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Academic literature on the topic 'Supervisors'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Supervisors"

1

Harwood, Nigel, and Bojana Petrić. "Helping international master’s students navigate dissertation supervision: Research-informed discussion and awareness-raising activities." Journal of International Students 9, no. 1 (January 8, 2019): 150–71. http://dx.doi.org/10.32674/jis.v9i1.276.

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Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dissertation supervision in a U.K. university, we identify prominent themes and use excerpts from our data to design pedagogic activities to use in workshops with staff and students focused on supervisory practice. The activities ask workshop attendees to consider experiential supervisory narratives involving students’ social networks, problems interpreting supervisors’ feedback, problems with differing supervisor–supervisee role expectations, and problems with supervisor–supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply.

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Chaima, Bekki, and Ahmed Fizya Bouchama-Sari. "Investigating Dissertation Supervisors’ Characteristics Valued by Supervisees and their Effect on the Supervision Process." Educatia 21, no. 27 (May 14, 2024): 14–37. http://dx.doi.org/10.24193/ed21.2024.27.02.

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The Supervision process requires both supervisors and supervisees to perceive supervisors’ qualities as a determining criterion in the selection of supervisors. In order to investigate supervisors’ characteristics valued by supervisees and their effect on the supervision process in the English department at the University of Tiaret, two questionnaires were handed to 40 Master 2 Didactic students and 10 teachers selected through purposive sampling The data generated were subject to quantitative and qualitative analysis. The findings revealed that supervisees appreciate supportive, flexible, responsive, available and knowledgeable supervisors. Results also suggested that directive, demanding, unresponsive and inaccessible supervisors are not appreciated. Further, it was found that lack of clear guidelines on how to choose a good supervisor, lack of awareness of the roles of supervisors and supervisees and obliviousness of supervisors’ contribution to supervisees’ overall development were the principal reasons causing challenges in finding a suitable supervisor. The findings also showed that supervisors’ selected characteristics enhance supervision by creating an inclusive and productive environment that reaches intended outcomes efficiently. Considering these results, the following pedagogical implications are offered. The study argues for organizing seminars to inform (future) supervisees of characteristics of good supervisors and how to choose a suitable one, cultivating a positive relationship between supervisors and supervisees by clarifying the roles of each, scheduling meetings between supervisors and supervisees to create a code of conduct for working together on long terms, regulating guidelines for supervisor selection and tailoring supervisory programs that prioritize the characteristics identified in this research.

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Wagner, Barry T., and Carla W. Hess. "Supervisees' Perceptions of Supervisors' Social Power in Speech-Language Pathology." American Journal of Speech-Language Pathology 6, no. 3 (August 1997): 90–95. http://dx.doi.org/10.1044/1058-0360.0603.90.

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Most speech-language pathologists function as supervisees and supervisors at various points in their careers (Anderson, 1988). This study investigates supervisees' perceptions of their current and ideal supervisors' social power during the clinical supervisory process in speech-language pathology education. Perceived social power was measured by two modified versions (Wagner, 1994) of the Rahim Leader Power Inventory (Rahim, 1988). This inventory measures the five French and Raven (1959) social power bases: expert, reward, referent, legitimate, and coercive. Graduate supervisees completed one version of the inventory by rating their current supervisor and a second version of the inventory indicating their ideal supervisor. Results revealed significant differences among supervisees' perceptions of current versus ideal supervisors relative to expert, reward, referent, and legitimate power. Overall, these results have implications for supervisors in speech-language pathology who may wish to modify their perceived social power in order to enhance supervisory relationships.

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Ghazali, Nor Mazlina, Wan Marzuki Wan Jaafar, and Azzahrah Anuara. "Supervision Outcomes as Predictor to The Supervisory Relationship and Supervision Contextual Factors: Study on The Internship Trainee Counsellors." MATEC Web of Conferences 150 (2018): 05073. http://dx.doi.org/10.1051/matecconf/201815005073.

