Pub Date : 2024-06-01DOI: 10.47588/jngs.2024.22.01.a1
J. Pietersen, O. Gericke, J.C. Smithers
{"title":"Influence Of Different Data Sources And Methods On The Estimation Of Areal Reduction Factors: Case Study In The Western Cape Province, South Africa","authors":"J. Pietersen, O. Gericke, J.C. Smithers","doi":"10.47588/jngs.2024.22.01.a1","DOIUrl":"https://doi.org/10.47588/jngs.2024.22.01.a1","url":null,"abstract":"","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141404740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.47588/jngs.2023.21.01.a12
N. Tshuma, N. Pallitt
Doctoral supervision is both a rewarding and challenging experience for supervisors and doctoral students, while effective supervision and research practice is of crucial importance for the developmental process and both students’ and supervisors’ careers. Although several challenges in the research journey are strictly research-focused, supervision is a human activity where intersectional aspects influence actions and activities. Power dynamics are involved in supervisor and research student interactions, many of which link affective with intellectual domains, and many are based on differences, of gender, age, race, or intersectionality. Here, we are mainly concerned with how to tackle challenging issues that grow from gender differences and intersectionality. Within the complex landscape of doctoral supervision, this paper is based on both research and educational development practice, since as authors and practitioners we are engaged with this. We use research, policy, widely available literature, and professional practice to underpin, build and share our developing “gender equality toolkit”. We use case studies to support constructive policies and practices and engage colleagues in reflective and practical development aimed at tackling issues concerning gender and intersectional inequalities in doctoral experiences and supervision.
{"title":"Technology, Time And Communication: Exploring Postgraduate Students' Experiences Of Online Supervision During The Pandemic","authors":"N. Tshuma, N. Pallitt","doi":"10.47588/jngs.2023.21.01.a12","DOIUrl":"https://doi.org/10.47588/jngs.2023.21.01.a12","url":null,"abstract":"Doctoral supervision is both a rewarding and challenging experience for supervisors and doctoral students, while effective supervision and research practice is of crucial importance for the developmental process and both students’ and supervisors’ careers. Although several challenges in the research journey are strictly research-focused, supervision is a human activity where intersectional aspects influence actions and activities. Power dynamics are involved in supervisor and research student interactions, many of which link affective with intellectual domains, and many are based on differences, of gender, age, race, or intersectionality. Here, we are mainly concerned with how to tackle challenging issues that grow from gender differences and intersectionality. Within the complex landscape of doctoral supervision, this paper is based on both research and educational development practice, since as authors and practitioners we are engaged with this. We use research, policy, widely available literature, and professional practice to underpin, build and share our developing “gender equality toolkit”. We use case studies to support constructive policies and practices and engage colleagues in reflective and practical development aimed at tackling issues concerning gender and intersectional inequalities in doctoral experiences and supervision.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139301228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.47588/jngs.2023.21.01.a7
Lok Lategan, EP Nel, EM Bitzer
Growing the number of doctoral graduates, increasing the capacity for study supervision, and enhancing the quality of research output and impact remain some of the many challenges for higher education institutions in South Africa – especially for universities of technology (UoTs). Study supervisors at UoTs often lack sufficient experience and capacity to guide doctoral students to timely and successful completion. This article explores one such case as an example of critically assessing the capacity, quality, and effectiveness of supervisory development at a UoT. Our valuational stance involves observing aspects of institutional support to grow supervision capacity, comparing research performance to peer universities in the UoT cluster and engaging the South African university system as related to relevant literature on doctoral supervision and graduation. The selected institutional case revealed that supervisory capacity and subsequent graduations have improved significantly over time. However, the challenge remains to graduate increasing numbers of doctoral students, hence the need for further enhancing supervisory capacity. The inquiry also points to the need for increasing throughput figures and graduation in meeting institutional targets. The UoT under scrutiny had introduced several strategies to capacitate doctoral supervisors, including promoting relevant supervisory skills, scientific writing and communication. It also promoted research dissemination, incentives to support research capacity development, and policies to enhance quality supervision. Since the range and scope of developmental actions and activities at the selected UoT were too broad to evaluate in one project, the focus was on one aspect of supervisor support, namely an institution-wide postgraduate supervision developmental programme. Programme results for the period 2017 to 2021 were critically evaluated, addressing two key dimensions: enhancing doctoral supervision capacity and trends in doctoral graduations. These dimensions are discussed against the background of relevant literature on supervisory capacity, peer UoT cluster trends in South Africa, as well as trends related to the whole public university system in South Africa. The article concludes with important lessons learnt from the institutional case and suggestions to enhance research into doctoral supervisor developmental interventions within an UoT context.
