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Do research supervisors generate beneficial learning outcomes for learners?

Shirley M.C. yeung (Department of Supply Chain and Information Management, Hang Seng Management College, Hong Kong, Hong Kong)

The TQM Journal

ISSN: 1754-2731

Article publication date: 9 January 2017

461

Abstract

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.

Keywords

Citation

yeung, S.M.C. (2017), "Do research supervisors generate beneficial learning outcomes for learners?", The TQM Journal, Vol. 29 No. 1, pp. 2-18. https://doi.org/10.1108/TQM-08-2012-0064

Publisher

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Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited

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