Abd Karim Alias@2010<br />
<ul><li>Overview on graduate supervision
Students’ & Supervisors’ perspective
Elements of successful collaboration
Issues and consideration
Discussion and conclusion</li></li></ul><li>AbdKarim Alias@2008<br />
AbdKarim Alias@2008<br />
Abd Karim Alias@2010<br />
“Watching a fresh graduate become an independent scholar, plan the project, execute the plan with care and thoughtfulness,...
Prepare for the onslaught of failure<br />    Perseverance<br />Persistent determination<br />Tenacity<br />Ability to cle...
Abd Karim Alias@2010 [akarim@usm.my]<br />
Abd Karim Alias@2010 [akarim@usm.my]<br />
Abd Karim Alias@2010 [akarim@usm.my]<br />
“The relationship between student and supervisor is about as close as many marriages, and lasts as long as many marriages....
“It’s not your supervisor’s job to put up with every unpleasant idiosyncrasy of every idiot who wants to do a PhD with the...
“The role of a supervisor is critical to the successful outcome of the candidate” (Delamont et al., 1997)<br />Student & s...
Point B: Learning goal<br />The distance can be huge & the path may not be obvious<br />Point A: What student currently kn...
To guide and mentor students in such a way that they can LEARN about the systematic processes of discovery...<br />AbdKari...
“The role of the supervisor is NOT to transmit knowledge but rather to ‘scaffold’ learning experiences of an increasingly ...
Vast knowledge to be explored…<br />A supervisor can only guide; <br />learning & exploring is done entirely by the studen...
It’s YOUR Masters/PhD, not the supervisor’s! <br />If you can’t be bothered to work on making it happen, why should they?<...
Abd Karim Alias@2010 [akarim@usm.my]<br />
Define research problem<br />Review the literature<br />Formulate hypothesis<br />Design research<br />Collect data<br />A...
What kind of guidance?<br />Need proper guidance in…<br /><ul><li>Planning & executing research (research proposal)
Conducting literature review
Defining research problem & clear objectives
Developing methodology (experimental design, experiments, sampling procedure, sample size, analytical procedures, etc.)</l...
What kind of guidance?<br />Need proper guidance in…<br /><ul><li>Carrying research work systematically
Dealing with research problems (troubleshooting)
Dealing with ups & downs
Academic/scientific writings (publication)
Presenting in conferences</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
AbdKarim Alias@2008<br />
He never listens to me…<br />AbdKarim Alias@2008<br />
He made me confused…<br />AbdKarim Alias@2008<br />
Let’s hope you are not one of this…<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
<ul><li>Regular & competent supervision;
Available for consultation
Approachable
Responsive</li></ul>Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
<ul><li>Innovative
Creative problem solver
Resource-oriented
Work-focused</li></ul>AbdKarim Alias@2008<br />
<ul><li>Technically expert
Decisive
Dependable</li></ul>AbdKarim Alias@2008<br />
<ul><li>Able to deal with various personalities & issues
Always show caring & patience
Always monitor the progress
Act like business manager (result oriented)</li></ul>AbdKarim Alias@2008<br />
<ul><li>has vision (who can see the wood for the trees so to speak)
is creative in the supervisory process
is able to motivate the student to work hard</li></ul>AbdKarim Alias@2008<br />
<ul><li>can direct the work of students
can coordinate the various research activities</li></ul>AbdKarim Alias@2008<br />
<ul><li>monitors the student’ s progress
can nurture, create capabilities
is able to foster growth of individuals</li></ul>AbdKarim Alias@2008<br />
“Perhaps most importantly a good supervisor knows when to do these things and can move comfortably between these functions...
AbdKarim Alias@2008<br />
<ul><li>Hard work
Enthusiasm
Able to work independently
Resourceful
Confidence
Able to handle criticisms
Able to meet deadlines</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
<ul><li>Independence & confidence
Theoretical knowledge –broad & specialize
Competence in research method or specific research skills</li></ul>AbdKarim Alias@2008<br />
<ul><li>Ability to construct logical argument
Ability to write clearly
Life & management skill
Social skills – network, etc</li></ul>AbdKarim Alias@2008<br />
Master-Apprentice<br />Laisez-Faire (let it be)<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
There isn’t a single type of ‘right’ student or ‘right’ supervisor! <br />Each type of supervisor will be well suited to s...