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The purpose of this study was to investigate the influence of the supervisory relationship and contextual supervision factors on the supervision outcomes among trainee counsellors. Respondents were 120 trainee counsellors and 18 supervisors from four public universities in Malaysia. Eight instruments were used in measuring the variables. The Supervisory Working Alliance Trainee Inventory (SWAI-T) was administered to measure the supervisory working alliance among trainee counsellors and the Role Conflict Role Ambiguity Inventory (RCRAI) was administered to measure the role conflict among trainee counsellors. Meanwhile, the Supervision Interaction Questionnaire – Supervisee and Supervisor Inventory (SIQ-S) was used to measure the interaction between trainee counsellors and supervisor and the Counsellor Rating Form – Short (CRF-S) was used to measure the characteristics of the supervisors in supervision. The Selective Theory Sorter (STS) inventory was used to measure the counselling orientations among the trainee counsellors and supervisors whereas the Multicultural Counselling Knowledge and Awareness Scale (MCKAS) measures the knowledge and awareness toward multicultural counselling among trainee counsellors. The Supervision Outcomes Survey (SOS) and the Counsellor Performance Inventory (CPI) were utilized to measure the satisfaction and performance among trainee counsellors. Results have revealed that there was a significant correlation between the supervisory relationship (supervisees’ working alliance, supervisees’ role conflict, supervision interaction, supervisors’ attributes) and supervision outcomes, r (118) = .53; p < .05. Other factors that have contributed to the significant correlations of supervision outcomes were supervisees’ working alliance, supervisees’ role conflict, and supervisors’ attributes, r(120) = .55; p < .05; r (120) = .21; p < .05; and r (116) = .50; p < .05 respectively. However, the result has shown that there was no significant correlation between the supervision contextual factors (supervisees’ and supervisors’ counselling orientation and supervisees’ cultural knowledge and awareness) and supervision outcomes. The Multiple Regression analyses reported that the supervisory relationship had an influence on the supervision outcomes, R2 = .28, F (1,105) = 40.2, p < .05. Meanwhile, the supervision contextual factors had no influence on the supervision outcomes. Based on the research findings, the model signified that the supervision process could bring out changes in the supervisees. Practically, the supervisees’ working alliance was a significant factor that has influenced the supervisees’ development. Therefore, the academic supervisor should consider the supervisees’ role conflict, supervision interaction, and supervisors’ attributes during supervision. It is recommended that the differences between supervision interaction of the supervisors and the supervisees are to be examined in the future research.

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Mandel, Susan. "Exploring the Differences in Expectations Between Supervisors and Supervisees During the Initial Clinical Experience." Perspectives on Administration and Supervision 25, no. 1 (June 2015): 4–30. http://dx.doi.org/10.1044/aas25.1.4.

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The clinical experience is a major component of the curriculum for graduate degree programs in speech-language pathology. During this experience, the supervisor provides the student with the support needed to grow as a clinician. Both supervisors and students enter into the supervisory process with a variety of goals, skills, and expectations. In this article, the author presents the results of a survey in which the expectations of novice clinicians are compared to the expectations of their supervisors. Identification of the expectations of these groups assisted in determining the concerns of both supervisors and supervisees, and in assessing discrepancies, which affect the supervisor's ability to meet the student's needs. An analysis of the data revealed discrepancies in expectations of these groups. A review of expectations of novice clinicians in their first clinical experience revealed a limited understanding of the expectations of supervisors, while students entering their second clinical experience noted increased expectations for cooperative learning and supervisor feedback. Both first and second semester students expected supervisors to provide direct support throughout both clinical experiences. While supervisors expected to provide direct support to clinicians at the beginning of their first clinical experience, they anticipated moving to indirect support as the students progressed.

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Supriatna, Ade, Ulfiah Ulfiah, Nandang Koswara, and Sayid Muhamad Rifki Noval. "Supervision Management Of Supervisor Managerial In Improving Performance Head Of Madrasah Tsanawiyah In Bandung District." International Journal of Educational Research & Social Sciences 3, no. 5 (October 15, 2022): 1844–50. http://dx.doi.org/10.51601/ijersc.v3i5.495.

