanding of research higher degree supervision and thereby its enhancement. My study departs from the current emphasis on issues of practice to offer a set of scholarly understandings embedded in the beliefs that supervisors and candidates hold about supervision and closely related academic mailers. It is aligned with the movement over the past two decades towards concentrating on understanding why teachers and students behave in particular ways, rather than describing what they do and how they do it. I draw on the literature of research higher degree (RI-ID) supervision, the conceptual framework of beliefs research and Gadamer's concept of the hermeneutic circle to argue that supervision is best understood as a plexus of closely related educational beliefs about research, teaching, learning and supervision. Research from this perspective acknowledges supervisions plural, multifunctional character and its holistic nature. The beliefs construct recognises the powerful effect that individualsibeliefs and attitudes have on the way they define educational tasks, make related decisions and prefer to act. Thirty-four participants from one engineering faculty were interviewed about their beliefs about the four components of the supervision plexus. Entire transcripts were coded, using a three-phase, inductive method of analysis incorporating constant-comparative techniques and conceptual field principles, to reveal individuals integrated thinking about the whole process of supervision. This method ensures that the findings remain embedded in the data and retain the richness of individual experience. I identified four different core tendencies to the plexus, based on two bipolar frames - controlling/guiding and task-focussed/person-focussed kinds of beliefs. The result is four global orientations to supervision: controlling/task-focussed, controlling/person-focussed, guiding/task-focussed and guiding/person-focussed. Subcategories accommodate individuals whose beliefs differ in specific aspects but whose focal beliefs fit the global group. Each orientation is elaborated by an orientation belief profile - an integrated system of beliefs about the aspects of the plexus that are common to the individuals in that category iso the profiles describe the orientations as much as they describe the individuals in each category. The beliefs in each profile are organised into six belief clusters and different dimensions of the beliefs describe each orientation. To show the location, density and type of inter-linkages among beliefs and belief clusters orientation webs were drawn. The four webs exhibit a high degree of interconnectedness among beliefs, confirming my contention of a supervision plexus of co-dependent and logically interrelated components. Research findings indicate that practitioners beliefs about teaching are central and powerful in determining their supervisory goals and their predisposition towards particular pedagogical approaches to achieving them. With this advanced understanding of the pedagogy of supervision, a case is built for viewing research higher degree supervision as a teaching activity within the university, and positing its management as a 'joint portfolio' between the teaching and learning centre and the research centre of the university. Other findings are that controlling/task-focussed beliefs are generally favoured by RI-ID candidates and that guiding/person-focussed beliefs more commonly describe the way supervisors think about supervision. Although their strategic enactment may differ according to circumstance, beliefs were found to be consistent across contexts. The supervisors role in shaping candidates' beliefs is seen to be diminished by the influence of candidates' preexisting beliefs about teaching. The study establishes a variety of understandings about supervision within this one engineering faculty, suggesting that pedagogical understandings may be more powerful than disciplinary expectations and attitudes as determinants of supervisory behaviour. The view of RI-ID supervision discussed in this thesis builds on the earlier research in meaningful ways that enhance our understanding of the process as a whole. The thesis provides possibilities for linking that research with more fruitful and rewarding doctoral experiences for supervisors and candidates.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
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Page, Christopher. "INFLUENCES ON DOCTOR OF EDUCATION STUDENTS WHO HAVE COMPLETED ALL PROGRAM REQUIREMENTS BUT DISSERTATION." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3712.

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This study explored the influences on Doctor of Education (Ed.D.) students who have completed all required coursework for their degree, but have not finished their dissertation, in an effort to identify factors influencing degree completion. Past research documents an increased time-to-degree (TTD) for Ed.D. students, which has a negative impact on K-12 and higher education, as well as on business, government, and society. This study examined Ed.D. students enrolled at a private teaching college in northern California by use of a survey built upon the framework of Bean’s nine themes of college student retention. It analyzed demographic indicators as well as the professional and personal priorities and how these characteristics interface with the demands of completing a doctoral dissertation. The results highlight key differences between Ed.D. students and other graduate and undergraduate students to understand the reasons behind their increased TTD.
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Tomsett, Peter J. F. "Transformational leadership in higher education research supervision." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/transformational-leadership-in-higher-education-research-supervision(d385176e-0021-4575-906b-a725872c6493).html.

