Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Raising Scientists: A Phenomenological Study on Advisor - Advisee Relationships in Doctoral Education
Download
10.53478-yuksekogretim.1276510-3057434.pdf
Date
2023-10-13
Author
Gelmez Burakgazi, Sevinc
Gökalp, Gökçe
Kaya Kaşıkcı, Sevgi
Yıldırım, Hamdican
ERCAN, AMİNE MERVE
Yildirim, Ali
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
90
views
18
downloads
Cite This
The current study aimed to examine the advisor-advisee relationship from the perspectives of both advisees and advisors throughout the doctoral education process, deciphering the internal mechanisms of universities related to doctoral advisement and the role of the advisor-advisee relationship in the development of future scientists. A qualitative phenomenological research design was used through interviews conducted with 13 doctoral students and 18 faculty members at two high-ranking public research universities with well-established advisor-advisee processes and strong organizational cultures. The results demonstrate the expectations of both parties from each other and themselves throughout the process as well as the effects of the advisor-advisee relationship on the efficiency of the process, advisees’ future academic careers, and identities. Advisees generally focused on communication and planning thesis work with advisors while the advisors stressed how different dimensions of the supervising process affect the understanding of scientist identity. Additionally, it was concluded that students feel closer to being a scientist/researcher when they feel the support of their advisor and have a close relationship with their advisor, and the discourses of advisors extend this argument to feeling the support of all faculty members as a team. The study highlights the important role of advisors in raising future scientists which demonstrates the need for universities to find ways to support faculty members in developing their supervisory skills.
Subject Keywords
Advisor
,
Advisee
,
Doctoral Education
,
Advisor-Advisee Relationship
,
Phenomenological Study
URI
https://search.trdizin.gov.tr/yayin/detay/1207759
https://hdl.handle.net/11511/106790
Journal
Yükseköğretim Dergisi
Collections
Department of Educational Sciences, Article
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
S. Gelmez Burakgazi, G. Gökalp, S. Kaya Kaşıkcı, H. Yıldırım, A. M. ERCAN, and A. Yildirim, “Raising Scientists: A Phenomenological Study on Advisor - Advisee Relationships in Doctoral Education,”
Yükseköğretim Dergisi
, vol. 13, no. 2, pp. 273–286, 2023, Accessed: 00, 2023. [Online]. Available: https://search.trdizin.gov.tr/yayin/detay/1207759.