Abd Karim Alias@2010 [akarim@usm.my]<br />
First thing first…<br />Discuss and agree on a topic of research<br />AbdKarim Alias@2008<br />
First thing first…<br />Discuss and agree on a topic of research<br />AbdKarim Alias@2008<br />
AbdKarim Alias@2008<br />
First few weeks…<br /><ul><li>Clarifying supervisor/supervisee roles & responsibilities
Sharing expectations: constant interaction/communication, fruitful & synergistic collaboration, paper presentation/publica...
AbdKarim Alias@2008<br />
First 6 months is critical time!!<br /><ul><li>Establish trusting relationship
More frequent meetings – weekly/fortnightly
Reminding on PG policies & regulations
Assess student’s competency, motivation & commitment
Encourage student to “explore” subject area
Require student to “search-read-write-think” on research article</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
Meeting scenario <br />AbdKarim Alias@2008<br />
AbdKarim Alias@2008<br />
After 6 months…<br /><ul><li>Usually, by now, students are more comfortable,  confident and independent
Keep regular meetings (perhaps fortnightly)
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Managing Supervisee-Supervisor Relationship

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Supervision of graduate students is a challenging journey that the supervisor (advisor) and the student embark on together. It includes not only academic guidance, but also prolonged nurturing of the student’s personal, scholarly, and professional development. This presentation discusses various issues about the delicate relationship between graduate student (supervisee) and the supervisor, the do's and don'ts and ways to manage the relationship successfully.

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Managing Supervisee-Supervisor Relationship

  1. 1. Abd Karim Alias@2010<br />
  2. 2. <ul><li>Overview on graduate supervision
  3. 3. Students’ & Supervisors’ perspective
  4. 4. Elements of successful collaboration
  5. 5. Issues and consideration
  6. 6. Discussion and conclusion</li></li></ul><li>AbdKarim Alias@2008<br />
  7. 7.
  8. 8.
  9. 9. AbdKarim Alias@2008<br />
  10. 10. Abd Karim Alias@2010<br />
  11. 11. “Watching a fresh graduate become an independent scholar, plan the project, execute the plan with care and thoughtfulness, write up the results and present their first published paper at a conference is a wonderful experience…”<br />Abd Karim Alias@2010<br />
  12. 12. Prepare for the onslaught of failure<br /> Perseverance<br />Persistent determination<br />Tenacity<br />Ability to clearly articulate ideas<br />Cogency<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  13. 13. Abd Karim Alias@2010 [akarim@usm.my]<br />
  14. 14. Abd Karim Alias@2010 [akarim@usm.my]<br />
  15. 15. Abd Karim Alias@2010 [akarim@usm.my]<br />
  16. 16. “The relationship between student and supervisor is about as close as many marriages, and lasts as long as many marriages. It’s a fairly good analogy in several ways. One important issue is compatibility”<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  17. 17. “It’s not your supervisor’s job to put up with every unpleasant idiosyncrasy of every idiot who wants to do a PhD with them. As a student, you are an apprentice, not a customer who is always right”<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  18. 18. “The role of a supervisor is critical to the successful outcome of the candidate” (Delamont et al., 1997)<br />Student & supervisor take a fair share of responsibility<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  19. 19. Point B: Learning goal<br />The distance can be huge & the path may not be obvious<br />Point A: What student currently know<br />16<br />AbdKarim Alias@2010<br />Image source: http://office.microsoft.com/en-us/clipart/<br />
  20. 20. To guide and mentor students in such a way that they can LEARN about the systematic processes of discovery...<br />AbdKarim Alias@2008<br />
  21. 21. “The role of the supervisor is NOT to transmit knowledge but rather to ‘scaffold’ learning experiences of an increasingly complex nature…..”<br /> (Vygotsky, 1978).<br />AbdKarim Alias@2008<br />
