Abstract
The nature of supervisory relationship is dynamic that changes over the course of
candidacy. Subsequently, the supervision demands of supervisees also change to
help them in performing certain tasks at specific research stages. In this context,
this research is proposed to investigate the supervision experiences of supervisees
in four different research stages (i.e. Stage 1: developing synopsis, Stage 2:
collecting data, Stage 3: writing thesis and Stage 4: submitted thesis). In the light
of six supervision aspects (i.e. Project management, Intellectual support, pertinent
research skills, Inter-personal communication skills, Workload management
and Supportive skills) the quality of supervision was assessed from supervisees’
perspective. Cross-sectional survey design was used to assess the supervision
experiences of (N=422) supervisees in four distinct stages of research supervision.
The data were collected from 12 public and private universities of the Punjab. For
this study, a multi-sectioned, self-constructed Supervisor-Supervisee Relationship
Questionnaire (Saleem, 2014) was used. The findings of the study highlighted the
need to train the supervisors to manage their time not just in terms of teaching and
supervision of research students, but also keeping the stages of their research in
mind. By addressing the stage specific needs of supervisees the quality of supervision
could be improved.
Tooba Saleem, Nasir Mehmood. (2018) Assessing the Quality of Supervision Experiences in the Different Research Stages at Postgraduate Level, Journal of Education and Educational Development, volume 5, 5.2.
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