{"title":"A Critical View On Doctoral Supervisor Capacity Development At A South African University Of Technology","authors":"Lok Lategan, EP Nel, EM Bitzer","doi":"10.47588/jngs.2023.21.01.a7","DOIUrl":"https://doi.org/10.47588/jngs.2023.21.01.a7","url":null,"abstract":"Growing the number of doctoral graduates, increasing the capacity for study supervision, and enhancing the quality of research output and impact remain some of the many challenges for higher education institutions in South Africa – especially for universities of technology (UoTs). Study supervisors at UoTs often lack sufficient experience and capacity to guide doctoral students to timely and successful completion. This article explores one such case as an example of critically assessing the capacity, quality, and effectiveness of supervisory development at a UoT. Our valuational stance involves observing aspects of institutional support to grow supervision capacity, comparing research performance to peer universities in the UoT cluster and engaging the South African university system as related to relevant literature on doctoral supervision and graduation. The selected institutional case revealed that supervisory capacity and subsequent graduations have improved significantly over time. However, the challenge remains to graduate increasing numbers of doctoral students, hence the need for further enhancing supervisory capacity. The inquiry also points to the need for increasing throughput figures and graduation in meeting institutional targets. The UoT under scrutiny had introduced several strategies to capacitate doctoral supervisors, including promoting relevant supervisory skills, scientific writing and communication. It also promoted research dissemination, incentives to support research capacity development, and policies to enhance quality supervision. Since the range and scope of developmental actions and activities at the selected UoT were too broad to evaluate in one project, the focus was on one aspect of supervisor support, namely an institution-wide postgraduate supervision developmental programme. Programme results for the period 2017 to 2021 were critically evaluated, addressing two key dimensions: enhancing doctoral supervision capacity and trends in doctoral graduations. These dimensions are discussed against the background of relevant literature on supervisory capacity, peer UoT cluster trends in South Africa, as well as trends related to the whole public university system in South Africa. The article concludes with important lessons learnt from the institutional case and suggestions to enhance research into doctoral supervisor developmental interventions within an UoT context.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139291456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.47588/jngs.2023.21.01.a2
Idl Bogle
This perspective article explores some tensions in doctoral training systems. The last decade has seen a significant rise in the number of doctoral graduates around the world. While many seek an academic career, the number of opportunities for such careers has not grown. Hence, it has long been the case that in some countries most doctoral graduates have moved to careers beyond academia. This has created some tensions in the systems across the world. Four tensions are considered here, namely changing career prospects, the value of a postdoctoral experience, balancing research and innovation, and the freedom to be creative while considering the wider significance of research. The perspective is aimed at those responsible for policy and practice in doctoral training, as well as those conducting research in the field of doctoral education.
