THE RANGE OF SUPERVISORY APPROACHES COMMONLY ADOPTED

The Range of Supervisory Approaches Commonly Adopted Towards Students in Higher Educational Institutions

© 2009

Approval (Thesis/Project Advisor)

Format Approval (Graduate Coordinator/Chair)

Abstract

The relationship between the supervisor and student plays important role in promoting the student's objectives. However, problem of compatibility usually occurs between them and therefore, they both need to know their roles in order to ensure good relationship.

Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

Table of Contents

Chapter 1: Introduction9

Background12

Purpose of the Project13

Definition of Terms13

Limitations14

Significance of the Project14

Chapter 215

Review of Related Literature15

Introduction15

The professional practice context and supervision implications16

Implications18

Rationale for the Project21

Ethical issues22

Preamble23

The Curriculum of Academic Advising24

The Pedagogy of Academic Advising24

Student Learning Outcomes of Academic Advising25

Summary25

References29

The Range of Supervisory Approaches Commonly Adopted Towards Students in Higher Educational Institutions

Chapter 1: Introduction

Doctoral provision has been subject to increasing scrutiny across the higher education sector. Globalisation and the knowledge economy have raised questions regarding transparency, parity and rigour as students and employers increasingly cross international boundaries, prompting doctoral reflection and analysis (Park, 2007). Elsewhere Green (2005) considers professional doctorates against the backdrop of the knowledge economy, creativity, innovation and advanced professional skill.

Green and Powell (2005) suggest that professional doctorate provision has expanded out of dissatisfaction with the PhD as a qualification for advanced professional work outside of academia. A survey by Powell and Long (2005) scoped professional doctorates in the UK, identifying doctorates in nursing; health, and health sciences; medicine; social work; public health; allied health professions (occupational therapy, podiatry, physiotherapy for example). Additional professional doctorate provision was evident in education; clinical psychology; business; marketing and theology for example. There had been exponential growth across the UK higher education sector, since an earlier survey undertaken by the United Kingdom Council for Graduate Education (UKCGE) identified 153 professional doctorate programmes in 2000 (UKCGE, 2002).

Against this backdrop professional doctorate provision has grown within nursing, possibly driven by issues such as evidence based practice and the development of consultant and other senior roles which embrace research in professional practice (also describes the professional doctorate as a controversial development within wider higher education; to meet successive calls for a highly skilled workforce with the transferrable skills to meet societal and market demands. Yam (2005) implies that socioeconomic and technological changes have fuelled calls for doctoral nursing studies to be brought closer to practice.

A professional doctorate is commonly defined as;

'a programme of advanced study which, whilst satisfying the University criteria for the award of a doctorate, is designed to meet the specific needs of a professional group external to the University, and which develops the capability of individuals to work within a professional context' (UKCGE, 2002, p. 62).

Critics of the professional doctorate would argue that a PhD is equally credible as a preparation for the professional context. For example, Evans et al. (2005) ask, 'Why do a professional doctorate when you can do a PhD?' arguing that the PhD is a ...