Doctoral Supervision in North America: Perception and Challenges of Supervisor and Supervisee

Autor/inn/en	Denis, Constance; Colet, Nicole Rege; Lison, Christelle
Titel	Doctoral Supervision in North America: Perception and Challenges of Supervisor and Supervisee
Quelle	In: Higher Education Studies, 9 (2019) 1, S.30-39 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Graduate Students; Doctoral Programs; Supervision; Foreign Countries; Supervisors; Supervisor Supervisee Relationship; North America; Canada + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Ausland; Nordamerika; Kanada
Abstract	The completion rate for graduate studies is around 50% in some programs, and several authors suggest that doctoral supervision in a key factor in explaining this. Existing research on doctoral education reveals an uneven international landscape made up of the perceptions of both doctoral students and their supervisors. In the French-speaking North American context, exploration of doctoral supervision practices still remains unchartered. As a part of the first author?s doctoral thesis, interviews were conducted with 20 supervisors and 20 doctoral students from 8 different faculties. The purpose of these interviews was to capture their perceptions and experiences around doctoral supervision, and to explore with them the main issues related to doctoral supervision. Four dimensions for framing doctoral supervision have emerged from these interviews: a) scientific, b) personal, c) administrative and d) professional. Three main issues stretch along a timeline: 1) admission into a doctoral program, 2) mastering of scientific writing, and 3) employability. This study is an attempt to unpack the complexity of doctoral supervision and, in doing so, to construct a shared language for all concerned parties. The overall purpose of the doctoral research is to identify practices that support effective doctoral supervision and reduce the dropout rate. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01