PL EN


Preferences help
enabled [disable] Abstract
Number of results
2019 | 128 | 2 | 148-170
Article title

Business Research Supervision in Institutions of Higher Learning: A Case Study of Some Selected Technical Universities in Ghana

Content
Title variants
Languages of publication
EN
Abstracts
EN
The study examines the shape of business research supervision in institutions of higher learning. The study was based on the sensitivity that the quality of business research supervision in Ghanaian Technical Universities is abating as less attention seem to be paid to such academic exercise by these institutions. The study was guided by the interpretive theory of social constructivism. Document analysis, archival contents and interview techniques were used to explore the perceptions of 45 participants and 120 archival contents (supervised and approved bounded project reports) on the state of business research supervision. Four set of issues including; (a) definition of research supervision, (b) existence of institution-wide research supervision policy and procedures, (c) availability of resource for research supervision exercise and (d) the extent of influence of quality assurance directorates on research supervision steered the study. Respondents had a more traditional and limited definition and understanding of research supervision. There was absence of institution-wide policies to govern project work undertaking and supervision. Although departments admitted having personalised research supervision policies, they were not overtly communicated to both students and supervisors. Project supervision exercise was also inadequately resourced: a demotivation for supervisors. Quality assurance policies did not cover project work supervision. Per the framework used in the study, the problems identified above accounted for poor quality supervision and had a rippled negative implication on research outcomes. Among others, the study recommended the development of institution-wide policies that clearly defines and communicates responsibilities of supervisors and students as well as supervision expectations. Supervision exercise should be well-resourced (financial, material, human, information and processes), this will help motivate supervisors and students to tackle the exercise with utmost seriousness. Quality assurance policies must be broadened to include all aspects - pre and post project work supervision phases. This is the only way ethical standards and integrity can be built into the supervision process. If the above recommendations are put into perspective, it is believed that quality supervision can be assured and consequently research outcomes will be improved.
Year
Volume
128
Issue
2
Pages
148-170
Physical description
Contributors
  • Faculty of Business and Management Studies, Koforidua Technical University, P.O.BOX KF 981, Kofordua, Eastern Region, Ghana
References
  • [1] Abiddin, N. Z., Ismail, A. & Ismail, A. (2011). Effective Supervisory Approach in Enhancing Postgraduate Research Studies, International Journal of Humanities and Social Science, Vol. 1 No. 2.
  • [2] Ab Rahman, M. S., Md Zain, S., Hipni, A., Mohd Nor, M. J., Mohd Ihsan, A. K. A., Ramli, N. F. L., & Razak, N. H. A. (2011). High quality students by improving research supervision. Social Sciences, 6(5), 344-349. https://doi.org/10.3923/sscience.2011.344.349
  • [3] Armstrong, S.J. (2004). The impact of supervisors' cognitive styles on the quality of research supervision in management education. British Journal of Educational Psychology, 74(4): 599-616
  • [4] Askew, C., Dixon, R., McCormick, R., Callaghan, K., Wang, G.Y & Shulruf, B. (2016). Facilitators and barriers to doctoral supervision: A case study in health sciences, Issues in Educational Research, 26(1), 2016
  • [5] Bansel, P. (2011). Becoming academic: A reflection on doctoral candidacy. Studies in Higher Education, 36(5), 543-556
  • [6] Barnett, J.E. (2007 a.) In Search of the effective supervisor. Professional Psychology Research and Practice, 38(3), 268-271.
  • [7] Basturkmen H, East M, Bitchener J. (2014). Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community. Teaching in Higher Education, 19(4): 432-445
  • [8] Bui, H.T.M. (2014). Student–Supervisor Expectations in the Doctoral Supervision Process for Business and Management Students, Business and Management Education in HE, 1:1, 12-27, DOI: 10.11120/bmhe.2014.00006
  • [9] Colebatch, H.K. (2002). Through a glass darkly: Policy development on higher degree completions in Australia, Journal of Higher Education Policy and Management 24(1), p. 27-35
  • [10] Cook, R.M., McKibben, W.B., & Wind, S.A. (2018). Supervisee Perception of Power in Clinical Supervision: The Power Dynamics in Supervision Scale. Training and Education in Professional Psychology. Advance Online Publication. http://dx.doi.org/10.1037/tep0000201
  • [11] Cryer, P. and Mertens, P. (2003). The PhD examination; support and training for supervisors and examiners, Quality Assurance in Higher Education 11 (2), p. 92-99
  • [12] Dehghani, G.A. (2010). The Study of Students' Satisfaction with Thesis Supervision in Tabriz University of Medical Sciences. Iranian Journal of Medical Education. 9(4):302–9.
