Laden Sie die kostenlose Kindle App herunter und lesen Sie Ihre Kindle-Bücher sofort auf Ihrem Smartphone, Tablet oder Computer – kein Kindle-Gerät erforderlich. Weitere Informationen
Lesen Sie mit dem Kindle Cloud Reader Ihre Kindle-Bücher sofort in Ihrem Browser.
Scannen Sie mit Ihrer Mobiltelefonkamera den folgenden Code und laden Sie die Kindle App herunter.
Geben Sie Ihre Mobiltelefonnummer oder E-Mail-Adresse ein
Über „Link senden“ stimmen Sie den Amazon-Nutzungsbedingungen zu.
Sie stimmen zu, unter der oben angegebenen Mobiltelefonnummer über die Kindle App eine automatisierte Textnachricht von oder im Namen von Amazon zu erhalten. Ihre Zustimmung ist keine Bedingung für einen Kauf. Möglicherweise fallen Kosten für Nachrichten und Daten an.
The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations (PALGRAVE STUDY GUIDES) Taschenbuch – 2. März 2005
Dieses Buch gibt es in einer neuen Auflage:
Über den Autor und weitere Mitwirkende
- Herausgeber : Macmillan Education; New Edition (2. März 2005)
- Sprache : Englisch
- Taschenbuch : 392 Seiten
- ISBN-10 : 1403903956
- ISBN-13 : 978-1403903952
- Abmessungen : 14 x 2.09 x 21.6 cm
Informationen zum Autor
Spitzenrezensionen aus anderen Ländern
The primary focus is supervising research projects in the social sciences, humanities, performing arts, health and related areas (pg 3).
Here Wisker leaves the reader to assume science is either an area that is related to health or is simply not considered. Such a mis-representation of the general graduate and undergraduate majors comes in stark contrast to trends in education: more than half of all PhDs have historically been awarded in science fields and 67.3% of all PhDs awarded in the United States in 2008 (the most recent year for which statistics were made available) were in “science and engineering” (see e.g. [...] ). The bias is even more evident in the following (also quotes from the book):
All research is a dialogue with other experts (pg 122).
Science students are usually more likely to adopt a surface approach… as part of acquiring a knowledge base (pg 178).
The first statement overstates the so-called “dialogue with other experts”: while dialog may form the basis for research in the liberal arts/social science fields, science is rooted in the scientific method, i.e. theoretical descriptions of phenomena that are experimentally testable. While a “dialogue with experts” (i.e. publications, conferences, etc.) are a natural “output” of any research discipline, it hardly forms the basis for most research in and of itself. The other statement can be characterized as, at best, belittling and insulting to science researchers and/or students. Scientific research at the postgraduate level requires a very deep understanding of the subject area, contrary to Wisker’s statement.
The reasoning for the bias in writing about supervisory skills is transparent: the book is written by Prof. Gina Wisker whom inaccurately represents her expertise as being applicable to all disciplines (see [...] ). The pedagogic research environment works within its own sphere (a necessary approach for most disciplines), making the input from which book's material is structured similarly limited in scope. Input from science-based research perspectives seems extremely limited in the best cases and non-existent in the worst.
There are, however, some useful tidbits in the book. For example, this reader found the section on the “student contract” (pg 47-59) provides supervisors and students with an informal “last resort” for conflict resolution, while enabling them to clearly define and understand what is expected of one another. In a similar vein, text regarding time-management and cultural differences were practical and insightful, respectively. However, these parts do not make up for the hundreds of other pages that are useless at best and insulting at worst to any scientist seeking a guide to supervising postgraduate and undergraduate students.
In this reader's opinion, those that wish to present themselves as experts in supervision of postgraduate students should either (a) be sure their expertise is universal enough to warrant inclusion of all disciplines or (b) redefine their expertise as being limited to a (set of) given field(s). The title of this book and the author’s claim to be “specializing in postgraduate student learning and supervisory practice” (again, see [...]) are far too general (considering the content of the text and the actual expertise of the author) and are therefore unjustifiable. While adding clarification by including relevant classifiers may be cumbersome, it is honest and accurate. Re-searchers have a responsibility to represent themselves with the utmost clarity and are often forced to correct themselves or gracefully “bow out” when they step too far outside of their relative areas of expertise. And while replacing the title of this book with “The Good Liberal Arts/Social Science Supervisor” (or something similarly accurate) may not be as “sexy” or succinct, at least it would be accurate enough to help prevent science supervisors from wasting money on it.