Supervisory Practice: A Qualitative Study

  • Milind Sathye University of Canberra
Keywords: supervisory practice, learning plans, qualitative approach

Abstract

Timely completion of doctoral and masters dissertation has assumed increased importance in Australia since the Federal Government introduced in 2003 a system of financial grants to Universities which, among others, emphasised timely completion of research by higher degree students. One of the Australian Universities responded to this need by introducing learning plans for all commencing research students. The purpose of these learning plans was not only to improve supervisory practices but also to identify the knowledge and skill gaps among research students at an early stage. The purpose of this paper is to document the experience of two supervisors and two students in the first year of the introduction of learning plans. On the basis of this information, it may be possible to draw lessons for supervisory practices as well as offer recommendations for improvements in learning plans. URN: urn:nbn:de:0114-fqs0502266

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Author Biography

Milind Sathye, University of Canberra
Dr Milind SATHYE is Associate Professor in Finance and Banking at the University of Canberra, Australia. He recently completed the course Graduate Certificate in Higher Education and has since developed interest in qualitative research methods. He has already published a paper that follows qualitative approach and one more paper using the approach as work-in-process.
Published
2005-05-31
How to Cite
Sathye, M. (2005). Supervisory Practice: A Qualitative Study. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(2). https://doi.org/10.17169/fqs-6.2.468