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| Main Authors: | , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2021
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| Online Access: | https://eric.ed.gov/?id=EJ1320842 |
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| _version_ | 1867181886809309184 |
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| author | Gašo, Gordana Ivanovic, Martina Dragija Tanackovic, Sanjica Faletar |
| author_facet | Gašo, Gordana Ivanovic, Martina Dragija Tanackovic, Sanjica Faletar Gašo, Gordana Ivanovic, Martina Dragija Tanackovic, Sanjica Faletar |
| collection | Education Resources Information Center |
| contents | The Supervisory Relationship in the Doctoral Process: How Do Croatian LIS Students See It? Gašo, Gordana Ivanovic, Martina Dragija Tanackovic, Sanjica Faletar Foreign Countries Library Education Doctoral Students Student Attitudes Student Experience Academic Advising Faculty Advisers Teacher Student Relationship Student Satisfaction The study presented in this paper investigates LIS doctoral students' perceptions and experiences about the supervision during their doctoral experience, with special emphasis on the qualities of good supervisors and doctoral students. Data were collected through an online survey and follow-up semi-structured interviews with doctoral students from Croatia's three state universities offering a doctorate in LIS. A total of 60 respondents participated in a quantitative study, and 13 respondents were interviewed. The survey results show that doctoral students tend to prefer formally regulated supervisory relationships whereas supervisors and students have unambiguous and clear understanding of their roles and responsibilities. The findings also reveal that doctoral students seek support in the following areas: research, methodology, emotional support and administrative procedures. Interview participants suggest that a successful supervisory relationship could be facilitated by adequate training, both for supervisors and students. Large majority of survey respondents think that four main characteristics of good supervisors are the following: having time for the student, providing students with timely and constructive feedback, setting research goals and timeline together and helping students become independent in scientific work. Respondents agree that doctoral students, in order to be successful in their study, must be internally motivated and well informed about the chosen study program, they must attend to their responsibilities in a timely manner, meet physically with the supervisor and work toward achieving scholarly independence. The findings of this study can contribute toward better understanding of supervisory relationship at doctoral level, in particular in Croatian LIS academic community, and development of guidelines for successful supervision based on the first hand experience of doctoral students. |
| format | Recurso educativo Open Access |
| id | eric_EJ1320842 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2021 |
| record_format | eric |
| spellingShingle | The Supervisory Relationship in the Doctoral Process: How Do Croatian LIS Students See It? Gašo, Gordana Ivanovic, Martina Dragija Tanackovic, Sanjica Faletar Foreign Countries Library Education Doctoral Students Student Attitudes Student Experience Academic Advising Faculty Advisers Teacher Student Relationship Student Satisfaction The Supervisory Relationship in the Doctoral Process: How Do Croatian LIS Students See It? Gašo, Gordana Ivanovic, Martina Dragija Tanackovic, Sanjica Faletar Foreign Countries Library Education Doctoral Students Student Attitudes Student Experience Academic Advising Faculty Advisers Teacher Student Relationship Student Satisfaction The study presented in this paper investigates LIS doctoral students' perceptions and experiences about the supervision during their doctoral experience, with special emphasis on the qualities of good supervisors and doctoral students. Data were collected through an online survey and follow-up semi-structured interviews with doctoral students from Croatia's three state universities offering a doctorate in LIS. A total of 60 respondents participated in a quantitative study, and 13 respondents were interviewed. The survey results show that doctoral students tend to prefer formally regulated supervisory relationships whereas supervisors and students have unambiguous and clear understanding of their roles and responsibilities. The findings also reveal that doctoral students seek support in the following areas: research, methodology, emotional support and administrative procedures. Interview participants suggest that a successful supervisory relationship could be facilitated by adequate training, both for supervisors and students. Large majority of survey respondents think that four main characteristics of good supervisors are the following: having time for the student, providing students with timely and constructive feedback, setting research goals and timeline together and helping students become independent in scientific work. Respondents agree that doctoral students, in order to be successful in their study, must be internally motivated and well informed about the chosen study program, they must attend to their responsibilities in a timely manner, meet physically with the supervisor and work toward achieving scholarly independence. The findings of this study can contribute toward better understanding of supervisory relationship at doctoral level, in particular in Croatian LIS academic community, and development of guidelines for successful supervision based on the first hand experience of doctoral students. |
| title | The Supervisory Relationship in the Doctoral Process: How Do Croatian LIS Students See It? |
| topic | Foreign Countries Library Education Doctoral Students Student Attitudes Student Experience Academic Advising Faculty Advisers Teacher Student Relationship Student Satisfaction |
| url | https://eric.ed.gov/?id=EJ1320842 |