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This thesis investigated the application of transformational leadership (TL) in the higher education (HE) research supervision context, with a specific focus on mechanisms underpinning leader effectiveness. In Chapter 1, the concept of TL is introduced, and the current research in HE briefly reviewed. The chapter highlights the suitability of the context for study in TL, and the need for research with a focus on mechanisms. In Chapter 2 the issue of contextually valid measurement is addressed. In a two-phase study (N = 389), the measurement properties of the Differentiated Transformational Leadership Inventory were explored using conventional confirmatory factor analyses (CFA) and bi-factor models. Traditional CFA confirmed the eight-factor structure of the scale in the supervision context, while bi-factor models revealed a dominant general TL factor. Consequently, an abbreviated global scale was developed using the factor analyses and confirmed using multi-level CFA. In Chapter 3, two studies examined the role of several variables as mediators of the TL-performance relationship. Mediation analysis in Study 1 (N = 155) showed mixed support for the hypothesis that transformational leadership would positively impact grade performance via its influence on leader-member exchange, needs satisfaction and engagement, sequentially. A second study (N = 139) incorporating a time lag between leadership and LMX showed more positive support for the proposed indirect effects. Findings suggest that LMX, need satisfaction and engagement are important mechanisms underlying the effectiveness of TL. Chapter 4 examined the role of students’ implicit theories of ability as an alternative mechanism. A rationale is proposed whereby transformational supervisors may develop incremental beliefs of ability in their students that subsequently enable them to cope more effectively with setbacks. A sample of 421 PhD students completed an online questionnaire measuring TL, their implicit beliefs of ability in their PhD, and their coping styles. Mediation analyses provided some support for the hypotheses, demonstrating an indirect effect of transformational leadership on approach coping via students’ entity beliefs. Finally, in Chapter 5 the theoretical and applied implications of the thesis findings are discussed in relation to existing research. Overall, the findings of the thesis emphasise the applicability of transformational leadership to the HE supervision context, having demonstrated its direct and indirect relationship with key student outcomes including grade performance. Furthermore, the results provide insight into the mechanisms of transformational leader effectiveness that may aid practitioners in their own supervision practices. Finally, the thesis presents two new scales for the measurement of transformational leadership in the HE context for use by practitioners and researchers alike.
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McGregor, Rowena. "Education higher degree research students writing for publication." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63275/1/Rowena_McGregor_Thesis.pdf.

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Higher Degree Research (HDR) student publications are increasingly valued by students, by professional communities and by research institutions. Peer-reviewed publications form the HDR student writer's publication track record and increase competitiveness in employment and research funding opportunities. These publications also make the results of HDR student research available to the community in accessible formats. HDR student publications are also valued by universities because they provide evidence of institutional research activity within a field and attract a return on research performance. However, although publications are important to multiple stakeholders, many Education HDR students do not publish the results of their research. Hence, an investigation of Education HDR graduates who submitted work for publication during their candidacy was undertaken. This multiple, explanatory case study investigated six recent Education HDR graduates who had submitted work to peer-reviewed outlets during their candidacy. The conceptual framework supported an analysis of the development of Education HDR student writing using Alexander's (2003, 2004) Model of Domain Learning which focuses on expertise, and Lave and Wenger's (1991) situated learning within a community of practice. Within this framework, the study investigated how these graduates were able to submit or publish their research despite their relative lack of writing expertise. Case data were gathered through interviews and from graduate publication records. Contextual data were collected through graduate interviews, from Faculty and university documents, and through interviews with two Education HDR supervisors. Directed content analysis was applied to all data to ascertain the support available in the research training environment. Thematic analysis of graduate and supervisor interviews was then undertaken to reveal further information on training opportunities accessed by the HDR graduates. Pattern matching of all interview transcripts provided information on how the HDR graduates developed writing expertise. Finally, explanation building was used to determine causal links between the training accessed by the graduates and their writing expertise. The results demonstrated that Education HDR graduates developed publications and some level of expertise simultaneously within communities of practice. Students were largely supported by supervisors who played a critical role. They facilitated communities of practice and largely mediated HDR engagement in other training opportunities. However, supervisor support alone did not ensure that the HDR graduates developed writing expertise. Graduates who appeared to develop the most expertise, and produce a number of publications reported experiencing both a sustained period of engagement within one community of practice, and participation in multiple communities of practice. The implications for the MDL theory, as applied to academic writing, suggests that communities of practice can assist learners to progress from initial contact with a new domain of interest through to competence. The implications for research training include the suggestion that supervisors as potentially crucial supporters of HDR student writing for publication should themselves be active publishers. Also, Faculty or university sponsorship of communities of practice focussed on HDR student writing for publication could provide effective support for the development of HDR student writing expertise and potentially increase the number of their peer-reviewed publications.
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Baldwin, Candice P. "Situatedness: The interrelation of factors impacting the educational pathway to degree attainment among Black and White doctoral students." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618709.