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Facing the demands of improving the quality of education, an important component that should not be ignored is the Head of Madrasah. Madrasah principals are required to have managerial competence in managing madrasas. The competence of the Madrasah Head can be carried out properly, one of which is supported by the guidance carried out by the education supervisor through a managerial supervision program. Therefore, the focus of this research is the management of supervisory managerial supervision in improving the performance of the head of MTs in the Ministry of Religion of Bandung Regency so that the expected output is increasing the quality of managerial supervision of Madrasah Tsanawiyah (MTs) supervisors, especially Madrasah Tsanawiyah Supervisors (MTs) Darussalam Arjasari, Madrasah Tsanawiyah ( MTs) Al-Ihsan Ciparay and Madrasah Tsanawiyah (MTs) Al-Matsur Pamengpeuk. This study aims to analyze and find empirically about the management of managerial supervision carried out by MTs Supervisors in improving the performance of the head of Madrasah Tsanawiyah (MTs) in the Ministry of Religion of Bandung Regency. The research process is carried out through the identification of phenomena that occur in planning, implementing, organizing, monitoring, impacting, supporting factors and obstacles to managerial supervision of the madrasah principal. The respondents were Supervisor, Head of Madrasah and Head of Madrasah Section, Ministry of Religion, Bandung Regency. The results of his research that the implementation of managerial supervision carried out by the supervisor of MTs Darusalam, Al-Ihsan, Al-Mansur can affect the performance of the madrasa principal. The supporting factor is the good relationship between the MTs Supervisor and the Head of Madrasah Tsanawiyah. The obstacles to managerial supervision are the lack of coordination between supervisors and the Madrasah Section and the supervisor's role is not functioning optimally. The solutions are: the supervisor's role as a partner, partner, motivator, negotiator, consultant, innovator, evaluator, the conclusion is that: First, supervisors carry out supervision to improve and improve the performance of the Head of Madrasah Tsanawiyah starting with planning, implementation to evaluation. Both supervisions are carried out to monitor, improve programs, and carry out follow-up supervision for the realization of improving the performance of madrasah principals so that they are motivated to advance education. The research product is a coordination forum between the head of the madrasah section or the Head of the Ministry of Religion with the Supervisor and Supervisory Assessment with the PKPM program (Performance Assessment of Madrasah Supervisors).

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Taylor, Kathryn, Emily White, Rachael Kaplan, and Colleen M. O’Rourke. "University: The Supervisory Process in Speech-Language Pathology: Graduate Students’ Perspective." Perspectives on Administration and Supervision 22, no. 2 (July 2012): 47–54. http://dx.doi.org/10.1044/aas22.2.47.

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Supervision is a critical component of graduate education in communication sciences and disorders. Students spend a large amount of time with their supervisors, who guide them through clinical experiences in graduate school. Thus, students believe certain supervisor characteristics may enhance or inhibit their success as a student clinician. This study investigated the opinions of graduate students about the supervisor behaviors and attributes that create a positive supervisory experience. Twenty-three students in the graduate Communication Disorders Program at Georgia State University completed a survey regarding their thoughts and opinions on the supervisory process. The results of the study indicated that students prefer supervisors who are knowledgeable and supportive and who create a collegial atmosphere for supervisory conferences. The results further suggested that supervisors should provide timely feedback to supervisees in a written or face-to-face form. The results of this study can be used to offer advice to clinical supervisors on the types of feedback and interpersonal characteristics that can maximize the student clinician's success.

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Pagga, Pagga, Abd Rahman Getteng, Khalifah Mustami, and St Syamsudduha. "KINERJA SUPERVISOR DAN KREATIVITAS GURU PAI." Idaarah: Jurnal Manajemen Pendidikan 4, no. 2 (November 20, 2020): 129. http://dx.doi.org/10.24252/idaarah.v4i2.15936.

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This study aims to determine the supervisor's performance and the creativity of the Islamic Religious Education teachers at SMAN Sinjai Regency. This research used qualitative research. The data analysis technique used is data reduction, data presentation, data collection using descriptive exploratory analysis techniques, and inductive qualitative methods. The result was found that the supervisor's performance in the preparation of supervisor program planning had been compiled in an accurate manner and the implementation of supervisor supervision had been implemented in the field continuously. PAI teacher creativity in SMA Negeri Sinjai Regency has increased through several programs that have been carefully prepared by supervisors. The supporting factors for supervisors in increasing the creativity of PAI teachers are the existence of supervisory standardization arrangements and the presence of collectors. As for the inhibiting factors for supervisors, namely the number of target schools that are too many, the busyness of the supervisors outside the supervision program, the number of supervisors is still low, and the teacher's perception of supervision activities is still not good.

