Approaches to Learning in the Honours Year Supervisory relationship: A Preliminary Investigation
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This study considers the role and intervention strategies used throughout the honours year supervisory process from the student perspective. Using an adaptation of the presage-process-product model for the supervisory setting, we report two key findings from a sample of eight honours students in Economics and Commerce faculties at two major Australian universities. First, the largest supervisory gaps observed related predominantly to academic roles, specifically, students required greater mentoring and intervention roles to be taken by their supervisors. Second, the students surveyed preferred more facilitative interventions rather than authoritative interventions. The study concludes with a discussion of implications of the research for stakeholders in the supervisory process.
Australasian Journal of Economics Education