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Given the absence of a comprehensive theory of doctoral student persistence within the current literature base, the purpose of this study was to propose and test a model that would predict doctoral degree completion using an integrated scheme of background, financial support, and experience variables between Black and White students. The impact and interaction of these variables was explored individually and collectively to describe a concept defined as situatedness. The situatedness model illustrates that a student's background is related to the financial support they receive in doctoral programs; in turn, these factors are connected to a student's departmental and personal experiences, which are all directly related to doctoral degree completion.;The situatedness model was found to be useful in conceptualizing doctoral degree completion, but it illustrated that that there are other variables that cause disparities in completion among Black and White doctoral students. The situatedness model indicated that financial support factors affect doctoral degree completion among Black and White students. For Whites, the situatedness model indicated that the total amount of grant aid, the amount borrowed for education, teaching assistantships, and private/outside sources of aid were independent and significant predictors of doctoral degree completion. For Blacks, the situatedness model indicated that income and outside sources of aid were predictive of degree completion. The findings of this study suggest that finances are the most important predictor of degree completion for both groups. The disparity in sources of funding for Blacks and Whites highlight many of the differences in experiences and outcomes between the groups.
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Marsden, Brian S. "Higher degree research as professional learning for teachers: A cohort perspective." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108055/2/Brian_Marsden_Thesis.pdf.

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This thesis explored how a cohort of six full-time teachers negotiated and explained their teaching practice as a result of their higher degree learning in a Master of Education. Reflections across multiple time phases of a research degree were analysed to understand how teachers negotiated the interdependent connections of knowledge production and reconstruction that occurred across their various ecologies of practices. The teachers reported an increasing confidence in critically evaluating and reflecting on their teaching practice, although the collisions between the circular time patterns of research learning and linear patterns of teaching practice were experienced as significant challenges.
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Wright, Jean. "Selection, supervision and the academic management of research, leading to the Degree of PhD." Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316389.

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McGhie-Anderson, Rose. "Advanced nursing education| Critical factors that influence diploma and associate degree nurses to advance." Thesis, Barry University School of Nursing, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10115703.

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Background: Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of the nurse as educator, manager, nurse leader, and researcher who will effect policy changes and assume leadership roles as revolutionary thinkers in addition to implementing paradigmatic shifts.

Purpose: This grounded theory study sought to unearth the critical factors that motivate nurses to advance academically. The study aimed to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance their nursing education.

Philosophical Underpinnings: A qualitative methodology in the tradition of grounded theory using the constructivist and interpretivist approach was used to conduct the study.

Method: Data were collected from two groups of participants using a face-to-face semistructured interview. The first group was diploma and associate degree nurses, and the second group was a focus group comprising of baccalaureate, masters, or doctoral degree nurses who have progressed academically from diploma or associate degree level.

Results: Emerging from the thick rich data that were collected from the research participants were the following core categories that ground the theory: rewarding, motivating, and supporting for diploma and associate degree nurses to advance academically.

Conclusions: The study concluded by elucidating that professional advancement was the social process that grounds. Hence, the emergent theory was; The Theory of Professional Advancement.

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Hill, Geof. "Promoting congruence between the inquiry paradigm and the associated practices of higher degree research." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36661/1/36661_Digitised%20Thesis.pdf.

