Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings
Bibliographic Data
| ID | 4096826 |
|---|---|
| Authors | Elizabeth Anne Erichsen (North Dakota State University, corresponding author), Doris U Bolliger (0000-0001-8104-6243, University of Wyoming), Colleen Halupa (0000-0002-7469-184X, LeTourneau University) |
| Year | 2014 |
| Volume | 39 |
| Issue | 2 |
| Pages | 321-338 |
| Publication date | 2014-02-07 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2012.709496 |
| OpenAlex | W2169535195 |
| Language | EN |
| Citations received | 22 |
| References cited | 32 |
There are no universal, precise, or explicit criteria for completing a doctoral degree successfully. Researchers and practitioners have pointed out how difficult and time consuming the supervision of graduate student research can be. When students in doctoral programs complete their degrees via distance delivery, supervision of graduate students becomes even more difficult for both students and supervisors. The goal of the research was to investigate doctoral students' perceptions of supervision and to understand doctoral student satisfaction with graduate supervision where programs were delivered utilizing a variety of distance systems. Statistically significant differences in student responses were found based on gender. While students whose programs were primarily delivered online were moderately satisfied, students who were in the blended programs were more satisfied. Other differences were detected between online and blended doctoral supervision environments. Certainly, these media for supervision warrant further investigation as distance and blended doctoral programs increase
Blended Learning · Distance education · Educational technology · Graduate education · Graduate students · Higher education · Medical education · Pedagogy · Perception · Political science · Warrant · Computer Science · Doctoral Education Challenges and Solutions · Medicine · Mentoring and Academic Development · Perfectionism, Procrastination, Anxiety Studies · Psychology
Assessing Stakeholders’ Satisfaction of a Catholic University Graduate School in the Philippines
Blended Supervision of Theses
Supervizija “Na Daljinu” U Vrijeme Covid-19 Krize
The Online PhD Experience
Doctoral Students’ Learning Success in Online-Based Leadership Programs
Mentoring Graduate Students Online
Valoración de la supervisión en doctorados internacionales online por personal director de tesis y estudiantes
Different journeys
Research mentorship in graduate programs in a developing country
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Supervision experiences of postgraduate students at an ODL institution in South Africa
Like a bridge over troubled landscapes
A community of practice shares perspectives on utilizing telepresence in doctoral education
Supervisees’ reactions to a concatenation of supervisors’ resource drain, ego depletion and abusive supervision
The role of basic psychological needs satisfaction (BPNS) during the initial use of online teaching platforms on faculty members’ continuance intention
A systematic literature review on technology in online doctoral education
How supervisor developmental feedback influences doctoral students’ academic publications
Determinants of PhD student satisfaction
Bringing relevance to eLearning – a gender perspective
Faculty satisfaction with online teaching
Smile(y) – and your students will smile with you? the effects of emoticons on impressions, evaluations, and behaviour in staff-to-student communication
Online mentoring of dissertations
Sage Handbook of Mixed Methods in Social & Behavioral Research
The Coding Manual for Qualitative Researchers
Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes
The Role of the Department and Discipline in Doctoral Student Attrition
Mentoring Relationships in Graduate School
Supervisor selection or allocation and continuity of supervision
Lifelong learning in the Bologna process
Departmental Factors Affecting Time-to-Degree and Completion Rates of Doctoral Students at One Land-Grant Research Institution
Retheorizing doctoral supervision as professional work
How are doctoral students supervised? Concepts of doctoral research supervision
Developmental networks and learning
| Unique citing works | 22 |
|---|---|
| Citations per year | 2,44 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |