The Impact of Neoliberal Education on the Alignment of Student-Supervisor Expectations in Malaysia

Autor/in	Baydarova, Irina
Titel	The Impact of Neoliberal Education on the Alignment of Student-Supervisor Expectations in Malaysia
Quelle	In: Higher Education Research and Development, 42 (2023) 3, S.544-558 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baydarova, Irina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2096575
Schlagwörter	Foreign Countries; Doctoral Students; Supervisors; Faculty Advisers; Expectation; Neoliberalism; Power Structure; Teacher Student Relationship; Institutional Role; Social Support Groups; Dialogs (Language); Malaysia + Suchen Sie Ihr Suchwort? Ausland; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Expectancy; Erwartung; Neo-liberalism; Neoliberalismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Social support; Soziale Unterstützung; Dialog; Dialogs; Dialogue; Dialogues
Abstract	While researchers explored arising expectations and the mismatches in perceptions of doctoral students and supervisors, less attention has been placed on the causes of such mismatches. This study contributes to a broader understanding of the current issues hindering the alignment of mutual expectations in postgraduate supervision within a dominating neoliberal agenda. Using an exploratory qualitative research design, interviews were held with 15 doctoral students and 12 supervisors in two research universities in Malaysia. Through an inductive thematic analysis, three sources of student-supervisor expectation misalignment were identified: power and hierarchy, student--supervisor dialogue and institutional support. The results suggest that within dominating neoliberal education, where focus has been placed on the achievement of tangible outcomes, Malaysian supervisors expect students to obey their decisions given their superior power. The monologic relationships between parties were observed because of limited time per student supervision. Lastly, given little attention towards development of supervisory relationships within a dominating neoliberal agenda, participants were unaware of the existing supervisory relationship's guidelines. The findings of this study highlight the importance of improving higher education research policy and practices. Suggestions on improving existing practices and where the attention should be focused are provided in the conclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01