  • [13] Dehghani, G.H. (2009). Students' satisfaction and related factors of thesis process in Tabriz University of Medical Sciences. Strides in Development of Medical Education, 6(1): 1-9
  • [14] Donald, J.G., Saroyan, A & Denison, D.B. (1995). Graduate student supervision policies and procedures: A case study of issues and factors affecting graduate study, The Canadian Journal of Higher Education, Vol. XXV-3, 1995
  • [15] Ejiwale, J.A. (2014). Limiting Skills Gap Effect on Future College Graduates. Journal of Education and Learning, Vol. 8 (3) pp. 209-216
  • [16] Fenge, L.-A. (2012) Enhancing the doctoral journey: The role of group supervision in supporting collaborative learning and creativity. Studies in Higher Education, 37(4), 401-414
  • [17] Ghadirian, L., Sayarifard, A., Majdzadeh, R., Rajabi, F. & Yunesian, M. (2014). Challenges for Better thesis supervision. Medical Journal of the Islamic Republic of Iran, 28: 32,
  • [18] Grant, K., Hackney, R., & Edgar, D. (2014). Postgraduate research supervision: An ‘agreed’ con-ceptual view of good practice through derived metaphors. International Journal of Doctoral Studies, 9, 43-60.
  • [19] Hibbert, K.M., Lingard, L., Vanstone, M., Kinsella, E.A., McKenzie, P., & Wilson, T.D. (2014). The quest for effective interdisciplinary graduate supervision: A critical narrative analysis. Canadian Journal of Higher Education, 44(2): 85-104
  • [20] Hockey, J. (1996). A Contractual solution to problems in the supervision of PhD supervisor’s role. Studies in Higher Education, 21(3), 359-371
  • [21] Hong T.M. Bui (2014). Student–Supervisor Expectations in the Doctoral Supervision Process for Business and Management Students, Business and Management Education in HE, 1:1, 12-27, DOI: 10.11120/bmhe.2014.00006
  • [22] Humphrey, R. & McCarthey, P. (1999). Recognising difference: providing for graduate students. Studies in Higher Education, 24(3): 371-386.
  • [23] Hutchings, M. (2015). Improving doctoral support through group supervision: analyzing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship. Studies in Higher Education, http://dx.doi.org/10.1080/03075079.2015.1058352
  • [24] Ives, G., & Rowley, G. (2005). Supervisor selection or allocation and continuity of supervision: PhD. students’ progress and outcomes. Studies in Higher Education, 30(5): 535-555
  • [25] Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research 61: 505-532
  • [26] Kam, B.H. (1997). Style and Quality in Research Supervision: The Supervisor Dependency Factor. Higher Education, 34 (1): 81-103, https://doi.org/10.1023/A:1002946922952
  • [27] Leder, G. C. (1995). Higher degree research supervision: A question of balance. Australian Universities’ Review, 38(2), 5-7. http://files.eric.ed.gov/fulltext/EJ523101.pdf
  • [28] Lee, A. (2008). How are Doctoral Students Supervised? Concepts of Research Supervision, Studies in Higher Education, 33(4), pp. 267-281
  • [29] Lessing, N., & Lessing, A. C. (2004). The supervision of research for dissertations and theses. Acta Commercil, 4, 73-89
  • [30] Lopez, C.L. (2016). Classroom Supervisory Practices and Their Relationship to Teacher Effectiveness as Perceived by Secondary Teachers. SMCC Higher Education Research Journal, Volume 2, 119-131
  • [31] Lovitts, B. E. (2005). Being a good course-taker is not enough: a theoretical perspective on the transition to independent research. Studies in Higher Education, 30(2): 137-154.