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McCready, Vicki, Joanne Erwick Roberts, Deborah Bengala, Holly Harris, Georgia Kingsley, and Carol Krikorian. "A Comparison of Conflict Tactics in the Supervisory Process." Journal of Speech, Language, and Hearing Research 39, no. 1 (February 1996): 191–99. http://dx.doi.org/10.1044/jshr.3901.191.

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This study investigated three different tactics clinical supervisors in communication disorders predicted they would use in a specific conflict situation. One hundred-sixty supervisors were asked to read one of three case scenarios describing a conflict situation within the supervisory process. All scenarios depicted a student-clinician who had not completed a reading assignment requested by the supervisor. The scenarios differed only in the supervisee’s response to the supervisor’s question about the incomplete assignment. Subjects were asked to indicate how likely they might be to use each of 15 comments that reflected categories of conflict tactics: avoidance, competitive, or collaborative tactics. Supervisors’ choice of tactics differed depending on the response of the supervisee. Overall, supervisors most often chose collaborative responses, followed by avoidance responses and (least often) competitive responses. Implications are discussed in terms of impact on the supervisory process in communication disorders.

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AbuSaaleek, Atef, and Aied Alenizi. "Exploring EFL Supervisors' Feedback on Postgraduates' Research Proposals: Functions and Foci." Register Journal 16, no. 2 (December 2, 2023): 207–23. http://dx.doi.org/10.18326/register.v16i2.207-223.

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Supervisory feedback plays a crucial role in supervising research in higher education. Feedback is a crucial component of successful teaching practices in the context of postgraduate research proposal writing. Effective supervisory feedback can promote supervisees' academic writing and enhance the quality of their research proposals. Therefore, this study aimed to examine the feedback functions and feedback foci that EFL supervisors employ in their written feedback when refining postgraduate research proposals. A qualitative approach and simple descriptive quantitative measures were adopted to address the study's aims and estimate the prevalence of feedback forms. The study's sample included (N = 5) supervisors (4 male and 1 female supervisor) supervising postgraduate students as part of the M.A. in Applied Linguistics program. Data were collected from five supervisory feedback reports on postgraduates' research proposals and proposal drafts. The finding revealed that the EFL supervisors predominantly used directive feedback (52%) in their feedback provision instead of referential (30%) and expressive feedback (18%). Additionally, the findings showed that the EFL supervisors primarily focused on content issues (53%), followed by organization (29%) and appropriateness (19%), and the lowest number of supervisory feedback focused on linguistic accuracy (16%). The study provides pedagogical implications for supervisors and recommendations for further studies.

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Dissertations / Theses on the topic "Supervisors"

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Armoutliev, Erin M. "Attachment, Supervisory Style and Caregiving in Clinical Supervisors." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1367050055.

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Clohessy, Sue. "Supervisors' perspectives on their supervisory relationships : a qualitative analysis." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:1607.

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This study aims to explore supervisors' perspectives of their supervisory relationships (SRs) with trainee clinical psychologists, particularly the ways in which they enhance these relationships, and identify and resolve problems.A retrospective qualitative design was used, and clinical psychologists with experience of a range of SRs with trainees participated in the study. Method: Twelve supervisors completed a semi-structured interview about their effective and ineffective SRs with trainees. The data was analysed using Grounded Theory.Three core categories were highlighted regarding the quality of the SR's contextual influences, the flow of supervision and core relational factors. Contextual influences, which influenced the development of the SR included the team or service context, the training course and individual factors the supervisor and trainee contribute to the relationship. The flow of supervision incorporated the supervisor's investment in the SR and the trainee's openness to learning. The core relational factors of the SR incorporated interpersonal connection, emotional tone and the degree of openness, honesty, safety and trust. The findings suggested a reciprocal relationship between the core relational factors, the supervisor's investment in the SR, and the trainee's openness to learning. Strains in the SR can occur in any of the three categories, and the findings suggest that the supervisor's investment in the SR and the trainee's openness to learning improve the chances of problems being resolved. A resolution cycle was highlighted which incorporated noticing the problem, gathering information, formulating and intervening.The findings are discussed in relation to relevant theory and research. The implications for future research, theory and training are highlighted.

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Tanaka, Hideyuki. "The Relationship between Supervisors' Power Bases and Supervisory Styles." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1025.

