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Postgraduate supervision and academic support: students' perceptions

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dc.contributor.author Schulze, Salome
dc.contributor.author Lessing, A.C.
dc.date.accessioned 2009-05-22T09:40:05Z
dc.date.available 2009-05-22T09:40:05Z
dc.date.issued 2002
dc.identifier.citation AC Lessing & S Schulze. 2002. Postgraduate supervision and academic support: students' perceptions. South African Journal of Higher Education 16(2):139-149 en_US
dc.identifier.issn 1011-3487
dc.identifier.uri http://hdl.handle.net/10500/194
dc.description.abstract Postgraduate supervision in South Africa cur- rently takes place in the context of university transformation, increasing numbers of disadvan- taged students and appeals for improved com- pletion rates. Thus there is concern for quality. Among others, quality is determined by the extent to which students' expectations are met. Data about students' perceptions of supervision provides important information about their ex- pectations and if these are satisfied. Survey research was employed to determine distance education students' perceptions of their post- graduate supervision in the Faculty of Education, University of South Africa. Students had to rate the supervision they were given regarding the stated outcomes of these degrees. Their judg- ments of individual styles of supervision were also determined. Finally, students had to describe the most rewarding or frustrating aspects of their studies and what they would recommend re- garding postgraduate supervision. The article concludes with suggestions to enhance the quality of supervision. These include the training of supervisors. en_US
dc.language.iso en en_US
dc.publisher Unisa Press en_US
dc.relation.ispartofseries South African Journal of Higher Education en_US
dc.relation.ispartofseries 16(2) en_US
dc.subject higher education en_US
dc.subject postgraduate students en_US
dc.subject supervision en_US
dc.title Postgraduate supervision and academic support: students' perceptions en_US
dc.type Article en_US


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