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In this study I examine a number of educational practices in higher education from the insider perspective of a research student. By using my own stories of undertaking two research higher degrees, both with post-positivist research paradigms, I analyse the interrelationships between a student and their supervisors and examiners, and explore ways in which those relationships can be influenced by the student's nominated research paradigm. The research paradigm underpins the way in which a student undertakes their research and documents that research. Literature suggests that the research paradigm has potential to influence the supervision and examination of that research. In this study I have explored that potential with a particular focus on a research paradigm consisting of a constructivist ontology and a practice epistemology. While the use of my own story is not presented as being generalisable, the analysis generates a number of issues related to my own student practices and my expectations about supervision and examination of a higher degree. I believe these issues are relevant to other higher degree students and their supervisors and examiners.
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Books on the topic "Research higher degree supervision"

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The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations. 2nd ed. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2012.

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Anderson, Peter, Levon Blue, Thu Pham, and Melanie Saward. Higher Degree by Research. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5178-7.

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Orrell, Janice, and David D. Curtis, eds. Publishing Higher Degree Research. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9.

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Professionalizing graduate education: The master's degree in the marketplace. San Francisco: Jossey-Bass, 2005.

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Research success in nursing and health care: A guide to doing your higher degree. Blackrock: Blackhall Publishing, 2008.

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Australian Council for Education Research, ed. Supervising doctorates downunder: Keys to effective supervision in Australia and New Zealand. Camberwell, Vic: ACER Press, 2007.

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1948-, Thomson Pat, ed. Helping doctoral students write: Pedagogies for supervision. Abingdon, Oxon ; New York: Routledge, 2006.

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1945-, Epstein Debbie, and Kenway Jane, eds. Writing for publication. London: SAGE, 2005.

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Churchill, Harriet. Getting your PhD: A practical insiders' guide. Los Angeles, CA: SAGE Publications, 2007.

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D, Kent Julia, and Council of Graduate Schools in the United States, eds. Global perspectives on measuring quality: Proceedings of the 2010 strategic leaders global summit on graduate education, September 13-15, 2010, Brisbane, Australia. Washington, D.C: Council of Graduate Schools, 2011.

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Book chapters on the topic "Research higher degree supervision"

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Anderson, Peter, Levon Blue, Thu Pham, and Melanie Saward. "The Needs and Experiences of Supervisors of Indigenous Higher Degree by Research Students." In SpringerBriefs in Education, 67–90. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5178-7_6.

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AbstractSupervision is a significant influence in higher degree by research (HDR) students’ success. Quality supervision provided to Indigenous HDR students has recently attracted the interest of researchers. This chapter provides an overview of the needs and experiences of supervisors of Indigenous HDR students. We surveyed 33 supervisors to understand their needs and experiences when supervising Indigenous HDR candidates. The perceptions of quality supervision, the good practices and concerns of supervisors and professional development required in supervising Indigenous HDR students were brought to the supervisors who participated in our research. Our study found that it is the mental health and well-being of Indigenous HDR students that raises concerns for their supervisors, while racism is still prevalent. Keeping Indigenous HDR students motivated, being on track and supporting Indigenous HDR students physically, mentally and academically were other concerns found in this study. Specifically, what supervisors of Indigenous HDR students can provide and what they need to best support their students discloses their good practices and concerns in supervision.
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Anderson, Peter, Levon Blue, Thu Pham, and Melanie Saward. "Academic Practices: Current Strategies to Attract and Retain Indigenous Higher Degree by Research Students in Australia." In SpringerBriefs in Education, 11–26. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5178-7_2.

