The implications of cognitive style for the management of student-supervisor relationships

Armstrong, Steven and Allinson, Christopher W. and Hayes, John (1997) The implications of cognitive style for the management of student-supervisor relationships. Educational Psychology, 17 (1 and). pp. 209-218. ISSN 0144-3410

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Item Type:Article
Item Status:Live Archive

Abstract

There has been little research into thesis supervision despite numerous testimonies asserting its critical importance in higher education. From the studies which have been carried out, it is evident that there are two main issues contributing to student dissatisfaction and low completion rates. One is the feeling of isolation expressed by students. The second, and most widely reported, is the nature of the relationship between supervisor and student. This paper describes an innovative programme of supervision which helps resolve the first of these issues. It also reports a preliminary study into the allocation of students to supervisors on the basis of the cognitive styles of both parties. Although, at this stage, there is no clear-cut evidence to demonstrate the benefits of a 'matching' approach, it is suggested that a focus on the interaction between student and supervisor, using qualitative methods, rather than on the individuals themselves, may prove fruitful.

Keywords:cognitive style, student-supervisor relationships
Subjects:X Education > X342 Academic studies in Higher Education
Divisions:Lincoln International Business School
ID Code:26687
Deposited On:14 Mar 2017 13:39

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