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Background Medical degree programs use scholarly activities to support development of basic research skills, critical evaluation of medical information and promotion of medical research. The University of Sydney Doctor of Medicine Program includes a compulsory research project. Medical student projects are supervised by academic staff and affiliates, including biomedical science researchers and clinician-academics. This study investigated research supervisors’ observations of the barriers to and enablers of successful medical student research projects. Methods Research supervisors ( n  = 130) completed an anonymous, online survey after the completion of the research project. Survey questions targeted the research supervisors’ perceptions of barriers to successful completion of projects and sources of support for their supervision of the student project. Data were analysed by descriptive statistics and using manifest content analysis. Further quantitative investigation was made by cross-tabulation according to prior research supervision experience. Results Research supervisors reported that students needed both generic skills (75%) and research-based skills (71%) to successfully complete the project. The major barrier to successful research projects was the lack of protected time for research activities (61%). The assessment schedule with compulsory progress milestones enabled project completion (75%), and improved scientific presentation (90%) and writing (93%) skills. Supervisors requested further support for their students for statistics (75%), scientific writing (51%), and funding for projects (52%). Prior research supervision experience influenced the responses. Compared to novice supervisors, highly experienced supervisors were significantly more likely to want students to be allocated dedicated time for the project ( P  < 0.01) and reported higher rates of access to expert assistance in scientific writing, preparing ethics applications and research methodology. Novice supervisors reported higher rates of unexpected project delays and data acquisition problems ( P  < 0.05). Co-supervision was favoured by experienced supervisors but rejected by novice supervisors. Conclusions Both generic and research-related skills were important for medical student research project success. Overall, protected research time, financial and other academic support were identified as factors that would improve the research project program. Prior research supervision experience influences perceptions of program barriers and enablers. These findings will inform future support needs for projects and research supervisor training for the research supervision role.

Promoting research integrity practices among doctoral candidates and early career researchers is important for creating a stable and healthy research environment. In addition to teaching specific technical skills and knowledge, research supervisors and mentors inevitably convey research practices, both directly and indirectly. We conducted a scoping review to summarise the role of mentors in fostering research integrity practices, mentors’ responsibilities and the role that institutions have in supporting good mentorship. We searched five different databases and included studies that used an empirical methodology. After searching, a total of 1199 articles were retrieved, of which 24 were eligible for analysis. After snowballing, a total of 35 empirical articles were selected. The review discusses various themes such as the importance of good mentorship, poor mentorship practices, virtues and qualities of mentors, responsibilities and activities of mentors, group mentoring and responsibilities of the institution in supporting good mentorship. This review demonstrates the importance of mentors instilling responsible research practices and attitudes, and promoting research integrity among their mentees. Mentors are responsible for providing explicit guidance and for acting as good role models. The review highlights how poor mentorship can have a bad impact on the research climate. In addition, the review highlights the important influence that institutions can have in supporting mentorship.

Higher degree research students and their contributions to society and the economy are well known. However, the recognition of the increasing numbers of such students and the decreasing availability of supervisors implies that traditional individual modes of research supervision are no longer sufficient, while models of cohort supervision have led to successful outcomes. This paper uses the notion of threshold crossing to reflect upon a case study of higher degree research (HDR) supervision in an action research program, where students are immersed in industry projects to investigate company issues, innovate and transform the organisation. The action research model balances structure and flexibility, with set tasks and embedded reflexivity; the responsiveness of the model ensures timely project completion and the development of critical thinking skills. Balancing the proximity and distance between the supervisors, student, cohort and industry partner ensures that students are socialised into both academic and industry settings, developing self-efficacy to succeed in both worlds. Analysis of interviews with students and firm partners reveals that the cohort model valorises the higher research degree, developing research students. Three trends in HDR supervision are reconciled in the pedagogical approach outlined: bridging industry and academia, enculturation and emancipation and communities of learning and practice.

Aims. The aim of this integrative literature review was first to review current studies on the supervision process and the roles and responsibilities of the supervisor. The second aim was to use the findings to describe a ‘supervisory toolkit’ to enhance effective postgraduate research supervision. Background. Although research supervision forms an integral part of academic work, academic staff is often not formally equipped to provide quality supervision. Academic outputs are dependent on quality supervision. Design. Integrative review Data Sources. CINAHL search using the databases Academic Search Premier, Africa-Wide Information, Business Source Premier, eBook Collection (EBSCOhost), E-Journals, ERIC, Family & Society Studies Worldwide, Health Source: Nursing/Academic Edition, Humanities Source, MasterFILE Premier, MEDLINE, PsycARTICLES, Social Work Abstracts and TOC Premier. Keywords were searched. Thirty studies published between 2005 and 2015 were reviewed. Review Methods. Studies were appraised using recognized evaluation tools. Thematic analysis was undertaken and emergent themes were extracted Results. The supervision process is depicted as an interconnected learning and developmental process that takes place within a relationship. The three main roles of the supervisor with their associated responsibilities reflect the research supervisor as a project manager, quality assurer and counsellor. Conclusion. The toolkit is based on a thematic analysis of an integrative literature review, and can be utilised by supervisors to direct the activities required for effective postgraduate supervisory practice.