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AbstractThe number of Indigenous higher degree by research (HDR) students has increased steadily over the past decade. Support for Indigenous students from the Australian government, universities and Indigenous Support Units has been documented in Australian higher education. Unfortunately, a range of barriers continue to hinder Indigenous HDR students to completion in their research journey. Presented in this book chapter is the literature review of barriers, including lack of academic skill set and research skills to pursue a research degree program, lack of social and academic support for Indigenous HDR students, the student—supervisor relationship issues and challenges relating to health, family and community responsibilities. Simultaneously, our review identified current strategies and initiatives to retain Indigenous HDR students in their research degree programs and to support them to completion, highlighting the roles of the Indigenous Postgraduate Support Officer and the National Indigenous Research and Knowledges Network. This review, we suggest, should move further to analyse the effectiveness of current strategies and initiatives provided for Indigenous HDR students in detail to inform Indigenous students of the available support resources and how to access to these resources.
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Brina, Carolyn, Sandra Parsons, and Rona Early. "Doing a Higher Degree." In Women, Research and Careers, 32–50. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780230389090_3.

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Higgs, Joy. "Research Training and Publishing." In Publishing Higher Degree Research, 3–12. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_1.

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Alfian, Mirella Wyra, and Marietta Rossetto. "Language Learning Strategy use by Prospective English Language Teachers in Indonesia." In Publishing Higher Degree Research, 95–104. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_10.

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Jeffries, David, and Carol R. Aldous. "Recognising Intimation." In Publishing Higher Degree Research, 105–14. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_11.

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Page, Shaileigh, and Trudy–Ann Sweeney. "Promoting Powerful Positive Affect." In Publishing Higher Degree Research, 115–24. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_12.

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Mirizon, Soni, Ben Wadham, and David D. Curtis. "Teaching Mathematics and Science in English at a University in Indonesia." In Publishing Higher Degree Research, 127–36. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_13.

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Amin, Anwar, and Michael Bell. "Enabling Innovation in Acehnese Schools." In Publishing Higher Degree Research, 137–44. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_14.

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Habiburrahim, Janice Orrell, and Robert Conway. "Integrating Graduate Attributes Into Islamic Higher Education Curricula in Aceh, Indonesia." In Publishing Higher Degree Research, 145–54. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_15.

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Conference papers on the topic "Research higher degree supervision"

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Mehta, Kishor C., Andrew H. P. Swift, Richard P. Walker, and Kelsey L. Seger. "Development of Workforce for Wind Energy." In ASME 2010 4th International Conference on Energy Sustainability. ASMEDC, 2010. http://dx.doi.org/10.1115/es2010-90348.

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Our vision at Texas Tech University is to develop work force through education and training that can provide a steady stream of personnel for the rapidly growing wind energy industry. Our objectives are to establish interdisciplinary curricula at all levels of higher education which can educate and train people to work in the wind energy industry including design and construction, maintenance, business, finance, supervision, management, policy making, environmental impact, as well as research and development. The nature and breadth of the wind energy industry demands that the degree programs be interdisciplinary with flexibility to provide emphasis in various areas. Two degree programs, bachelor and doctoral degree curricula are presented in the paper.
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Wang, Aobo, Beiyuan Guo, Shuqi Xue, Ting Jiang, and Haifeng Bao. "A Taxonomy of Level of Automation in Intelligent Operational Supervisory Task." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002165.

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With the application of automation technology, Human operators rely on automation functions or intelligent agents to conduct complex cognitive tasks, but this also leads to a series of human factor risks such as out-of-the-loop and first failure problems. An appropriate level of automation (LOA) design will help to alleviate the above human factors risks and improve the performance of human-machine cooperation, but the traditional LOA taxonomy is difficult to directly guide the human-machine function allocation of operational supervisory tasks. To characterize current LOA design practices, a literature review was conducted to review the LOA taxonomy of supervision and control tasks in related fields. This research summarizes the taxonomy dimensions of LOA. The intelligent operational supervisory task requires the operators to maintain a high degree of interaction and cooperation with the automation system. Therefore, we must shift the focus of LOA design to cognitive interaction tasks and takeover tasks. This research analyzes the characteristics of different dimensions of LOA taxonomy in the literature, and summarizes the LOA granularity of system task, cognitive interaction task and takeover task. On this basis, from the perspective of human-machine interaction, the LOA taxonomy of intelligent operational supervisory tasks is proposed. This research provides an important theoretical basis for human-machine function allocation scheme and system LOA design, and has important theoretical and practical significance for improving the human-machine interaction efficiency.
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Stieģele, Dace, Ilze Miķelsone, Dina Bethere, and Inguna Griškēviča. "PEDAGOGICAL SUPERVISION FOR STUDENT SUPPORT IN HIGHER EDUCATION." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0895.

