Master's thesis supervision: Relations between perceptions of the supervisor-student relationship, final grade, perceived supervisor contribution to learning and student satisfaction

Studies in Higher Education

Volumn 37, Issue 8, 2012, Pages 925-939

  de Kleijn, Renske A M ^a   Mainhard, M Tim ^a   Meijer, Paulien C ^a   Pilot, Albert ^a   Brekelmans, Mieke ^a  

^a UTRECHT UNIVERSITY   (Netherlands)

Author keywords

master's thesis; relational perspective; structural equation modeling; student satisfaction; supervision

Indexed keywords

EID: 84871147725     PISSN: 03075079     EISSN: 1470174X     Source Type: Journal    
DOI: 10.1080/03075079.2011.556717     Document Type: Article

References (44)

1. Acker, S., Hill, T. and Black, E. 1994. Thesis supervision in the social sciences: Managed or negotiated?. Higher Education, 28: 483-98. (doi:10.1007/BF01383939)
2. Anderson, C., Day, K. and McLaughlin, P. 2006. Mastering the dissertation: Lecturers' representations of the purposes and processes of master's level dissertation supervision. Studies in Higher Education, 31(2): 149-68. (doi:10.1080/03075070600572017)
3. Bowman, N. A. 2010. Can 1st-year college students accurately report their learning and development?. American Educational Research Journal, 47(2): 466-96. (doi:10.3102/0002831209353595)
4. Brown, G. and Atkins, M. 1988. Effective teaching in higher education, London: Methuen.
5. Delamont, S., Parry, P. and Atkinson, O. 1998. Creating a delicate balance: The doctoral supervisor's dilemmas. Teaching in Higher Education, 3(2): 157-72. (doi:10.1080/1356215980030203)
6. Den Brok, P. 2001. Teaching and student outcomes. A study on teachers' thoughts and actions from an interpersonal and a learning activities perspective, Utrecht: WCC.
7. Den Brok, P., Brekelmans, M. and Wubbels, T. 2004. Interpersonal teacher behaviour and student outcomes. School Effectiveness and School Improvement, 15: 407-22. (doi:10.1080/09243450512331383262)
8. Denicolo, P. 2004. Doctoral supervision of colleagues: Peeling off the veneer of satisfaction and competence. Studies in Higher Education, 29(6): 694-707.
9. Drennan, J. and Clarke, M. 2009. Coursework master's programmes: The student's experience of research and research supervision. Studies in Higher Education, 34(5): 483-500. (doi:10.1080/03075070802597150)
10. Dysthe, O. 2002. Professors as mediators of academic text cultures: An interview study with advisors and master's degree students in three disciplines in a Norwegian university. Written Communication, 19: 493-544. (doi:10.1177/074108802238010)
11. Dysthe, O., Samara, A. and Westrheim, K. 2006. Multivoiced supervision of master's students: A case study of alternative supervision practices in higher education. Studies in Higher Education, 31(3): 299-318. (doi:10.1080/03075070600680562)
12. Egan, R., Stockley, D., Brouwer, B., Tripp, D. and Stechyson, N. 2009. Relationships between area of academic concentration, supervisory style, student needs and best practices. Studies in Higher Education, 34(3): 337-45. (doi:10.1080/03075070802597143)
13. Fiske, S., Cuddy, A. and Glick, P. 2006. Universal dimensions of social cognition: Warmth and competence. Trends in Cognitive Sciences, 11(2): 77-83. (doi:10.1016/j.tics.2006.11.005)
14. Grant, B. 2003. Mapping the pleasures and risks of supervision. Discourse: Studies in the Cultural Politics of Education, 24(2): 175-90. (doi:10.1080/01596300303042)
15. Grant, B. and Graham, A. 1999. Naming the game: Reconstructing graduate supervision. Teaching in Higher Education, 4(1): 77-89. (doi:10.1080/1356251990040105)
16. Halse, C. and Malfroy, J. 2010. Retheorizing doctoral supervision as professional work. Studies in Higher Education, 35(1): 79-92. (doi:10.1080/03075070902906798)
17. Hasrati, M. 2005. Legitimate peripheral participation and supervising PhD students. Studies in Higher Education, 30(5): 557-70. (doi:10.1080/03075070500249252)
18. Ives, G. and Rowley, G. 2005. Supervisor selection or allocation and continuity of supervision: PhD students' progress and outcomes. Studies in Higher Education, 30(5): 535-55. (doi:10.1080/03075070500249161)
19. Judd, C., James-Hawkins, L., Yzerbyt, V. and Kashima, Y. 2005. Fundamental dimensions of social judgment: Understanding the relations between judgments of competence and warmth. Journal of Personality and Social Psychology, 89: 899-913. (doi:10.1037/0022-3514.89.6.899)
