THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION:A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONby‘Steven J. ArmstrongCentre for Man THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONnagement & Organisational Learning University of Hull Business SchoolDr. Christopher w. Allinson Leeds University Business School The University of Leeds Leeds, LS2 9JT, United Kingdom. Tel: 44 (0)113 2333637 Email: cwa@lubs.leeds.ac.ukProf. John Hayes Leeds University Business School The University THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION of Leeds Leeds, LS2 9JT, United Kingdom.Tel: 44 (0)113 2333632 Email: jh@lubs.leeds.ac.uk‘Address for correspondence:Dr. Steven J. ArmstrongCentre foTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
r Management & Organisational Learning The University of Hull Business SchoolHull, HU6 7RX,United KingdomTel: 44 (0)1482 465719 Fax: 44 (0)1482 466637THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION:A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONby‘Steven J. ArmstrongCentre for Man THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONANAGEMENT EDUCATIONABSTRACTWhilst attention has been paid to many aspects of leaching and learning in management education, one facet that has been seriously overlooked is the process of research supervision. Research at both the graduate and the undergraduate level suggests that the relationship be THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONtween the student and the supervisor is a significant predictor of success and failure in independent research projects. One personality variable thatTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
has been shown to be partly responsible for shaping the overall effectiveness of such relationships is cognitive style, defined as consistent individTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION:A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONby‘Steven J. ArmstrongCentre for Man THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONifferences and similarities in the analytic-intuitive dimension of cognitive style on the supervision process. Data were collected from both partners in 421 dyadic relationships, each comprising an academic supervisor and a management student undertaking a major research project. Findings suggest th THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONat analytic supervisors were perceived to be significantly more nurturing and less dominant than their more intuitive counterparts, indicating a higheTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
r degree of closeness in their relationships. This led to increased liking in the relationship, and significantly higher performance outcomes for the THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION:A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONby‘Steven J. ArmstrongCentre for Man THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONCTIONAlthough attention has been paid to many aspects of student learning in management education, one facet still seriously overlooked is research supervision. The present study explores the possibility that differences and similarities in the cognitive styles of students and their research supervi THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONsors might have a significant effect on socio-emotional aspects of their interpersonal working relationships, and ultimately, on performance outcomes.THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
While research supervision is an important issue for final year undergraduate. MBA and research students, most of the published research on this topicTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION:A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONby‘Steven J. ArmstrongCentre for Man THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONne, 1992). hl the UK for example. Rudd’s study (1985) into postgraduate failure revealed that between 40% and 50% of students failed to successfully complete dissertations in the social sciences. Similar figures were reported in a later study by Dunkerley & Weeks (1994) who found that out of 1969 ca THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONndidates, 46% withdrew. In North America, thesis and dissertation requirements have also been reported to increase attrition and delay completion of gTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
raduate degrees (Garcia et al, 1988). Failure and completion rates have been very similar to those reported in the UK, with as many as 50% of studentsTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION:A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONby‘Steven J. ArmstrongCentre for Man THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONouri et al, 1988 - cited in Garcia et al, 1988). Furthermore, a high proportion of those who do complete their research degrees take significantly longer than expected (Garcia el al. 1988). Earlier studies that report similar findings clearly indicate that this is not a new problem (Berelson, 1960; THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONSnell, 1965; Wilson, 1965; Rudd & Hatch, 1968). The success of students’ independent research projects has implications beyond student learning. For eTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
xample, in the UK, the Research Councils link a University’s eligibility for postgraduate research studentships to completion rates.3https://khothuvieTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION:A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONby‘Steven J. ArmstrongCentre for Man THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONDillon & Malott, 1981; Malott, 1986; Garcia & Malott, 1988) and students themselves often express dissatisfaction with the process (Hockey, 1991). Aspects of dissatisfaction include the need for more structure and direction (Acker & Black, 1994), being allocated a supervisor whose interests and know THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONledge do not match their own (Macrotest, 1987), and receiving insufficient guidance concerning planning, organizing and time-scaling (Delamont & EggleTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
ston, 1981; Wright & Lodwick, 1989). Dissatisfaction rates are generally higher among social science students than in the natural sciences (Young et aTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION:A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONby‘Steven J. ArmstrongCentre for Man THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONess in the social sciences’ (ESRC 1991 p8). Whilst there have been numerous testimonies to its critical importance, there have also been reports of its exceptional difficulty (Acker et (11, 1994). It has been described as ‘probably the most responsible task undertaken by an academic’ (Burnett, 1977, THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION pl7), ‘the most complex and subtle form of teaching in which we engage’ (Brown & Atkins, 1988 pl 15). and ‘the most advanced level of teaching in ourTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
education system’ (Connell, 1985). As several authors have pointed out, however (Hill et al, 1994; Hoshmand, 1994), such observations seem curiously THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION:A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONby‘Steven J. ArmstrongCentre for Man THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONtudy will focus on the nature of the studenưsupervisor relationship in undergraduate independent research projects. There are many similarities between the research supervision process at undergraduate and postgraduate levels, but there are also some important differences. For example, while many po THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONstgraduate students have had prior experience of4research supervision, for most undergraduate students the final year research project is usually theiTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
r first major piece of student-directed learning. This is normally undertaken over an extended period of several months and has to be written up and pTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION:A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONby‘Steven J. ArmstrongCentre for Man THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONis, in many ways, very different from the relationships that they have had with the lecturers who delivered most of the courses on their degree programme. While they need guidance, they also need to develop sufficient autonomy and freedom to design and execute their own projects (see Harding 1973 an THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONd Cornwall et al 1977). Undergraduate students may be more inclined than postgraduate students to regard their supervisor as the unquestioned authoritTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
y on their topic (Armstrong & Shanker, 1983) and therefore may experience more problems developing the confidence to act independently. Hammick and AcTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION:A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONby‘Steven J. ArmstrongCentre for Man THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION, 1980). Most undergraduate and MBA students have no choice but to engage in the final year research project, irrespective of whether they have any inherent interest in this part of their degree programme. Postgraduate research students, on the other hand, have voluntarily chosen to enrol for a rese THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONarch degree and therefore are more likely to be self motivated. At the undergraduate level, maintaining psychological momentum and student motivationTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
may assume even greater importance and may require supervisors to bring to the relationship much more than subject relevant expertise.In an extensive THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION:A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONby‘Steven J. ArmstrongCentre for Man THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONve5relationships was regarded as being crucially important, but ‘very little attempt has been made to empirically examine the impact of this relationship on the quality of supervision’ (Kam, 1997, p81.). Whilst students have been found to be rather more interested in personal compatibility (Hill et THE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATIONal, 1994), the matching process for undergraduate and postgraduate students in most institutions often begins with a search for compatibility based onTHE EFFECTS OF COGNITIVE STYLE ON RESEARCH SUPERVISION A STUDY OF STUDENT-SUPERVISOR DYADS IN MANAGEMENT EDUCATION
their levels of research interests. Armstrong and Shanker (1983) report in their study of undergraduate students that 69 percent chose their own supeGọi ngay
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