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Wright, Angela Siobhan. "The Challenge of Research Supervision: The Experience of Lecturers in Various Academic Disciplines." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11234.

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Research supervision is the highest level of teaching for academics. Yet, in many cases, academics are allocated supervision without any formal training. For many supervisors, their supervision approach will be a mirror of what they have experienced themselves at post-graduate levels. Many supervisors consider that this form of teaching is stressful and onerous due to the responsibility placed on it by the Higher Education Institution and the student ultimately. What can be done to support supervisors in their supervisory journey? There is a void in the academic literature on research supervision with scant aids available to the supervisor (Cullen, 2009). Brew and Boud (1995) outline the importance of instructor knowledge; however, supervisors only gain extensive supervisory experience over the years. The aim of this study is to better understand the supervisory process. Data was gathered from 12 lecturers engaged in supervision across various disciplines. Findings indicate that supervisors need to adopt and continually change to differing circumstances and different student personalities while supervising. It is essential that formal supervisory training be provided for all supervisors. The findings from this evaluation are novel and will be beneficial to research supervisors across various disciplines. Keywords: Research Supervision, Multi-Disciplinary, Reflection.
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Vahed, Anisa, and Shalini Singh. "Facilitating epistemological access by developing students experiences of undergraduate research." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5140.

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Quality supervision at undergraduate level provides the impetus for students tocomplete their reseach projects successfully and to progress to higher levels of postgraduate studies. Yet very little work has been documented on developing students' experiences of undergraduate reserach. Proponents of undergraduate research claim that quality supervision enables students to engage with their own project; develop higher-order research related skills such as critical thinking; to plan and organise their research work in real-world settings; and to develop problem solving and anlytical skills. Fundamentally these capabilities can be applied to professional practice, thereby enabling students to be better prepared for a knowledge-based economy, which is a national imperative in the higher education research agenda. This paper assessed epistemological access of undergraduate students in terms of developing their research potential. A case study research design within a qualitative framework was used. Data were collected by means of focus groups and students' reflective reports, which were thematically analysed. Overall, the salient features of this paper showed that students' described the teaching of research as the theory and the supervision of research as the practice, which assisted them in developing their skills, abilities and dispositions to make informed decisions to self-manage their undergraduate research projects and practice.
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Huang, Xiaoxun, Lijuan Huang, and Xinyu Wang. "Research on Legal Supervision of False News on WeMedia Network." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.157.

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Stieģele, Dace, and Ilze Miķelsone. "Pedagogical Supervision in the Higher Education Study Process." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.36.

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When starting studies, support that can be implemented in individual and group supervision is important for the development of students’ personalities and academic competence. The article aims to reveal the essence of pedagogical supervision and its application in the higher education study process. The research was implemented as a theoretical study, during which the analysis of selected sources – professional and scientific literature, research on supervision, and pedagogical supervision was performed, using induction, deduction, and comparison methods. The following keywords were used to search for data sources: pedagogical supervision, supervisee, supervision, supervisor, education, higher education. A total of 32 data sources were selected. As a result of the theoretical research, a matrix of explanations of the concepts of supervision, pedagogical supervision, and a supervisor was created and a conceptual explanation of the concept of pedagogical supervision in the context of the higher education study process was developed. The conceptual explanation of the concept of pedagogical supervision developed in the research reveals the possibilities of extended application of pedagogical supervision in the higher education study process, including both the components of pedagogical supervision and the essence of supervision as such – to provide support for the growth and improvement of the supervisee.
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Zhang, Yuan, Jie Ren, and Binrong Wang. "Research on the Supervision System of Teaching Quality in Independent Colleges." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.23.

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Nolan, Huw, Adele Nye, Nikki Rumpca, and Ariella Van Luyn. "Learning to research in distance mode: Technologies for building higher degree research community online." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0125.

