Challenging the dual assumption of the ‘always/already’ autonomous student and effective supervisor

By C. Manathunga, J. Goozée. 2007

154 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/00960735a0cec42167574361dfe27a28eb0d3480

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In Education

In General Health Professions

In Social Psychology

Citations in the corpus

Towards understanding international graduate student isolation in traditional and online environments (2011, background): “They are assumed to be independent, critical thinkers, and strong writers, and if they are not already so, it is assumed that they will acquire these characteristics by observing and imitating other students and their advisors (Manathunga and Goozee 2007).”
A learning community approach to doctoral education in the social sciences (2009, background): “Manathunga and Goozee ( 2007 ) reported on the role of collective learning groups amongst students as a device for developing independent scholars that departs from the traditional model of supervision pedagogy.”
A sociocultural view of doctoral students' relationships and agency (2010, background): “Accounts of supervisory relationships have begun the work of theorising the dynamics of student-supervisor interactions, opening up notions of such spaces as infused with power, desire and tensions, constructed and contested by both student and supervisor (Grant 2003 ; Manathunga and Goozee 2007 )”
Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings (2014, background): “2008 ; Green and Lee 1995 ; Hall and Burns 2009 ; Halse and Malfroy 2010 ; Hoffer and others 2005; Jakobi and Rusconi 2009 ; Kriebernegg and Maierhofer 2009 ; Manathunga and Goozee 2007 ; Sarja and Janhonan 2009; Taylor 2007 ).”
Promoting doctoral students' research self-efficacy: combining academic guidance with autonomy support (2011, background): “Although the extant research suggests that greater academic guidance and personal support will augment research self-efficacy, a central challenge of supervision involves balancing guidance and support with student autonomy (Delamont, Parry, & Atkinson, 1998 ; Manathunga & Goozee, 2007 ).”