This paper explores differences between beliefs endorsed by supervisors and candidates and between their preferred supervisory practices. It builds on previous research which identified a variety of orientations to research higher degree supervision within one electrical engineering faculty. Contrary to traditional thinking, it was found that supervisors and candidates (pairings here referred to as ‘dyads’), generally think about and approach supervision in very different ways. This is discussed as a contributory factor to poor supervisory experiences and longer than average completion times. Suggestions for improvement are offered.
DelamontS.AtkinsonP.ParryP., ‘Critical mass and pedagogic continuity: Studies in academic habitus’, Br. J. Sociol. Educ., 18(4) (1997), 533–549.
2.
PoleC.SprokkereefA.BurgessR.LakinE., ‘Supervision of doctoral students in the natural sciences: Expectations and experiences’, Assessment Evaluation Higher Educ., 22(1) (1997), 49–63.
3.
KamB. H., ‘Style and quality in research supervision: The supervisor dependency factor’, Higher Educ., 34 (1997), 81–103.
4.
FrameI. A.AllenL., ‘A flexible approach to PhD research training’, Quality Assurance Educ., 10 (2002), 98–103.
5.
MacauleyP., ‘Doctoral research and scholarly communication: Candidates, supervisors and information literacy’, Doctoral Thesis, Faculty of Education, Deakin University, South Australia, (2001).
6.
HoldawayE.DebloisC.WinchesterI., ‘Practices and opinions reported by coordinators of graduate programs’, Interchange, 25(1) (1994), 65–86.
7.
MurphyN.BainJ. D.ConradL., ‘Orientations to Research Higher Degree Supervision’, Higher Educ., 53 (2007), 209–234.
8.
KemberD., ‘Beliefs about knowledge and the process of teaching and learning as a factor in adjusting to study in higher education’, Studies Higher Educ., 26(2) (2001), 205–221.
9.
NesporJ., ‘The role of beliefs in the practice of teaching’, J. Curriculum Studies, 19(4) (1987), 317–328.
10.
SamuelowiczK.BainJ. D., ‘Identifying academics' orientations to assessment practice’, Higher Educ., 43 (2002), 173–201.
11.
PearsonM., ‘The changing environment for doctoral education in Australia: Implications for quality management, improvement and innovation’, Higher Educ. Res. Dev., 18(3) (1999), 269–286.
12.
Zuber-SkerrittO.RyanY. (eds.), Quality in Postgraduate Education (Kogan Page, London, 1994).
13.
KvaleS., Interviews: An introduction to qualitative research interviewing (Sage, Thousand Oaks, CA, 1996).
14.
StraussA.CorbinJ., Basics of Qualitative Research: Grounded theory procedures and techniques. (Sage, Thousand Oaks, CA, 1990).
PearseH., Implementing the Research Training Scheme: The consequences for postgraduate research students, CAPA Research Paper, Nov. 2003, Council of Australian Postgraduate Associations, (2002), http://www.capa.edu.au/frameset.html?./papers/index.html Accessed October 2003.