  22. 22. Vast knowledge to be explored…<br />A supervisor can only guide; <br />learning & exploring is done entirely by the student<br />19<br />Abd Karim Alias@2010 [akarim@usm.my]<br />Image source: http:// sciencebhakta.wordpress.com<br />
  23. 23. It’s YOUR Masters/PhD, not the supervisor’s! <br />If you can’t be bothered to work on making it happen, why should they?<br />AbdKarim Alias@2008<br />
  24. 24. Abd Karim Alias@2010 [akarim@usm.my]<br />
  25. 25. Define research problem<br />Review the literature<br />Formulate hypothesis<br />Design research<br />Collect data<br />Analyse data<br />Interpret & report<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  26. 26. What kind of guidance?<br />Need proper guidance in…<br /><ul><li>Planning & executing research (research proposal)
  27. 27. Conducting literature review
  28. 28. Defining research problem & clear objectives
  29. 29. Developing methodology (experimental design, experiments, sampling procedure, sample size, analytical procedures, etc.)</li></ul>IMPORTANT: Don’t take things for granted OR don’t assume too much!!<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  30. 30. What kind of guidance?<br />Need proper guidance in…<br /><ul><li>Carrying research work systematically
  31. 31. Dealing with research problems (troubleshooting)
  32. 32. Dealing with ups & downs
  33. 33. Academic/scientific writings (publication)
  34. 34. Presenting in conferences</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  35. 35. AbdKarim Alias@2008<br />
  36. 36. He never listens to me…<br />AbdKarim Alias@2008<br />
  37. 37. He made me confused…<br />AbdKarim Alias@2008<br />
  38. 38. Let’s hope you are not one of this…<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  39. 39. <ul><li>Regular & competent supervision;
  40. 40. Available for consultation
  41. 41. Approachable
  42. 42. Responsive</li></ul>Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  43. 43. <ul><li>Innovative
  44. 44. Creative problem solver
  45. 45. Resource-oriented
  46. 46. Work-focused</li></ul>AbdKarim Alias@2008<br />
  47. 47. <ul><li>Technically expert
  48. 48. Decisive
  49. 49. Dependable</li></ul>AbdKarim Alias@2008<br />
  50. 50. <ul><li>Able to deal with various personalities & issues
  51. 51. Always show caring & patience
  52. 52. Always monitor the progress
  53. 53. Act like business manager (result oriented)</li></ul>AbdKarim Alias@2008<br />
  54. 54. <ul><li>has vision (who can see the wood for the trees so to speak)
  55. 55. is creative in the supervisory process
  56. 56. is able to motivate the student to work hard</li></ul>AbdKarim Alias@2008<br />
  57. 57. <ul><li>can direct the work of students
  58. 58. can coordinate the various research activities</li></ul>AbdKarim Alias@2008<br />
  59. 59. <ul><li>monitors the student’ s progress
  60. 60. can nurture, create capabilities
  61. 61. is able to foster growth of individuals</li></ul>AbdKarim Alias@2008<br />
  62. 62. “Perhaps most importantly a good supervisor knows when to do these things and can move comfortably between these functions and has the skills, knowledge and abilities to perform them. …” <br />(Vilkinas, 2002)<br />AbdKarim Alias@2008<br />
  63. 63. AbdKarim Alias@2008<br />
  64. 64. <ul><li>Hard work
  65. 65. Enthusiasm
  66. 66. Able to work independently
  67. 67. Resourceful
  68. 68. Confidence
  69. 69. Able to handle criticisms
  70. 70. Able to meet deadlines</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  71. 71. <ul><li>Independence & confidence
  72. 72. Theoretical knowledge –broad & specialize
  73. 73. Competence in research method or specific research skills</li></ul>AbdKarim Alias@2008<br />
  74. 74. <ul><li>Ability to construct logical argument
  75. 75. Ability to write clearly
  76. 76. Life & management skill
  77. 77. Social skills – network, etc</li></ul>AbdKarim Alias@2008<br />
  78. 78. Master-Apprentice<br />Laisez-Faire (let it be)<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  79. 79.