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Despite its critical role in counselor training, empirical research on clinical supervision is generally limited (Bernard & Goodyear, 2003; Ellis & Ladany, 2007). This is also applied to an area of power dynamics in supervision. This study tested the relationship between the two aspects of power dynamics; namely, supervisors' power bases (i.e., sources of influencing others) and supervisory styles (i.e., typical ways of shaping supervision), based on the system's approach to supervision model (Holloway, 1995). This research was a correlational design. Students in masters' and doctoral counseling programs were asked to respond to an online questionnaire packet via Survey MonkeyTM. Of those who responded, 492 students who took supervision with professor or doctoral student supervisors constituted the sample. Varied numbers of participants were used for each analysis after missing or extreme data were deleted. Supervisors' usage of power bases and supervisory styles were measured by the adopted version of Interpersonal Power Inventory (Raven, Schwarzwald, & Koslowsky, 1998) and Supervisory Style Inventory (SSI; Friedlander & Ward, 1984), respectively. In part 1, results of factor analyses revealed four first-order power factors and two higher-order power factors (Soft & Harsh). Schmeid-Leiman's (1957) solution was also applied. In part 2, result of correlation analysis in revealed that supervisors' usage of Soft or Soft-type power factor (Idealized Expert) was moderately positively correlated to all three supervisory styles but that usage of Harsh or Harsh-type factors (Compensatory Obligation, Relational Power, & Collaborative Alliance) was only weakly correlated to supervisory styles, for majority of supervisors. Similarly, results of regression analyses revealed that supervisory styles did not significantly predict supervisors' usage of Harsh factor, but both supervisory styles and usage of ix Harsh factor significantly predicted usage of Soft factor at moderate and strong level, respectively. The interpersonally-sensitive styles predicted Soft factor slightly more strongly than the other styles. It was concluded that supervisors who engaged in supervision with any one of three supervisory styles also tended to use more Soft or Soft-type factor when there are disagreements, but rarely used Harsh or Harsh types.

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Smith, Justin. "Training supervisors and supervisor factors associated with positive supervision outcomes." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Disque, J. Graham. "The experiences of marriage and family therapy supervisors and supervisees." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134112/.

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Harkins, Melanie Rose. "Shame in the Supervisory Hour: Do Supervisors Sense What is Hidden?" Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1601325563968879.

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Ragsdale, Judith Ray. "Educating clinical pastoral education supervisors a grounded theory study of supervisory wisdom /." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1205193710.

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Thesis (Ph.D.)--Antioch University, 2008.
Title from PDF t.p. (viewed August 4, 2008). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January 2008."--from the title page. Keywords: supervision, pastoral care, supervisory education, clinical pastoral education, chaplains, grounded theory, clergy Includes bibliographical references (p. 180-187).

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Hutman, Heidi. "Supervisee Nondisclosure| Do Supervisors' Multicultural Competence and the Supervisory Working Alliance Matter?" Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736285.

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This study sought to understand the circumstances under which supervisee nondisclosure (SND; e.g., Siembor, 2012) is more or less likely to occur by identifying potential constructs that may relate to SND. Specifically, this study investigated the extent to which supervisees? perceptions of the supervisory working alliance (SWA; Bahrick et al., 1991) and supervisor multicultural competence (SMC; Inman, 2006) contributed uniquely and jointly to SND. Accordingly, it was hypothesized that the SWA would be uniquely and inversely related to SND controlling for SMC and that supervisee perceptions of SMC would be uniquely and inversely related to SND controlling for the SWA. It was further hypothesized that the SWA and SMC would contribute jointly and inversely to SND. A sample (N = 221) of predominantly White (68.2%), female (80.0%), psychology (74.7%) trainees participated in a study on their experiences in multicultural clinical supervision. Consistent with theorizing, SMC and the SWA significantly contributed jointly and inversely to SND, accounting for 42% of the variability in SND. In addition, the inverse and unique relation between the SWA and SND was significant, with a large effect size of 23%, supporting previous research investigating this association (e.g., Ladany et al., 1996; Mehr et al., 2010). Unexpectedly, supervisee ratings of SMC did not contribute uniquely to SND, with none of the variance in SND accounted for by SMC. From a descriptive standpoint, it was noteworthy that the findings differed markedly from previous research (e.g., Ladany et al., 1996; Yourman & Farber, 1996) in that the overall level of SND was much lower and the types of SND most frequently identified in the literature (i.e., clinical mistakes and negative reactions to supervision) were endorsed at much lower rates or were not applicable for this sample. Implications of the findings for research, theory, practice, and training, are discussed.