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Higher Degree Researchers (HDRs) in Australia tertiary education programs must achieve mastery of complex skills, theories, and concepts. Non-traditional HDRs, especially those enrolled part time and remotely, face barriers to achieving these outcomes. This concise paper uses the case study of a regional university in Australia to investigate the theoretical underpinnings of technology use to promote HDR communities of learning, especially for part time and remote researchers.
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Mlitwa (Mlita), Nhlanhla Boyfriend Wilton. "SUPERVISION CAPACITY, ADMINISTRATIVE SUPPORT & ETHICAL CONSIDERATIONS IN HIGHER DEGREE EXAMINATION PROCESSES – A CASE OF THE UNIVERSITY OF ZULULAND." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2051.

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Reports on the topic "Research higher degree supervision"

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Niles, John, and J. M. Pogodzinski. TOD and Park-and-Ride: Which is Appropriate Where? Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1820.

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Despite the sharp drop in transit ridership throughout the USA that began in March 2020, two different uses of land near transit stations continue to be implemented in the United States to promote ridership. Since 2010, transit agencies have given priority to multi-family residential construction referred to as transit oriented development (TOD), with an emphasis on housing affordability. In second place for urban planners but popular with suburban commuters is free or inexpensive parking near rail or bus transit centers, known as park-and-ride (PnR). Sometimes, TOD and PnR are combined in the same development. Public policy seeks to gain high community value from both of these land uses, and there is public interest in understanding the circumstances and locations where one of these two uses should be emphasized over the other. Multiple justifications for each are offered in the professional literature and reviewed in this report. Fundamental to the strategic decision making necessary to allocate public resources toward one use or the other is a determination of the degree to which each approach generates transit ridership. In the research reported here, econometric analysis of GIS data for transit stops, PnR locations, and residential density was employed to measure their influence on transit boardings for samples of transit stops at the main transit agencies in Seattle, Los Angeles, and San José. Results from all three cities indicate that adding 100 parking spaces close to a transit stop has a larger marginal impact than adding 100 housing units. Previous academic research estimating the higher ridership generation per floor area of PnR compared to multi-family TOD housing makes this show of strength for parking an expected finding. At the same time, this report reviews several common public policy justifications for TOD as a preferred land development emphasis near transit stations, such as revenue generation for the transit agency and providing a location for below-market affordable housing where occupants do not need to have a car. If increasing ridership is important for a transit agency, then parking for customers who want to drive to a station is an important option. There may also be additional benefits for park-and-ride in responding to the ongoing pandemic.
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Crowley, David E., Dror Minz, and Yitzhak Hadar. Shaping Plant Beneficial Rhizosphere Communities. United States Department of Agriculture, July 2013. http://dx.doi.org/10.32747/2013.7594387.bard.