20. Kam, B. K. 1997. Style and quality in research supervision: The supervisor dependency factor. Higher Education, 34: 81-103. (doi:10.1023/A:1002946922952)
21. Kiesler, D. J. and Auerbach, S. M. 2003. Integrating measurement of control and affiliation in studies of physician-patient interaction: The interpersonal circumplex. Social Science & Medicine, 57: 1707-22. (doi:10.1016/S0277-9536(02)00558-0)
22. Kline, R. B. 2005. Principles and practice of structural equation modeling, New York: Guilford Press.
23. Leary, T. 1957. An interpersonal diagnosis of personality, New York: Ronald Press.
24. Lee, A. 2008. How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3): 267-81. (doi:10.1080/03075070802049202)
25. Li, S. and Seale, C. 2007. Managing criticism in PhD supervision: A qualitative case study. Studies in Higher Education, 32(4): 511-26. (doi:10.1080/03075070701476225)
26. Lindèn, J. 1999. The contribution of narrative to the process of supervising PhD students. Studies in Higher Education, 24(3): 351-69. (doi:10.1080/03075079912331379945)
27. Mainhard, T., van der Rijst, R., van Tartwijk, J. and Wubbels, T. 2009. Development, reliability and validity of the questionnaire on supervisor-doctoral student interaction. Higher Education, 58(3): 359-73. (doi:10.1007/s10734-009-9199-8)
28. Manathunga, C. 2007. Supervision as mentoring: The role of power and boundary crossing. Studies in Continuing Education, 29(2): 207-21. (doi:10.1080/01580370701424650)
29. Meeus, W., van Looy, L. and Libotton, A. 2004. The bachelor's thesis in teacher education. European Journal of Teacher Education, 27(3): 299-321. (doi:10.1080/0261976042000290813)
30. Nelson, M. 1997. An interactional model for empowering women in supervision. Counselor Education & Supervision, 37(2): 125-39. (doi:10.1002/j.1556-6978.1997.tb00538.x)
31. Pearson, M. and Brew, A. 2002. Research training and supervision development. Studies in Higher Education, 27(2): 135-50. (doi:10.1080/03075070220119986c)
32. Peterson, E. B. 2007. Negotiating academicity: Postgraduate research supervision as category boundary work. Studies in Higher Education, 32(4): 475-87. (doi:10.1080/03075070701476167)
33. Philips, E. M. and Pugh, D. S. 2005. How to get a PhD? A handbook for students and their supervisors, Maidenhead, UK: Open University Press.
34. Pike, G. R. 1999. The constant error of the halo in educational outcomes research. Research in Higher Education, 49(1): 61-86. (doi:10.1023/A:1018774311468)
35. Seagram, B. C., Gould, J. and Pyke, S. W. 1998. An investigation of gender and other variables on time completion of doctoral degrees. Research in Higher Education, 39(3): 319-35. (doi:10.1023/A:1018781118312)
36. Shuell, T. J. 1988. The role of the student in learning from instruction. Contemporary Educational Psychology, 13(3): 276-95. (doi:10.1016/0361-476X(88)90027-6)
37. Smeby, J. C. 2000. Disciplinary differences in Norwegian graduate education. Studies in Higher Education, 25(1): 53-67. (doi:10.1080/030750700116019)
38. Tiedens, L. Z. and Fragale, A. R. 2003. Power moves: Complementarity in dominant and submissive nonverbal behavior. Journal of Personality and Social Psychology, 84(3): 558-68. (doi:10.1037/0022-3514.84.3.558)
39. Todd, M., Smith, K. and Bannister, P. 2006. Supervising a social science undergraduate dissertation: Staff experiences and perceptions. Teaching in Higher Education, 11(2): 161-73. (doi:10.1080/13562510500527693)
40. Van den Berg, I., Admiraal, W. and Pilot, A. 2006. Design principles and outcomes of peer assessment in higher education. Studies in Higher Education, 31(3): 341-56. (doi:10.1080/03075070600680836)
41. Vermunt, J. D. and Verloop, N. 1999. Congruence and friction between learning and teaching. Learning and Instruction, 9(3): 257-80. (doi:10.1016/S0959-4752(98)00028-0)
42. Wubbels, T., Créton, H. A. and Hooymayers, H. P. 1985. Discipline problems of beginning teachers, interactional teacher behaviour mapped out. Abstracted in Resources in Education, 20(12): 153
43. Wubbels, T. and Brekelmans, M. 2005. Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43: 6-24. (doi:10.1016/j.ijer.2006.03.003)
44. Ylijoki, O. 2001. Master's thesis writing from a narrative approach. Studies in Higher Education, 26(1): 21-34. (doi:10.1080/03075070020030698)