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Ragsdale, Judith R. "Educating Clinical Pastoral Education Supervisors: A Grounded Theory Study of Supervisory Wisdom." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1205193710.

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Searle, Ruth Lesley. "The supervisor’s tale: postgraduate supervisors’ experiences in a changing Higher Education environment." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019952.

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The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.

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Books on the topic "Supervisors"

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Kirkpatrick, Donald L. How to train and develop supervisors. New York: AMACON, 1993.

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L, Guengerich Steven, and Ruef Adam T, eds. NetWare supervisor's guide: The definitive technical reference for NetWare supervisors. New York, N.Y: M&T Books, 1995.

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Council, National Safety, ed. Supervisors' safety manual. Itasca, Ill: National Safety Council, 2009.

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United States. Marshals Service. Personnel Management Division. Managers & supervisors handbook. [Mclean, Va.?]: U.S. Dept. of Justice, U.S. Marshals Service, Personnel Management Division, 1985.

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United States. Marshals Service. Personnel Management Division. Managers & supervisors handbook. [Mclean, Va.?]: U.S. Dept. of Justice, U.S. Marshals Service, Personnel Management Division, 1985.

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Council, National Safety. Supervisors' safety manual. Itasca, Ill: National Safety Council, 2009.

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Council, National Safety, ed. Supervisors' safety manual. 7th ed. [Chicago? Ill.]: The Council, 1991.

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Institute of International Education (New York, N.Y.), ed. Mentors and supervisors. New York: Institute of International Education, 1987.

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Council, National Safety, ed. Supervisors' safety manual. 9th ed. Itasca, Ill: National Safety Council, 1997.

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Council, National Safety, ed. Supervisors' safety manual. Itasca, Ill: National Safety Council, 2009.

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Book chapters on the topic "Supervisors"

1

Kapenda, Hileni M. "Supervisory Relationships with Co-supervisors." In Springer Texts in Education, 71–83. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-46899-5_5.

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Falicov, Celia J. "Immigrant clients, supervisees, and supervisors." In Multiculturalism and diversity in clinical supervision: A competency-based approach., 111–44. Washington: American Psychological Association, 2014. http://dx.doi.org/10.1037/14370-005.

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Pisacane, Giovanni. "Supervisors and Board of Supervisors." In Corporate Governance in China, 69–73. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3911-9_7.

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O'Donovan, Analise, and David J. Kavanagh. "Measuring Competence in Supervisees and Supervisors." In The Wiley International Handbook of Clinical Supervision, 458–67. Oxford, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118846360.ch22.

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Pawar, Manohar, and A. W. Anscombe. "Supervisors’ Expectations." In Enlightening Professional Supervision in Social Work, 137–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18541-0_7.

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Chen, Fang. "Supervisors’ Authorities." In Essential Knowledge and Legal Practices for Establishing and Operating Companies in China, 341–42. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2239-8_63.

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Cotgrove, Stephen, Jack Dunham, and Clive Vamplew. "The Supervisors." In The Nylon Spinners, 104–12. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003448945-6.

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Fennelly, Lawrence J., and Marianna A. Perry. "Security Supervisors." In Security Officers and Supervisors, 309. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.4324/9781003402718-129.

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Steiny, Nancy. "Collaborative Training Tools for Supervisors and Supervisees." In Promoting Cultural Sensitivity in Supervision, 75–84. First Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315225791-9.

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Sokol, Leslie, and Marci G. Fox. "TRAINING CBT SUPERVISORS." In Teaching and Supervising Cognitive Behavioral Therapy, 227–42. Hoboken, New Jersey: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781119179948.ch13.

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Conference papers on the topic "Supervisors"

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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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Wright, Angela. "Postgraduate Supervision in a ChatGPT World: What’s Next?" In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17244.

