How To Work With Overbearing Project Supervisor

autor: ocean708 | 2021-09-12, 18:29 |

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We are today in knowledge driven world where knowledge – assets rather than physical – assets and natural assets are considered more relevant in creating competitive and differential advantages. For this reason, attempts are made at micro and macro levels to increase the stock of knowledge assets as a strategic choice for increasing development at diverse levels. . Early development is always a better choice, in any form of development, so as to earn the best fruit of input or labor. This means that students’ project work in their undergraduate curriculum is aimed at meeting the knowledge needs of the students, society and the world at the level and stage when the body and mind are willing and receptive to knowledge.
Project work at the undergraduate level is an undertaking usually at the last lap of a journey of four or five years programme depending on the choice of course or academic pursuit/career. It is therefore a point where and when a student leaves a statement as a foot print on the part that he/she traversed over a period of time. The statement or the content of the project may be a building block for the future students or humanity at large. When students are at the point of entry into the university they ought to know that they will leave a footprint by way of project, for this, they ought to read widely and get focused early enough.
See Samples Of Undergraduate Research Topics And Free Projects For Students
A supervisor should have good knowledge of the area he/she is supervising. The areas here mean the subject matter of the topic. The supervisor should be grounded in the area of the project. This will enable the supervisor guide the student properly. Good knowledge of the area should be in addition to knowing the technical aspect of the project topic.
Apart from having good knowledge of the area, a supervisor should plan the project with the student. At an early stage, both (student and his supervisor) should agree as to the lay-out of the project and the boundaries of the project clearly known to both sides. The best is for the supervisor to read the work at most in chapters if not in heads and subheads. It is improper to bundle a whole project and dump it on the supervisor. One is that the supervisor will be bored and confused even if he/she did not show or say so. Due to the magnitude of the work left for him, he may not observe all that are even visible. At the long run both the student and the supervisor may be seen to be at the same low level or mediocrity since the supervisor did not have time to peruse the work/research project.
UNDERGRADUATE PROJECT RESEARCH
Undergraduate project research is an academic assignment (or research) undertaken by a student towards the completion of his/her academic pursuit of a first degree as stated in his first degree curriculum. It is a way of test-running what has been put in place. From the beginning of the academic career, a number of pedagogical approaches are applied, so it is a variation and do-it-yourself approach to learning instead of ‘academicizing”. Actually, a modern curriculum is always made to provide a general education which is to say, the ability to think systematically and in an independent and informed manner. It enables and instills in students the mature independence of mind that characterizes successful adulthood.
It is also a task undertaken by student(s) within a given period of time in a given subject area aimed at making the student have independent capacity for inquiries and to supplement and as well complement formal teaching in his area of study. This enables the student hone-in the theoretical course work in the university. There is no doubt that the exercise will reveal to the lecturer who is assigned to supervise the student, the student’s area of strength and weaknesses. When these weaknesses are corrected during lecturer – student interaction, the student comes out to be the pride of the university – the alma mater.
OVERBEARING PROJECT SUPERVISOR
In all cases, research projects undertaken by individuals or as part of a group are designed to provide enhanced student learning. However, what is to be learned will differ with each project. Learning outcomes for an undergraduate research project might be to better understand how to collect industry information or develop a research proposal, to conduct self-directed learning on a research topic of interest, or to understand how an organization applies theory. Depending on the type of project, these goals could equally apply to some MBA or other graduate research projects.
The problem with a supervisor–student relationship is that, like all service encounters, it varies depending on a number of factors, and the expected outcomes may also affect how much assistance is provided. Your supervisor’s individuality will determine how he or she likes to operate within this relationship, and, of course, your own personal characteristics will affect the relationship as well.
Understanding the supervisor’s potential role, expectations, and method of operation will allow you to work with him or her in the most effective fashion and, hopefully, bring about the best learning outcome.
Given that each supervisor is different, it will be difficult, if not impossible, to describe all supervisors’ styles. In fact, it is highly likely that one supervisor will deal with different students in different ways, depending on the student’s level of understanding of the task, as well as the student’s perceived motivation. For example, some supervisors tend to spend more time with students, or groups of students, who appear to be really interested in their project. In these cases, the academic is consulted so regularly that he or she may almost seem to become a group member, and both the students and the supervisor learn from the process. In other cases, a supervisor may be likely to give more assistance to students who are having difficulties but can demonstrate that they have tried to understand the issues causing these difficulties. Alternatively, students who simply ask for help but who have clearly not attempted to solve the problem themselves may be less likely to receive in-depth assistance from a supervisor. To this end, a learner should be responsible for his/her own research activity and hence the personal career development. The supervision of a student as a form of teaching aimed at developing the students and their potential to become an independent researcher focuses upon good communication between supervisor and students as opposed to supervisor or students training peers. The supervision experience for students and supervisor is likely to be varied with good and bad supervision.