  80. 80. There isn’t a single type of ‘right’ student or ‘right’ supervisor! <br />Each type of supervisor will be well suited to some types of student.<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  81. 81. Abd Karim Alias@2010 [akarim@usm.my]<br />
  82. 82. First thing first…<br />Discuss and agree on a topic of research<br />AbdKarim Alias@2008<br />
  83. 83. First thing first…<br />Discuss and agree on a topic of research<br />AbdKarim Alias@2008<br />
  84. 84. AbdKarim Alias@2008<br />
  85. 85. First few weeks…<br /><ul><li>Clarifying supervisor/supervisee roles & responsibilities
  86. 86. Sharing expectations: constant interaction/communication, fruitful & synergistic collaboration, paper presentation/publication</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  87. 87. AbdKarim Alias@2008<br />
  88. 88. First 6 months is critical time!!<br /><ul><li>Establish trusting relationship
  89. 89. More frequent meetings – weekly/fortnightly
  90. 90. Reminding on PG policies & regulations
  91. 91. Assess student’s competency, motivation & commitment
  92. 92. Encourage student to “explore” subject area
  93. 93. Require student to “search-read-write-think” on research article</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  94. 94. Meeting scenario <br />AbdKarim Alias@2008<br />
  95. 95. AbdKarim Alias@2008<br />
  96. 96. After 6 months…<br /><ul><li>Usually, by now, students are more comfortable, confident and independent
  97. 97. Keep regular meetings (perhaps fortnightly)
  98. 98. Assist in handling practical (or even personal) problems</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  99. 99. When the goings get smooth…<br /><ul><li>Get the student to collate & analyze data
  100. 100. Ensure he/she has the skills for data analysis
  101. 101. Quantitative study  statistical skills
  102. 102. Plan for publication/conference
  103. 103. Frequent meetings & discussion again</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  104. 104. Abd Karim Alias@2010 [akarim@usm.my]<br />
  105. 105. The ending part…thesis…<br /><ul><li>Writing the thesis
  106. 106. Clear plan on draft chapter submission
  107. 107. Thesis refinement – time consuming!</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  108. 108. The ending part…thesis…<br /><ul><li>shallow interpretation—‘what are the meanings and implications of these results?’
  109. 109. Ensuring acceptable quality</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  110. 110. The ending part…<br />The agony of writing<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  111. 111. The ending part…<br />The agony of writing<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  112. 112. The ending part…<br />The agony of writing<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  113. 113. The ending part…<br /><ul><li>Finding examiners
  114. 114. Waiting for the viva – at last a break!
  115. 115. Attending a viva
  116. 116. Provide moral support
  117. 117. A sense of relief (when student performs well!)</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  118. 118. Abd Karim Alias@2010 [akarim@usm.my]<br />
  119. 119. Do these…<br /><ul><li>Learn to be resourceful
  120. 120. Learn to be critical
  121. 121. One chapter at a time
  122. 122. Ask specific question/feedback
  123. 123. Schedule appointment in advance
  124. 124. Provide regular update
  125. 125. Try to understand your advisor expectation</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  126. 126. Do these…<br /><ul><li>Have a clear understanding & the significance of your work
  127. 127. Always prepare for the worst
  128. 128. Proactive
  129. 129. Deal with psychological problems
  130. 130. Start publishing early</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  131. 131. Careful & Proper Planning is …utmost important!!<br /><ul><li>More time for planning, less problems, high productivity!
  132. 132. Clarify/justify research focus, rationale, approach, hypothesis, objectives, methodology, </li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  133. 133. Abd Karim Alias@2010 [akarim@usm.my]<br />
  134. 134. Managing relationships<br /><ul><li>Regular face-to-face meeting
  135. 135. Communicate regularly (sms, email, blog, etc.)