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This study explores the considerable challenges for research supervisors of postgraduate students in Higher Education. For experienced academics, the responsibility of assessing theses and dissertations has never been more critical. With the advent of ample search engine opportunities, Generative Artificial Intelligence (GenAI) technology, and adhering to proper academic integrity processes, how can supervisors navigate these complexities, unsupported by solid procedures, due to the rapidly changing nature of AI? If a supervisor is concerned as to the integrity of the presented work during the supervisory process, what options are available to the supervisor to address concerns with the student in an informed and protected way? This work draws from theoretical perspectives, discussions with research supervisors, including early career supervisors, collegial deliberations, and considerations. This paper will explore what research supervision is and the challenges associated therein. Recommendations for best practice will be presented for discussion during the proceedings.

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İstifçi, Assist Prof Dr İlknur. "Reflections of Supervisors on Their Supervisory Styles." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312169.

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Penman, Joy, and Glenna C Lear. "Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4547.

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Aim/Purpose: [This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology,"16, 21-40.] The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.

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Alshahrani, Amer, and Mariam Mohamad. "ONLINE SUPERVISION FOR PH.D. STUDENTS IN SAUDI ARABIA: A REVIEW BETWEEN IDEALISM AND REALISM." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-048.

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Supervision is the process of guiding postgraduates throughout their research by engaging in active communication to understand a concept. Ph.D supervisors help the student to decide on clear topics with manageable objectives. Students interact with supervisors with the aim of getting the necessary guidance related to their research works. Online supervision is a comparably new form of student-teacher interaction, the rules of this kind of supervision are not yet fully defined. This paper provides a review of PhD supervision importance as a fundamental part in the preparation of Ph.D students for research both at postgraduate level and in the wider community. The role and responsibilities of the research supervisor differ from one university to another, and there are many different forms of supervision. It is necessary to attain a balance between supporting a new researcher and making them self-independent. Internet-based supervision is the process of interacting between the supervisor and the researcher to discuss the progress of research, where online supervision is the process of communicating and discussing pre-defined goals that involves student-instructor active participation and interaction through online means. Idealism is an educational philosophy concept that concentrates on thinking and how human beings produce knowledge from within. Supervision realism is the relatively conflict-free, transference-free, undistorted interactions or experiences (internal and external) of supervisor and supervisee that occur by means of the supervisory relationship. This article will focus on the online supervision of PhD students in Saudi Arabia, it will also conduct a review of online supervision idealism and realism.

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Wei, Qianyun. "Refactoring Supervisors System in China - Professional Supervisors." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.191.

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Sahar, Rafidah, and Nur Nabilah Abdullah. "Conceptualising Doctoral Supervision in Malaysia as a Small Culture." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.2-2.

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Research on doctoral supervision in the field of Intercultural Communication has traditionally been applied to cross-cultural comparison, particularly across national systems and cultural boundaries. However, recent years have witnessed that such comparison is being challenged and re-analysed in light of potential risk of over generalisation and stereotyping in its observation. In this research, we consider the relevance of small cultures (Holliday 1994, 1999) as an alternative approach to conceptualise doctoral supervisory practice as a dynamic on-going group process through which its members make sense of and operate purposefully within particular contexts and shared behaviours. Narrative-based qualitative research was designed to generate and analyse the data. The participants were a purposive sample of six recently graduated PhD students at a Malaysian public university. One-on-one narrative interviews were conducted with the students to gather their supervisory narratives. Analyses of the students’ transcripts were completed using a holistic-content approach (Lieblich et al. 2008). Findings reveal a distinct set of behaviours and understandings that constitute the cultures of supervisory practice in the Malaysian university context. Through the notion of small cultures, this research proposes that cultures of PhD supervision can be best understood through an analysis of shared norms, behaviours and values between students and supervisors during supervisory practice. This research hopes that the move from a focus on large culture (i.e. Malaysianness per se) to a focus on the meaning-making process between students and supervisors from different backgrounds can assist education practitioners such as PhD supervisors to avoid stereotyping and overgeneralising.

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Komenda, Jan, Tomas Masopust, and J. H. van Schuppen. "On a distributed computation of supervisors in modular supervisory control." In 2015 International Conference on Complex Systems Engineering (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/complexsys.2015.7385990.

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Kasozi, Joseph Amooti, and Mmabaledi Seeletso. "Developing an Indigenous Graduate Research Supervision Culture in an Open and Distance e-Learning Environment. Lessons from an ODeL Programme." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.425.