{"title":"Training Creative And Responsible Doctoral Researchers: Discussing Some Tensions In The System","authors":"Idl Bogle","doi":"10.47588/jngs.2023.21.01.a2","DOIUrl":"https://doi.org/10.47588/jngs.2023.21.01.a2","url":null,"abstract":"This perspective article explores some tensions in doctoral training systems. The last decade has seen a significant rise in the number of doctoral graduates around the world. While many seek an academic career, the number of opportunities for such careers has not grown. Hence, it has long been the case that in some countries most doctoral graduates have moved to careers beyond academia. This has created some tensions in the systems across the world. Four tensions are considered here, namely changing career prospects, the value of a postdoctoral experience, balancing research and innovation, and the freedom to be creative while considering the wider significance of research. The perspective is aimed at those responsible for policy and practice in doctoral training, as well as those conducting research in the field of doctoral education.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139299891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.47588/jngs.2023.21.01.a3
R. Bedersdorfer, HL Lohse-Bossenz
This study examines the perceived support of doctoral candidates within the academic environment in Germany, with regard to their academic progress and the probability of dropout intentions from their study programs. Based on Becher (1987), we investigated doctoral candidates in five different research fields with divergent research cultures, namely physics, mechanical engineering, German studies & history, economics, psychology & educational sciences. Perceived support was assessed on four sub-dimensions: professional, emotional, network integration and career planning, as developed by Vogel, Brandt, and Jaksztat (2017). We used data from the German 2019 National Academics Panel Study (NACAPS) comprising 28,368 respondents, the largest survey of doctoral candidates in Germany (Adrian et al., 2020). To investigate the effect of perceived support on students’ doctoral status, we used multivariate quantile regressions to compare doctoral candidates at similar stages of the doctoral process. To investigate the effect on the probability of dropout intentions, we performed linear probability regressions. We found that strong support of all types was associated with an advanced doctoral status and a decreasing likelihood of intentions to drop out. However, differences between candidates from different research fields were found.
{"title":"“Help, I Need Somebody, Help…”: Supporting Doctoral Candidates In Different Fields Of Research","authors":"R. Bedersdorfer, HL Lohse-Bossenz","doi":"10.47588/jngs.2023.21.01.a3","DOIUrl":"https://doi.org/10.47588/jngs.2023.21.01.a3","url":null,"abstract":"This study examines the perceived support of doctoral candidates within the academic environment in Germany, with regard to their academic progress and the probability of dropout intentions from their study programs. Based on Becher (1987), we investigated doctoral candidates in five different research fields with divergent research cultures, namely physics, mechanical engineering, German studies & history, economics, psychology & educational sciences. Perceived support was assessed on four sub-dimensions: professional, emotional, network integration and career planning, as developed by Vogel, Brandt, and Jaksztat (2017). We used data from the German 2019 National Academics Panel Study (NACAPS) comprising 28,368 respondents, the largest survey of doctoral candidates in Germany (Adrian et al., 2020). To investigate the effect of perceived support on students’ doctoral status, we used multivariate quantile regressions to compare doctoral candidates at similar stages of the doctoral process. To investigate the effect on the probability of dropout intentions, we performed linear probability regressions. We found that strong support of all types was associated with an advanced doctoral status and a decreasing likelihood of intentions to drop out. However, differences between candidates from different research fields were found.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139291708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.47588/jngs.2023.21.01.a6
P. Motshoane
The demand for more doctoral education puts pressure on universities to increase the number of academics with doctoral degrees who can supervise the next generation of researchers. The Higher Education Qualifications Sub-Framework (HEQSF, 2013) indicates that being able to supervise is one of the outcomes of attaining a doctorate. Still, this study found this to be rarely the case. The study participants often took on the supervision role before they felt that their capacity had been sufficiently developed. Although emerging supervisors have been supervised during their doctoral journey, their new role may still be daunting. This study aims to provide evidence for institutions and academic developers to develop and support emerging supervisors. The qualitative study employs critical realism as an underlabourer and uses Margaret Archer's (1995) social realist framework to account for the interplay between structure, culture, and agency. Semi-structured interviews were conducted with 54 participants from 20 South African institutions. The key finding is that supervisors were thrown into the deep end and relied on trial and error. They also had to supervise from experience while faced with high teaching workloads.