  136. 136. During meeting, share your ideas/thoughts, views, suggestions, concerns, etc… (2-ways communication)</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  137. 137. Managing relationships<br />Demonstrate…<br /><ul><li>Maturity & independence
  138. 138. Sincerity/honesty
  139. 139. Enthusiasm
  140. 140. Respectful
  141. 141. Articulate (say what you mean clearly/explicitly)</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  142. 142. Symptoms of irregular meeting…<br />What did I ask you to do last month?<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  143. 143. Managing relationships<br />Quick (but not short) response!!<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  144. 144. Managing relationships<br />Make time for regular meeting!!<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  145. 145. Some classic habits that irritate the supervisor<br />Failing to take deadlines seriously<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  146. 146. Some classic habits that irritate the supervisor<br />Failing to respect the supervisor’s time pressures<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  147. 147. Some classic habits that irritate the supervisor<br />Dumping demands on the supervisor at the last minute.<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  148. 148. Some classic habits that irritate the supervisor<br />Expecting the supervisor to read every draft, usually by the next day.<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  149. 149. Some classic habits that irritate the supervisor<br />Expecting the supervisor to organize everything.<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  150. 150. Some classic ways to underminesupervisee relationship with supervisor<br />Hiding(yourself, or real or imagined problems)<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  151. 151. Reason for hiding…<br />AbdKarim Alias@2008<br />
  152. 152. Some classic ways to underminesupervisee relationship with supervisor<br />Ignoring (advice you don’t understand; advice you don’t like)<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  153. 153. Some classic ways to undermine supervisee relationship with supervisor<br />Mixing (business with pleasure or with personal issues)<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  154. 154. Some classic ways to underminesupervisee relationship with supervisor<br />Gossiping (about your supervisor or colleagues)<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  155. 155. Some classic ways to undermine your relationship with supervisor<br />Denigrating (your supervisor, department or institution)<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  156. 156. Some classic ways to underminesupervisee relationship with your supervisor<br />Bypassing (your supervisor, by making decisions without due consultation)<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  157. 157. Some classic ways to undermine your relationship with your supervisor<br />Assuming (what something meant; what you’re entitled to do)<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  158. 158. Classic problems that are FATAL to the supervisory relationship<br />’isms: sexism, racism, anti-Semitism, etc.<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  159. 159. Classic problems that are FATAL to the supervisory relationship<br />Intellectual property issues<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  160. 160. Classic problems that are FATAL to the supervisory relationship<br />Non-communication<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  161. 161. Let’s hope you are not one of this…<br />AbdKarim Alias@2008<br />
  162. 162. Classic problems that are FATAL to the supervisory relationship<br />Harassment – sexual harassment, bullying, damaging insensitivity<br />Image source: http://www.flickr.com/photos/cryner/402838100<br />AbdKarim Alias@2008<br />
  163. 163. The little routines…<br /><ul><li>Plan for next meeting
  164. 164. If possible, written report a day before the meeting
  165. 165. Short presentation (if necessary)
  166. 166. 30 to 60 minutes meeting
  167. 167. List of next tasks
  168. 168. Sharing of key articles</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  169. 169. The little routines…<br />Be serious on the deadline<br />Abd Karim Alias@2010 [akarim@usm.my]<br />
  170. 170. Abd Karim Alias@2010 [akarim@usm.my]<br />
  171. 171. Handling students cases<br /><ul><li>Motivated but lack of effort
  172. 172. Motivated, hard working but incompetent
  173. 173. Hard working but lack of research ability
  174. 174. Competent but not motivated
  175. 175. Competent but lack of management skill</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  176. 176. Abd Karim Alias@2010 [akarim@usm.my]<br />
  177. 177. Conclusions<br /><ul><li>Supervision requires commitment, patience and skills
  178. 178. Successful & fruitful collaboration require mutual understanding and clear expectation
  179. 179. Effective supervision is achieved through practice and reflective exercise</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />
  180. 180. Conclusions<br /><ul><li>Effective supervisors are wise in using appropriate supervision strategies, taking into consideration individual student needs</li></ul>Abd Karim Alias@2010 [akarim@usm.my]<br />

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