Tutors and trainee researchers most value supportive attitude, mastery of the research field, and accessibility in a research project supervisor¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In consultations with experienced online supervisors and their former students, the most frequently cited desirable supervisor characteristics were a supportive attitude (61.54% total), mastery of the research field (57.69%), being directive (53.85%), and being accessible, friendly and empathetic (50% total). → Darder 2015

Evidence¶

Darder 2015¶

Darder, A.; Pérez Garcias, A. (2015). Online tutoring procedure for research project supervision: management, organization and key elements. New Approaches in Educational Research 4(2). https://doi.org/10.7821/naer.2015.4.110

q2 · i? · design · r2

Consultation with 14 experienced online supervisors (from 23 invited across 16 PhD programs) and 12 of their former students, using semi-structured interviews and closed questions. Table 1 reports percentages, e.g. "Showing a supportive attitude 71.43 50 61.54" and "Mastering the research field 57.14 58.33 57.69".

"The results obtained from the consultation with trainee researchers and tutors with regard to the characteristics that define a research project supervisor are: accessibility, empathy, friendliness, support, organization, an open mind, mastery of the field, mastery of methodology, direction, etc."

Discussion¶

Related Claims¶

• Research project supervision styles can be differentiated by degree of supervisory control and degree of support, yielding five distinct styles — related
• The student-tutor relationship alone is judged insufficient: peer mixing and virtual communities are needed to counter isolation in online research supervision — related
• Implementation of the TPI procedure reached only one tutor-trainee pair out of nine potential tutors, though participants assessed it positively — related
• Staff qualifications, ideology, and self-sufficiency were the major determinants of success in surveyed youth-serving institutions — related
• The reviewed corpus mostly targets introductory learners in short-term studies, with supervision level structurally tied to deployment context — related
• Institutional and supervisor support are associated with adaptive motivation among final-year master's thesis students — related
• External feedback from supervisors, tutors, and peers supports students' completion and accuracy of self-assessment, with high achievers more likely to use tutor feedback — related