The Relationship between Interpersonal Approaches of Thesis Supervisors and Graduate Student Satisfaction

Autor/inn/en	Aldosari, Dalal M.; Ibrahim, Ali S.
Titel	The Relationship between Interpersonal Approaches of Thesis Supervisors and Graduate Student Satisfaction
Quelle	In: International Education Studies, 12 (2019) 10, S.96-113 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Supervisor Supervisee Relationship; Graduate Students; Supervisors; Masters Theses; Student Satisfaction; Gender Differences; Foreign Countries; Public Colleges; Doctoral Dissertations; Supervision; Interpersonal Communication; College Faculty; United Arab Emirates + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Geschlechterkonflikt; Ausland; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Interpersonale Kommunikation; Fakultät; Vereinigte Arabische Emirate
Abstract	The purpose of this explanatory mixed method study is to describe students' perceptions of the thesis supervision approaches used, their satisfaction with these approaches, and whether their satisfaction differed based on students' gender, degree sought, and concentration. The study comprised two parts. First, a questionnaire was distributed to all graduate students who had written a thesis/dissertation during 2015-2017 (N=213) at one of the universities in the United Arab Emirates. Second, a group of students from among those mentioned above (N=16) were interviewed. The study revealed that the most commonly used approach by the supervisors was the collaborative interpersonal approach and the least used one was the directive informational approach. There was no significant difference according to the degree sought and concentration. However, when it came to gender, female students believed that the supervisors had used the collaborative approach more than the male students. Overall, graduate students were satisfied with their supervisors' approaches, while some were highly satisfied. The findings indicated a pattern where the more collaborative the supervisor was, the more satisfied the student became and the more the supervisor used the non-directive interpersonal approach, the less satisfied the students became. The study recommends that faculty supervisors attend to the various needs and preferences of their students and be ready to shift away from their preferred approach to suit the diverse needs and abilities of their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01