{"title":"The Need For The Development Of Emerging Postgraduate Supervisors","authors":"P. Motshoane","doi":"10.47588/jngs.2023.21.01.a6","DOIUrl":"https://doi.org/10.47588/jngs.2023.21.01.a6","url":null,"abstract":"The demand for more doctoral education puts pressure on universities to increase the number of academics with doctoral degrees who can supervise the next generation of researchers. The Higher Education Qualifications Sub-Framework (HEQSF, 2013) indicates that being able to supervise is one of the outcomes of attaining a doctorate. Still, this study found this to be rarely the case. The study participants often took on the supervision role before they felt that their capacity had been sufficiently developed. Although emerging supervisors have been supervised during their doctoral journey, their new role may still be daunting. This study aims to provide evidence for institutions and academic developers to develop and support emerging supervisors. The qualitative study employs critical realism as an underlabourer and uses Margaret Archer's (1995) social realist framework to account for the interplay between structure, culture, and agency. Semi-structured interviews were conducted with 54 participants from 20 South African institutions. The key finding is that supervisors were thrown into the deep end and relied on trial and error. They also had to supervise from experience while faced with high teaching workloads.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139301970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.47588/jngs.2023.21.01.a11
JA Van der Poll, HM Van der Poll
With the advent of the Fourth/Fifth Industrial Revolution (4/5IR), the interplay between using software for automated text analysis and the human researcher, for example, a postgraduate student, is becoming increasingly challenging. Having sourced the relevant publications to be used in the development of a literature review chapter, a student is faced with the task of analysing the said publications and extracting the sections relevant to their research. These analyses may arguably be automated through sophisticated software. Yet, to warrant a student's name on the title page of a dissertation or thesis, the student should do a substantial amount of the work manually in terms of surveying the scholarly literature as well as synthesising the collected content into a coherent piece of work. Depending on the subject area, it may be customary to develop a conceptual framework synthesised from the themes identified in the literature survey. As the body of knowledge in each subject increases, the development of a framework becomes hard. To this end, we present a methodology of proposition development that may guide a student to synthesise a framework from the important aspects in a literature review chapter. Our approach focuses on the development of four sets of propositions. We apply our approach to a small piece of text and formalise the approach in the form of a pseudo-code algorithm. Future work will involve the refinement of our technique.
{"title":"Assisting Postgraduate Students To Synthesise Qualitative Propositions To Develop A Conceptual Framework","authors":"JA Van der Poll, HM Van der Poll","doi":"10.47588/jngs.2023.21.01.a11","DOIUrl":"https://doi.org/10.47588/jngs.2023.21.01.a11","url":null,"abstract":"With the advent of the Fourth/Fifth Industrial Revolution (4/5IR), the interplay between using software for automated text analysis and the human researcher, for example, a postgraduate student, is becoming increasingly challenging. Having sourced the relevant publications to be used in the development of a literature review chapter, a student is faced with the task of analysing the said publications and extracting the sections relevant to their research. These analyses may arguably be automated through sophisticated software. Yet, to warrant a student's name on the title page of a dissertation or thesis, the student should do a substantial amount of the work manually in terms of surveying the scholarly literature as well as synthesising the collected content into a coherent piece of work. Depending on the subject area, it may be customary to develop a conceptual framework synthesised from the themes identified in the literature survey. As the body of knowledge in each subject increases, the development of a framework becomes hard. To this end, we present a methodology of proposition development that may guide a student to synthesise a framework from the important aspects in a literature review chapter. Our approach focuses on the development of four sets of propositions. We apply our approach to a small piece of text and formalise the approach in the form of a pseudo-code algorithm. Future work will involve the refinement of our technique.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139293297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.47588/jngs.2023.21.01.a8
G. Wisker, T. Fossland
Doctoral supervision is both a rewarding and challenging experience for supervisors and doctoral students, while effective supervision and research practice is of crucial importance for the developmental process and both students’ and supervisors’ careers. Although several challenges in the research journey are strictly research-focused, supervision is a human activity where intersectional aspects influence actions and activities. Power dynamics are involved in supervisor and research student interactions, many of which link affective with intellectual domains, and many are based on differences, of gender, age, race, or intersectionality. Here, we are mainly concerned with how to tackle challenging issues that grow from gender differences and intersectionality. Within the complex landscape of doctoral supervision, this paper is based on both research and educational development practice, since as authors and practitioners we are engaged with this. We use research, policy, widely available literature, and professional practice to underpin, build and share our developing “gender equality toolkit”. We use case studies to support constructive policies and practices and engage colleagues in reflective and practical development aimed at tackling issues concerning gender and intersectional inequalities in doctoral experiences and supervision.