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PGPR bacteria include taxonomically diverse bacterial species that function for improving plant mineral nutrition, stress tolerance, and disease suppression. A number of PGPR are being developed and commercialized as soil and seed inoculants, but to date, their interactions with resident bacterial populations are still poorly understood, and-almost nothing is known about the effects of soil management practices on their population size and activities. To this end, the original objectives of this research project were: 1) To examine microbial community interactions with plant-growth-promoting rhizobacteria (PGPR) and their plant hosts. 2) To explore the factors that affect PGPR population size and activity on plant root surfaces. In our original proposal, we initially prqposed the use oflow-resolution methods mainly involving the use of PCR-DGGE and PLFA profiles of community structure. However, early in the project we recognized that the methods for studying soil microbial communities were undergoing an exponential leap forward to much more high resolution methods using high-throughput sequencing. The application of these methods for studies on rhizosphere ecology thus became a central theme in these research project. Other related research by the US team focused on identifying PGPR bacterial strains and examining their effective population si~es that are required to enhance plant growth and on developing a simulation model that examines the process of root colonization. As summarized in the following report, we characterized the rhizosphere microbiome of four host plant species to determine the impact of the host (host signature effect) on resident versus active communities. Results of our studies showed a distinct plant host specific signature among wheat, maize, tomato and cucumber, based on the following three parameters: (I) each plant promoted the activity of a unique suite of soil bacterial populations; (2) significant variations were observed in the number and the degree of dominance of active populations; and (3)the level of contribution of active (rRNA-based) populations to the resident (DNA-based) community profiles. In the rhizoplane of all four plants a significant reduction of diversity was observed, relative to the bulk soil. Moreover, an increase in DNA-RNA correspondence indicated higher representation of active bacterial populations in the residing rhizoplane community. This research demonstrates that the host plant determines the bacterial community composition in its immediate vicinity, especially with respect to the active populations. Based on the studies from the US team, we suggest that the effective population size PGPR should be maintained at approximately 105 cells per gram of rhizosphere soil in the zone of elongation to obtain plant growth promotion effects, but emphasize that it is critical to also consider differences in the activity based on DNA-RNA correspondence. The results ofthis research provide fundamental new insight into the composition ofthe bacterial communities associated with plant roots, and the factors that affect their abundance and activity on root surfaces. Virtually all PGPR are multifunctional and may be expected to have diverse levels of activity with respect to production of plant growth hormones (regulation of root growth and architecture), suppression of stress ethylene (increased tolerance to drought and salinity), production of siderophores and antibiotics (disease suppression), and solubilization of phosphorus. The application of transcriptome methods pioneered in our research will ultimately lead to better understanding of how management practices such as use of compost and soil inoculants can be used to improve plant yields, stress tolerance, and disease resistance. As we look to the future, the use of metagenomic techniques combined with quantitative methods including microarrays, and quantitative peR methods that target specific genes should allow us to better classify, monitor, and manage the plant rhizosphere to improve crop yields in agricultural ecosystems. In addition, expression of several genes in rhizospheres of both cucumber and whet roots were identified, including mostly housekeeping genes. Denitrification, chemotaxis and motility genes were preferentially expressed in wheat while in cucumber roots bacterial genes involved in catalase, a large set of polysaccharide degradation and assimilatory sulfate reduction genes were preferentially expressed.
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Some complex approaches to training micro-cycles formation among cadetsweightlifters taking into account biotypes. Ilyas N. Ibragimov, Zinaida M. Kuznetsova, Ilsiyar Sh. Mutaeva, March 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-39-46.

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Training cadets-weightlifters at all stages has a multipurpose orientation, that is why it is important to define and plan a rational combination of the training means use. Distribution of such micro structures in the cycle of training, as the days, months of training, provides effective volume, intensity and other values of physical load distribution. The structure of training cadets-weightlifters is based on taking into account the regularities and principles of sports training as the condition for physical readiness and working capacity increase. Any power oriented sports demands components characteristics in the structure of micro cycles. We consider the methodology of the training lessons organization by the example of the micro cycle of training taking into account bioenergetic profile of cadets-weightlifters. We revealed the necessity to distribute the macro cycle to structural components as the condition for the effectiveness of different variants of the training effects distribution. Materials and methods. We analyzed the range of training lessons among cadets-weightlifters in order to create the variants of gradual training problems solution according to the kinds of training. We analyzed training programs of cadets taking into consideration the level of readiness and their bioenergetic profiles. We created the content of the training work in the micro cycle of the preparatory period for cadets-weightlifters with different bioenergetic profiles. The main material of the research includes the ratio of the training effects volume in one micro cycle taking into account cadets’ bioenergetic profile. Cadets-weightlifters from Tyumen Higher Military-Engineering Command College (military Institute) took part in the research (Tyumen, Russia). Results. We created the content of the training work by the example of one micro cycle for cadets-weightlifters taking into account bioenergetic profile. The created variant of the training loads structure includes the main means of training taking into account the kind of training. Realization orientation in five regimens of work fulfillment with the effectiveness estimation of a total load within one lesson and a week in general is estimated according to a point system. Conclusion. The created variant of a micro cycle considers kinds of training realization taking into account the percentage of the ratio. Taking into account bioenergetic profiles helps to discuss strong and weak sides of muscle activity energy supply mechanisms. We consider the ability to fulfill a long-term aerobic load among the representatives of the 1st and the 2nd bioenergetic profiles. The representatives of the 3rd and the 4th biotype are inclined to fulfill the mixed load. The representatives of the 5th biotype are characterized by higher degree of anaerobic abilities demonstration. The technology of planning the means taking into account the regimens of work realization with point system helps to increase physical working capacity and rehabilitation processes in cadets’ organisms.
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