  • [32] Moxham, L., Dwyer, T. & Reid-Searl, K. (2013). Articulating expectations for PhD candidature upon commencement: Ensuring supervisor/student ‘best fit’. Journal of Higher Education Policy and Management 35(4), 345-354
  • [33] Ogundepe, K.E., Olaniran, H.F., Ajao, A.M. & Ogunbayo, B.F. (2018). Assessing the impact of quality supervision on construction operatives’ project delivery in Nigeria, International Journal of Civil Engineering and Technology 9(9): 426-439
  • [34] Okae-Adjei, S. (2016). Internal Quality Assurance in Higher Education Institutions: The Case of Some Selected Ghanaian Polytechnics, European Journal of Research in Social Sciences, Vol. 4 No. 8, 58-73
  • [35] Oluwatobi, O., Ehioghae, M., Luko-Arowolo, T.K. & Olusegun, O.A. (2014).Utilization of Library Resources for Effective Research Output among Post Graduate Ministerial Students of Adventist University of Africa in Babcock University, Global Journal of Human-Social Science: GLinguistics & Education, Volume 14 Issue 6 Version 1.0,
  • [36] Pearson, M. & Brew, A. (2002). Research Training and Supervision Development. Studies in Higher Education, vol. 27, no. 2,
  • [37] Peng, H. (2016). Perceptions of Graduate Students and Supervisors on the Effectiveness of Chinese EFL Academic Socialization: Interview Results, Journal of Education and Training Studies, Vol. 4, No. 6
  • [38] Pyhältöm, K., Vekkaila, J. & Keskinen, J. (2015). Fit matters in the supervisory relationship: doctoral students and supervisors perceptions about the supervisory activities. Innovations in Education and Teaching International, 52(1): 4-16
  • [39] Roland, M. (2007). Who is responsible? Supervisors and institutions need to focus on training in the responsible conduct of research and change the culture in the laboratory, EMBO Reports, 8(8): 706-711. doi:10.1038/sj.embor.7401035
  • [40] Salmeh F, Yaghobian M, Shafipour V. (2014). Assessing medical interns' attitude to general practitioner thesis & its performance challenges in Mazandran University of Medical Sciences. Journal of Nursing and Midwifery Sciences, 1(2): 51-57
  • [41] Shah, M., Nair, S., & Wilson, M. (2011). Quality assurance in Australian higher education: historical and future development. Asia Pacific Education Review, 12(3), 475-483
  • [42] Sheridan, P.M., & Pyke, S.W. (1994). Predictors of time to completion of graduate degrees. Canadian Journal of Higher Education, 24(2), 68-88.
  • [43] Spiller, D., Byrnes, G., Ferguson, P. (2013). Enhancing postgraduate supervision through a process of conversational inquiry. Higher Education Research and Development, 32(5): 833-45
  • [44] Stone, E.M. (2014). Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment, CBE Life Science Education, 13(1): 90-101. doi:10.1187/cbe-12-11-0198
  • [45] Taylor, S. (2014). Towards a Framework for the Professional Development of Doctoral Supervisors. SDF Digest: A Practitioner Journal for HE Staff Development, 2: 74-87
  • [46] Thompson, D.R., Kirkman, S., Watson, R & Stewart, S. (2005). Improving research supervision in nursing, Nurse Education Today, 25: 283-290
  • [47] Todd, M., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: Staff experiences and perceptions. Teaching in Higher Education, 11(2), 161-173.
  • [48] Trott, C.D., Weinberg, A.E. & McMeeking, L.B.S. (2018). Prefiguring Sustainability through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development. Sustainability 10(9), 3332. doi:10.3390/su10093332
  • [49] Wadesango, N. & Machingambi, S. (2011). Post Graduate Students’ Experiences with Research Supervisors, Journal of Sociology and Social Anthropology, 2:1, 31-37, DOI: 10.1080/09766634.2011.11885545
  • [50] Wisker, G. (2005). The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations. Basingstoke: Palgrave Macmillan.
  • [51] Yousefi, A., Bazrafkan, L. & Yamani, N. (2015). A qualitative inquiry into the challenges and complexities of research supervision: viewpoints of postgraduate students and faculty memebers, Journal of Advances in Medical Education and Professionalism, 3(3): 91-98
  • [52] Zhang, D.L. (2005). Exploration of reforming EFL graduate supervision model. Foreign Languages of China, 2(4), 8-11.http://dx.doi.org/10.13564 /j.cnki.issn.1672-9382.2005.04.001
  • [53] Zhao, F. (2003). Transforming Quality in Research Supervision: A knowledge-management approach. Quality in Higher Education, 9(2): 187-197, https://doi.org/10.1080/13538320308149
Document Type
article
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.psjd-483210be-991f-4c26-839e-aaf607f90e48
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.