{"title":"Tackling Gender Inequality In Doctoral Supervision - An Intersectional Toolkit Involving Hearts, Minds, Policies, And Practices","authors":"G. Wisker, T. Fossland","doi":"10.47588/jngs.2023.21.01.a8","DOIUrl":"https://doi.org/10.47588/jngs.2023.21.01.a8","url":null,"abstract":"Doctoral supervision is both a rewarding and challenging experience for supervisors and doctoral students, while effective supervision and research practice is of crucial importance for the developmental process and both students’ and supervisors’ careers. Although several challenges in the research journey are strictly research-focused, supervision is a human activity where intersectional aspects influence actions and activities. Power dynamics are involved in supervisor and research student interactions, many of which link affective with intellectual domains, and many are based on differences, of gender, age, race, or intersectionality. Here, we are mainly concerned with how to tackle challenging issues that grow from gender differences and intersectionality. Within the complex landscape of doctoral supervision, this paper is based on both research and educational development practice, since as authors and practitioners we are engaged with this. We use research, policy, widely available literature, and professional practice to underpin, build and share our developing “gender equality toolkit”. We use case studies to support constructive policies and practices and engage colleagues in reflective and practical development aimed at tackling issues concerning gender and intersectional inequalities in doctoral experiences and supervision.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139294807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.47588/jngs.2023.21.01.a4
K. Areskoug Josefsson
This article presents a PhD supervisor’s reflections on a didactic change in supervision. The change included adding digital collaborative supervision activities to meet expectations, demands, and prerequisites for PhD supervision. Small-scale changes in supervisor didactic practices, such as online monthly group meetings and online retreats, can be useful for the progress of PhD students and for improving the working situation for supervisors. Collaboration is a key feature that ensures shared responsibility, meaningful focus, and better use of both traditional and new supervision meetings and activities. Furthermore, PhD students appear to have positive outcomes regarding social life, academic belonging, academic skills, academic leadership, and academic friendship. The findings from this small, pragmatic quality improvement project provide useful insights for PhD supervision. Reflections on a supervisor’s experience from a didactic change with digital, collaborative supervision can provide useful learning relevant to other PhD supervisors, PhD students, and graduate schools.
