Sentence examples for a supervision relationship from inspiring English sources

The implication is that it is possible to care about what happens to doctoral researchers in general – in fact, this is a precondition for caring for an individual researcher during a supervision relationship.

In an Australian study, the result was a supervision relationship that was more reciprocal and less hierarchical (Green, Bowden, & Andrew, 2012), involving a shift from the master apprentice model to one in which the supervisor facilitates and negotiates rather than directs or instructs.

To be truthful, the end of any supervision relationship is always a bit of a mixed thing – both happy and sad.

A good supervision relationship was perceived as the most critical element of support in a doctoral programme, but good relationships were sometimes difficult to attain due to differences in student/supervisor expectations and in approaches to supervision.

However both groups identified the need for greater support to facilitate adjustment in a number of areas, including: understanding the PhD process, studying in a second language, working within a different academic culture, managing the supervision relationship, and finding a sense of community.

I was not in a direct teaching or supervision relationship with any participants.

The findings may also be useful more generally in indicating a direction for approaching the supervision relationship with MLHWs through professional ethos and promoting a shared vision of improved patient care, particularly in settings where managerial control tendencies predominate.

It may, for instance, add to the understanding of the functioning and effectiveness of supervision: in an extensive literature review Kilminster and Jolly (2000) highlight supervision relationship, feedback, and trainee control over the supervisory process and finding sufficient time for supervision as the most important features of effective supervision.

As noted above, Cumming (2010) in Australia found that the supervision relationship was not changing enough and suggested that there was mounting pressure to implement a more open and flexible type of supervision.

Another Australian and international study (Danby & Lee, 2012) developed a new online network space which included discussion forums, chats, video conferencing, linked homepages and collaborative writing spaces to combine technology with pedagogy as practice-in-action to improve the supervision relationship.

Expectations of the supervision relationship were strongly influenced by the participants' past educational experiences.