In contrast to previous studies, this investigation aims to get deeper insights into the causes of the intention to study abroad by using an experimental approach. Although international experience is often considered as important, many students at German universities do not even consider abroad. Referring to the Theory of Rational Choice (RCT) and the Theory of Planned Behavior (TPB), the intention to study abroad is shaped by student's evaluation of expected benefits from studying abroad, resources and restrictions regarding its realization, and normative aspects. In a factorial survey experiment, hypothetical study abroad descriptions with varying attributes were presented to students of economics and engineering of a German university. The experimental design allows for more nuanced operationalizations and for diminished endogeneity biases through systematic variation and randomization. Thus, a more direct test of the assumptions about educational decision-making is possible. A comparison of the unbiased predictor weights clearly indicates that students prioritize conditions when considering study abroad. They seem to not ponder about beneficial outcomes of studying abroad, such as own personality development and being in a desired host country, as long as the realization of the stay is not substantially guaranteed by related foreign language skills, sufficient financing, and a supportive host university. Further facilitations through an exchange program and exchange in a group, as well as expectations of family and friends are of secondary importance. (HRK / Abstract übernommen).

Scientific malpractice is not just due to researchers having bad intentions, but also due to a lack of education concerning research integrity practices. Besides the importance of institutionalised trainings on research integrity, research supervisors play an important role in translating what doctoral students learn during research integrity formal sessions. Supervision practices and role modelling influence directly and indirectly supervisees’ attitudes and behaviour toward responsible research. Research supervisors can not be left alone in this effort. Research institutions are responsible for supporting supervisors in being more aware of their RI function, and in supporting responsible supervision practices to have a positive cascading effect on supervisees’ research practices. We interviewed 22 European research supervisors to investigate how they perceive their role as research integrity trainers and their real-life supervision practices. Moreover, we investigated their points of view concerning the role of research institutions in supporting supervision practices. Although there are different commonalities in supervisors’ perception of their research integrity-related role, differences are emphasised depending on the supervisors’ characteristics such as academic domain, seniority, working country and gender. In addition, supervisors’ way of mentoring depend also on supervisees’ learning curve. Overall, all supervisors agreed on institutions playing an important role in support their supervision effort and practices. This study aims to be a starting point for better understanding research integrity supervision practices and the role of institutions in supporting them. Moreover, it puts the basis to further investigate differences in supervision practices depending on supervisors’ characteristics.

Aim/Purpose: This study aimed to explore the challenges faced by international doctoral students in Chinese universities and find out what international doctoral students perceive to be effective supervision. Background: As higher education internationalization is proliferating, there is a need for adjustment in every educational system. Despite the rise in the internationalization of higher education in China, very little research has been carried out on internalization at the doctoral level. Since research forms an essential part of doctoral programs, it is necessary to examine the challenges international students face as far as research supervision is concerned. Methodology: This study employed the exploratory case study research design adopting the qualitative research methodology. The study participants were 68 doctoral students from two comprehensive universities in China. A comprehensive university consists of diverse programs and students: for example, master’s programs, doctoral programs, undergraduate programs, and professional programs. Data were collected using a semi-structured interview guide. The qualitative data collected was analyzed thematically. Contribution: This study offers new insights into the research supervision of international doctoral students. This study suggests that every university hosting international students should pay attention to doctoral students’ research supervision and implement appropriate strategies such as those proposed in this study to allow international students to acquire new knowledge and skills as far as research is concerned. This study also proposed some strategies based on what doctoral students perceive to be effective supervision that universities can implement to improve research supervision. Findings: The study found that international doctoral students faced many challenges regarding research supervision. These challenges are language barriers, ineffective communication with supervisors, insufficient time to discuss with supervisors, cultural differences and adapting to a new environment, depression, and forcing students to change research topics. Moreover, this study found that the following strategies can be implemented to improve research supervision of international students: considering student’s research interests when assigning them to supervisors, the need for a specific time to meet with supervisors, providing or directing students where to get research materials, in-service training for research supervisors, and evaluating and modifying criteria for selecting supervisors. Recommendations for Practitioners: University administrators can establish informal research supervision learning communities that can enable supervisors from different universities to share cross-cultural supervision ideas and learn from one another. Moreover, it is necessary for supervisors to guide and direct students both in academics and social life to help them overcome depression; isolation, and adapt to a new environment. Recommendation for Researchers: This study was limited to two universities, and the participants were international doctoral students in English-taught programs. However, the situation may differ with international doctoral students in Chinese-taught programs. As a result, the researchers suggest that another study should be carried out focusing on international doctoral students in Chinese taught programs; their experiences may differ. Impact on Society: Doctoral students are significant contributors to the research productivity of an institution. It is, therefore, necessary to ensure that they acquire sustainable research skills to solve the complex problems affecting the education sector and society at large. Future Research: It is vital to explore international doctoral supervision in other disciplines as well as universities.