CHALLENGES ASSOCIATED WITH RESEARCH SUPERVISION
Some of the challenges relate to the nature of supervision, lack of research skills by students, students’ characteristics and incompetence by lecturers. Supervising research involves complex academic and interpersonal skills. For example, there are times when the supervisor is frustrated by the seemingly lack of progress made by the student. This is particularly true where the student does not seem to take into account the suggestions made by the supervisor. There is also the lack of commitment by the student towards their research. Similarly, a student may be upset with what they perceive to be inadequate guidance they receive from the supervisor due to lack of expertise. Supervisors however, need to have the necessary academic qualification for them to be actively involved in research activities. It is also important that they take into consideration ethical issues such as acts of misconduct and plagiarism.
Another challenge is that of supervisors who are hardly available for consultation and if ever available, they provide negative feedback like this is “poor work” and “this is not a research topic”. Such comments are not helpful as they tend to discourage and de-motivate students. In the long run this may affect the whole project from the taking off stage to the completion of the report. To this end, an open and frank discussion is crucial for a healthy relationship between the supervisor and the student. This also has the potential to avert potential misunderstanding between the two parties. The problem of poor supervision of undergraduate research is compounded by lack of students’ motivation. This is partly attributable to lack of prerequisite research skills, limited access to resources such as Information Technology (IT), poor support due to heavy staff and student workloads. In addition, limited understanding of research, inadequate research capacity coupled with a non-supportive supervisory relationship are more likely to lead to loss of the student’s confidence on supervisors.
HOW TO WORK WITH OVERBEARING SUPERIOR
A. FOLLOW HIS/HER INSTRUCTIONS
One of the ways to work with an overbearing supervisor is to follow his/her instructions. Undergraduate students must understand that a supervisor is assigned to them in order to help them through the research project work. The supervisor guides the student through the research work. Therefore, it is expected that students listen and follow the instructions given by their project supervisors to avoid having problems.
B. KEEP TO TIME
Another point to note on how to work with an overbearing project supervisor is to ensure that you keep to time. In the course of writing your research project, it is expected that you meet with your supervisor from time to time so as to ensure you are on the right track, as well as guide you in any area you are finding difficulties whether in terms of research materials or the right methodology to apply etc. therefore, if your supervisor gives you time to meet him/her make sure you meet up with the time as a matter of fact be there earlier that will send a positive message to him/her that you are responsible and serious student and he /she will be more than willing to give you all the assistance you need to ensure you come out with an excellent research work.
C. FOLLOW THE SCHOOL FORMAT
Every school has their research format. As an undergraduate student writing project, you must ensure that your research work follows the school format this will help you avoid any form of problems with your supervisor as well as save you time. This is because if you don’t follow the school format there is likelihood of rewriting the research project all over again and that will cost you time, energy and resources as well as problems with your project supervisor.
D. USE RECENT LITERATURE
Make sure you use recent literature. You must ensure you are not using outdated literatures in your research work so as to avoid having issues with an overbearing project supervisor.
E. UNDERSTAND YOUR TOPIC
A research topic is a subject or issue that a researcher is interested in when conducting research. A well-defined research topic is the starting point of every successful research project. Choosing a topic is an ongoing process by which researchers explore, define, and refine their ideas.
Project topic is the first thing you must do before you even begin searching for research materials. You must make sure you have a research topic and not just having a research topic but a researchable topic. It is advisable to choose project topics that you are familiar with and have keen interest in as this will help you avoid feeling frustrated along the line. When you have a good understanding of your project topic, half of your project work is done because it will be easy for you to get research materials as well as a roller coaster journey all through the research work since the research topic is also an interesting one to you.
F. UNDERSTAND VARIOUS METHODOLOGY
Methodology refers to the overarching strategy and rationale of your research project. It involves studying the methods used in your field and the theories or principles behind them, in order to develop an approach that matches your objectives.
Therefore, it important that you understand your methodology so that when interacting with your supervisor, he/she will be glad that you are making the work easier however, don’t need to explain further on what research methodology is as you already have knowledge of what it is.
CONCLUSION
In conclusion, given that both you and your supervisor are human, it is essential that there is communication early on in the research process to explain each party’s expectations of the other. Without such discussion, it is easy for you or your supervisor to incorrectly understand what you expect and what he or she expects. Once this has been clarified, your supervisor will be able to provide you with the most appropriate guidance, and therefore your learning will, hopefully, be maximized.
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