Research Supervision Styles in Iranian academia: from facilitation to exploitation!

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Safaee Movahed S.

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Journal Paper

Paper Information

Journal: JOURNAL OF THEORY AND PRACTICE IN CURRICULUM Year:2019 | Volume:7 | Issue:13 Page(s): 5-28

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Information Journal Paper

Title

Research Supervision Styles in Iranian academia: from facilitation to exploitation!

Author(s)

Safaee Movahed S. | Issue Writer Certificate

Keywords

research supervisionQ1

postgraduate studiesQ2

emergent grounded theoryQ1

academic exploitationQ1

research supervision styleQ1

Abstract

Due to some political and financial considerations, the number of postgraduate students has been growing exponentially in Iran in the last two decades. That is while the number of faculty has not increased proportionally to keep up with the fast growth. Hence, the studentfaculty ratio has widened, turning thesis and dissertations into chaotic scene. Accordingly, this paper aims to uncover how Iranian professors supervise postgraduate research projects in such a complex unprecedented context. The research participants are 45 postgraduate students who were selected purposively by criterion sampling strategy and interviewed by informal and in-depth techniques. Methodologically, the research may be deemed as grounded theory with emergent design (proposed by Charmaz). Thus, the data were analyzed at two levels, namely initial and focused (secondary) coding, and a quadripartite typology emerged consequently. To establish and report credibility, two strategies were continuously applied as member check and peer debriefing. Taking into account four criteria as power relations, level of informativity, level of support, and reciprocal expectations, it is argued that Iranian professors draw upon four research supervision styles: facilitative-networking(when supervisor establishes a community of experts to facilitate the project into a productive experience), laissez-faire (when supervisor does not care about how the work should be run and the student is fully free for his/her options), commander-soldier (when supervisor just dictates what he/she thinks is true and the student must abide by the commands), and exploitative (when the supervisor makes the student to churn out as many publications as possible and spends no time and energy for the improvement and development of student in an academic manner).

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APA: Copy

Safaee Movahed, S.. (2019). Research Supervision Styles in Iranian academia: from facilitation to exploitation!. JOURNAL OF THEORY AND PRACTICE IN CURRICULUM, 7(13 ), 5-28. SID. https://sid.ir/paper/241858/en

Vancouver: Copy

Safaee Movahed S.. Research Supervision Styles in Iranian academia: from facilitation to exploitation!. JOURNAL OF THEORY AND PRACTICE IN CURRICULUM[Internet]. 2019;7(13 ):5-28. Available from: https://sid.ir/paper/241858/en

IEEE: Copy

S. Safaee Movahed, “Research Supervision Styles in Iranian academia: from facilitation to exploitation!,” JOURNAL OF THEORY AND PRACTICE IN CURRICULUM, vol. 7, no. 13 , pp. 5–28, 2019, [Online]. Available: https://sid.ir/paper/241858/en

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