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Most students in the Master’s in Education- Educational Leadership (MEdEL) at a medium sized Open and distance e-learning institution have successfully completed their programme within the stipulated five years with the average being two to three years. It is postulated that this could be because the supervision of their research is anchored on the philosophy of ubuntu which is an indigenous education philosophy that is gaining traction among African scholars. The aim of this study was to investigate whether the philosophy of ubuntu guides MEdEL students and supervisors in developing the research dissertation. The research objectives were; an analysis the extent to which MEdEL students and supervisors are aware of Ubuntu as an educational philosophy, the extent to which MEdEL research supervisors adhere to the guiding principles of ubuntu when they supervise student dissertations and, recommendations on how ubuntu principles can be incorporated in the research supervision of graduate students in an Open and Distance electronic Learning (ODeL) environment. A mixed methods approach was used in the design, collection and analysis of data using an online questionnaire for students and supervisees, face to face and written interviews of supervisors, and the analysis of literature and key documents associated with the supervision of dissertations. Key data sources included graduate and current students of the MEdEL; research supervisors and literature on ubuntu as an educational philosophy.

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Murray, John, Richard Wetzel, and Zachary Claret-Scott. "DATING YOUR SUPERVISOR: A GAMIFIED APPLICATION FOR ALLOCATING STUDENT DISSERTATION SUPERVISORS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1841.

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Reports on the topic "Supervisors"

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ARMY SAFETY CENTER FORT RUCKER AL. Civilian Supervisors Resource Manual. Fort Belvoir, VA: Defense Technical Information Center, March 1988. http://dx.doi.org/10.21236/ada382683.

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Frederiksen, Anders, Lisa Kahn, and Fabian Lange. Supervisors and Performance Management Systems. Cambridge, MA: National Bureau of Economic Research, April 2017. http://dx.doi.org/10.3386/w23351.

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Chochoms, Michael. Respirators: Supervisors Self-Study #43442. Office of Scientific and Technical Information (OSTI), April 2016. http://dx.doi.org/10.2172/1248126.

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Flater, David, Edward Barkmeyer, and Evan Wallace. State models for jobs and job supervisors. Gaithersburg, MD: National Institute of Standards and Technology, 1997. http://dx.doi.org/10.6028/nist.ir.6037.

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Atwater, Leanne E., and Michael A. White. Behavior and Effectiveness of First-Line Supervisors. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada161835.

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Griffith, David, Susan Heller-Zeisler, Joy Herman, Andrew Jackson, Janine Kerns, Donna Kimball, William E. Wallace, and Brian A. Weiss. Providing NIST Supervisors with a Continuous Learning Program. National Institute of Standards and Technology, April 2011. http://dx.doi.org/10.6028/nist.ir.7776.

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Mitchell, Philip H., Jan Wiedenbeck, Bobby Ammerman, and Bobby Ammerman. Rough Mill Improvement Guide for Managers and Supervisors. Newtown Square, PA: U.S. Department of Agriculture, Forest Service, Northeastern Research Station, 2005. http://dx.doi.org/10.2737/ne-gtr-329.

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Demaestri, Edgardo C., and Diego Sourrouille. Integrated Financial Supervision: Experiences in Selected Countries. Inter-American Development Bank, December 2003. http://dx.doi.org/10.18235/0008851.

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This paper represents one of the first comparative analyses of experiences of integrated supervision. It discusses how several countries around the world have developed the processes of integrating financial regulation and supervision, and covers numerous relevant technical issues as well as the policy options. It describes the scope of the activities, institutions, responsibilities, and regulatory powers that integrated supervisors are expected to cover. Issues related to the organizational structures and the management of staff resources are also considered. In particular, the paper discusses how the supervisory agencies have dealt with three important aspects: the treatment of financial conglomerates, the risk assessment process, and crisis management.

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Wood, Suzanne, Kent S. Crawford, and Eric L. Lang. Reporting of Counterintelligence and Security Indicators by Supervisors and Coworkers. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada441301.

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Author, Not Given. Federal employee radiation safety program training for managers and supervisors. Office of Scientific and Technical Information (OSTI), August 1989. http://dx.doi.org/10.2172/5334257.

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