{"title":"Meeting The Demands Of PhD Supervision By Changing Supervision Practice - A Supervisor's Reflection On Didactic Change","authors":"K. Areskoug Josefsson","doi":"10.47588/jngs.2023.21.01.a4","DOIUrl":"https://doi.org/10.47588/jngs.2023.21.01.a4","url":null,"abstract":"This article presents a PhD supervisor’s reflections on a didactic change in supervision. The change included adding digital collaborative supervision activities to meet expectations, demands, and prerequisites for PhD supervision. Small-scale changes in supervisor didactic practices, such as online monthly group meetings and online retreats, can be useful for the progress of PhD students and for improving the working situation for supervisors. Collaboration is a key feature that ensures shared responsibility, meaningful focus, and better use of both traditional and new supervision meetings and activities. Furthermore, PhD students appear to have positive outcomes regarding social life, academic belonging, academic skills, academic leadership, and academic friendship. The findings from this small, pragmatic quality improvement project provide useful insights for PhD supervision. Reflections on a supervisor’s experience from a didactic change with digital, collaborative supervision can provide useful learning relevant to other PhD supervisors, PhD students, and graduate schools.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139297430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.47588/jngs.2023.21.01.a10
AP Calitz, M. Cullen
Research supervision is an important component in an academic’s career and remains a challenging task. Students having to complete a research thesis, dissertation or treatise, generally struggle to complete the research component of their postgraduate studies. Research alignment is a topic discussed in various approaches to research supervision, specifically relating to research methods, guidelines and tools. The supervisors' role is to guide the student during their research process, offering advice in their field of study, providing research direction, setting milestones and monitoring the student’s progress. The Research Alignment Plan (RAP) was specifically developed to assist postgraduate students with planning the outline and structure of their Master of Business Administration (MBA) treatise or Doctor of Business Administration (DBA) thesis. The aim of this study was to investigate the students’ perceptions regarding the use of the RAP during their studies. The study was qualitative and open-ended questions were included in the questionnaire, which was distributed to the supervised MBA and DBA students. The survey was completed by 25 MBA and DBA students. The findings indicate that the RAP is an effective instrument, which assists students to structure their research, align the research problem with the research objectives, research questions and chapter’s outcomes or deliverables. All respondents recommended that the RAP be used by all students in the Business School and be incorporated in the Research Methodology module.
研究督导是学术生涯的重要组成部分，也是一项具有挑战性的任务。需要完成研究论文、学位论文或论著的学生一般都很难完成研究生学习中的研究部分。研究调整是研究督导的各种方法中讨论的一个主题，特别是与研究方法、准则和工具有关的方法。导师的职责是在学生的研究过程中为其提供指导，在其研究领域提供建议，提供研究方向，设定阶段性目标并监督学生的进展。研究调整计划 (RAP) 专门用于帮助研究生规划工商管理硕士 (MBA) 论文或工商管理博士 (DBA) 论文的大纲和结构。本研究旨在调查学生在学习期间对使用 RAP 的看法。本研究为定性研究，问卷中包含开放式问题，并分发给受指导的 MBA 和 DBA 学生。25 名 MBA 和 DBA 学生完成了调查。调查结果表明，RAP 是一种有效的工具，可以帮助学生构建研究结构，将研究问题与研究目标、研究问题和章节成果或可交付成果结合起来。所有受访者都建议商学院的所有学生使用 RAP，并将其纳入研究方法模块。
{"title":"The Value Of Using A Research Alignment Plan In Research Supervision - A Student Perspective","authors":"AP Calitz, M. Cullen","doi":"10.47588/jngs.2023.21.01.a10","DOIUrl":"https://doi.org/10.47588/jngs.2023.21.01.a10","url":null,"abstract":"Research supervision is an important component in an academic’s career and remains a challenging task. Students having to complete a research thesis, dissertation or treatise, generally struggle to complete the research component of their postgraduate studies. Research alignment is a topic discussed in various approaches to research supervision, specifically relating to research methods, guidelines and tools. The supervisors' role is to guide the student during their research process, offering advice in their field of study, providing research direction, setting milestones and monitoring the student’s progress. The Research Alignment Plan (RAP) was specifically developed to assist postgraduate students with planning the outline and structure of their Master of Business Administration (MBA) treatise or Doctor of Business Administration (DBA) thesis. The aim of this study was to investigate the students’ perceptions regarding the use of the RAP during their studies. The study was qualitative and open-ended questions were included in the questionnaire, which was distributed to the supervised MBA and DBA students. The survey was completed by 25 MBA and DBA students. The findings indicate that the RAP is an effective instrument, which assists students to structure their research, align the research problem with the research objectives, research questions and chapter’s outcomes or deliverables. All respondents recommended that the RAP be used by all students in the Business School and be incorporated in the Research Methodology module.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139298379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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