Background A medical research supervisor is of crucial importance to the undergraduate student enrolled in a research methodology course. A solid relationship between the two is vital to the success of the research project and the overall well-being of the student. The structure of the relationship between a student and a research supervisor is seldom discussed in the context of undergraduate medical research. This study evaluates students’ expectations of their research contributions and their supervisors’ roles. Methods This was an observational study in a large health university in Saudi Arabia. A total of 320 medical students enrolled in a two-year medical research program completed an online survey, of a previously validated instrument, that is, Role Perceptions Rating Scale. Demographic questions such as the current level in the research program (junior or senior) were added. Results The results showed that most students expected the responsibility to be equally shared between the supervisor and student during the development and execution of the research project. Additionally, students expected the research supervisor to be responsible for the research themes and contents, ensuring access to facilities, and assisting in the actual writing of the final research manuscript. Furthermore, the results indicated differences in expectations between junior and senior students. Conclusion This study demonstrates that medical students expect their research supervisors to support them to a significant extent. Understanding medical students’ expectations in a supervisor–student relationship is essential to successful research and collaboration. The evidence gathered in this study has practical implications for educational institutes to base their research training program on these insights. Providing clarity on the expectations and responsibilities of those participating in the research program is crucial, as this would, in turn likely advance the output of the research program and encourage clinicians to join the program as research supervisors.

Purpose Existing studies reflect that traditional teaching–learning relationships between supervisors and graduate students have become disjointed with actuality seriously. In particular, there are practical difficulties in handling many students from coursework-based postgraduate degrees under current university curricula. Therefore, this study aims to explore the relationship between research supervisors and graduate students on social media, which is popular among students. Design/methodology/approach This study surveyed 109 graduate students from two majors (population around 100 each) of a university in Hong Kong to explore their information usage for research on social media, related attitudes and their perceived supervisor relationships. The differences between the two majors were also compared. Findings The authors’ findings indicated that graduate students were active on social media, and social media has successfully provided effective alternate ways for students to communicate with their research supervisors. Social media could improve relationships between supervisors and research students and among fellow students. Besides education purposes, students also discussed their personal affairs on social media with supervisors, demonstrating enhanced trusted relationships. Graduate students also showed confidence in the further application of social media in higher education. Some differences between respondents from the two programs were also found in terms of communication contents, strengths, personal preferences and purposes for using social media. Originality/value Scant studies focus on the relationship between supervisors and graduate students under the current social media environment, especially for students from coursework-based postgraduate degrees. At a deeper level, for the widespread use of social media in the information age, this study explores the specific changes brought about by social media. Therefore, this study is of great theoretical and practical value to graduate education under the current social media environment.

Purpose The purpose of this paper is to explore the learning outcomes of students and the importance of research supervisors in writing research. Design/methodology/approach A questionnaire covering three dimensions: (A) skill set, (B) course arrangement, and (C) supervisor guidance was distributed to research students in Hong Kong and Chengdu, China, to examine their perceptions of a research module. Findings The regression results presented in this paper suggest that clear expectations of the course and the communication skills of supervisors or peers can explain around 20-30 percent of the change in the dependent variables of “awareness of using strategies to learn effectively,” “building self-confidence” and “quality of interaction.” With regard to the learning outcomes of students, the skills of using various resources, writing literature reviews and communication skills were perceived as being very important. For research supervisors, the quality of interaction, research experience and being approachable were all identified as being important. Practical implications The management of higher educational institutes could consider these findings when designing research curricula and selecting research supervisors so as to enhance learning outcomes. Originality/value The paper details learning outcomes from supervisors of writing research, which is important for the educational sector and the business world.