Hdl Handle:
http://hdl.handle.net/10540/142751
Title:
Supervisory power and postgraduate supervision
Authors:
Armitage, Andrew M.D.
Affiliation:
Anglia Ruskin University
Reference:
Armitage, A., 2007. Supervisory power and postgraduate supervision. The International Journal of Management Education, 6(2), pp.18-29.
Publisher:
Higher Education Academy
Journal:
The International Journal of Management Education
Issue Date:
2007
URI:
http://hdl.handle.net/10540/142751
DOI:
10.3794/ijme.62.179
Additional Links:
http://www.heacademy.ac.uk/assets/bmaf/documents/publications/IJME/Vol6No2/IJME62Armitage.pdf; http://www.heacademy.ac.uk/IJME/
Abstract:
The supervision of postgraduate Master's Degree dissertations has attracted little attention in the academic literature and is an under researched area of supervisory activity. This research was a response to generate new knowledge concerning the praxis of supervisors who supervise Master's Degree dissertations within the area of Continual Professional Development (CPD). As such, this study set out to gain insights and generate new knowledge into the strategies and approaches that supervisors use to deal with a diverse range of students and subject specialisms. The findings from this study will be useful to supervisors as a means to inform policy, practitioner-based knowledge and practice, in an under-researched area of academic activity. An insider practice-based ethnographic research methodology was used to study the praxis of fourteen Master's Degree dissertation supervisors located in the Continuing Professional Development curriculum area in a UK business school. The fieldwork for this study consisted of fourteen semi-structured interviews given by supervisors concerning their supervisory practice. The results of the study indicate that supervisors work within subject and methodological silos when supervising their students. However, the findings also show that supervisors give both academic and pastoral support to their students during the process of supervising dissertations. The conclusions of the study advocate the need for supervisors to exchange ideas and best practice, more readily regarding their professional praxis of the supervision process. They also identify that supervisors need to be aware of the different types of students who present themselves to the dissertation process in terms of their individual learning styles and pastoral needs. These evidence-based outcomes are captured within a model of supervisor-student relationships that contain the potential to influence practitioner-based practice and development.
Type:
Article
Language:
en
Keywords:
power relationships; expectations; supervisory styles; master's degree; dissertation
ISSN:
1472-8117

Full metadata record

DC FieldValue Language
dc.contributor.authorArmitage, Andrew M.D.en
dc.date.accessioned2011-09-20T13:49:29Z-
dc.date.available2011-09-20T13:49:29Z-
dc.date.issued2007-
dc.identifier.citationArmitage, A., 2007. Supervisory power and postgraduate supervision. The International Journal of Management Education, 6(2), pp.18-29.en
dc.identifier.issn1472-8117-
dc.identifier.doi10.3794/ijme.62.179-
dc.identifier.urihttp://hdl.handle.net/10540/142751-
dc.description.abstractThe supervision of postgraduate Master's Degree dissertations has attracted little attention in the academic literature and is an under researched area of supervisory activity. This research was a response to generate new knowledge concerning the praxis of supervisors who supervise Master's Degree dissertations within the area of Continual Professional Development (CPD). As such, this study set out to gain insights and generate new knowledge into the strategies and approaches that supervisors use to deal with a diverse range of students and subject specialisms. The findings from this study will be useful to supervisors as a means to inform policy, practitioner-based knowledge and practice, in an under-researched area of academic activity. An insider practice-based ethnographic research methodology was used to study the praxis of fourteen Master's Degree dissertation supervisors located in the Continuing Professional Development curriculum area in a UK business school. The fieldwork for this study consisted of fourteen semi-structured interviews given by supervisors concerning their supervisory practice. The results of the study indicate that supervisors work within subject and methodological silos when supervising their students. However, the findings also show that supervisors give both academic and pastoral support to their students during the process of supervising dissertations. The conclusions of the study advocate the need for supervisors to exchange ideas and best practice, more readily regarding their professional praxis of the supervision process. They also identify that supervisors need to be aware of the different types of students who present themselves to the dissertation process in terms of their individual learning styles and pastoral needs. These evidence-based outcomes are captured within a model of supervisor-student relationships that contain the potential to influence practitioner-based practice and development.en
dc.language.isoenen
dc.publisherHigher Education Academyen
dc.relation.urlhttp://www.heacademy.ac.uk/assets/bmaf/documents/publications/IJME/Vol6No2/IJME62Armitage.pdfen
dc.relation.urlhttp://www.heacademy.ac.uk/IJME/en
dc.subjectpower relationshipsen
dc.subjectexpectationsen
dc.subjectsupervisory stylesen
dc.subjectmaster's degreeen
dc.subjectdissertationen
dc.titleSupervisory power and postgraduate supervisionen
dc.typeArticleen
dc.contributor.departmentAnglia Ruskin Universityen
dc.identifier.journalThe International Journal of Management Educationen
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