Thesis (M.Ed.)--Bowling Green State University, 2007. / Document formatted into pages; contains xii, 128 p. Includes bibliographical references.

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A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Management Business Executive Coaching (MMBEC). Wits Business School February, 2017 / This study determined the supervision experience of PhD students in the Faculty of Health Sciences at the University of Witwatersrand. The extent of coaching behaviours was assessed. Other supervision behaviours that were determined and aligned with coaching were: research academic support, personal and autonomy support, behaviours to support self-efficacy and satisfaction with the supervisor. Supervision of PhD students is important to the Faculty of Health Sciences at the University of the Witwatersrand as it aligns to the universities strategic goals. A review of the literature revealed a dearth of literature on coaching and supervision. There are a few articles emerging that assess the impact of coaching within supervision. Autonomy of PhD students is linked to facilitation and the mentoring role and the supervisors‟ ability to adapt and be flexible. These skills are linked to coaching and coaching may be a key part of the supervisors‟ style. Coaching and supervision are recognised as potentially important elements in PhD post graduate supervision and success. To determine the extent of coaching, a cross sectional, correlational survey using a structured questionnaire was used. Data collection was undertaken using an online web-based platform that allows for the design, capture and analysis of data (REDCAP). The questionnaire comprised validated statements per phenomena in the areas supervisor availability and satisfaction, academic, personal, coaching and autonomy support and student self-efficacy. Descriptive statistics were used to determine the extent to which each phenomenon was experienced. Each section was tested for internal reliability and correlations established across all measures. All students registered for a PhD for more than six months in the Faculty of Health Sciences were invited to participate in the study. There was a thirty-two percent return rate. Low to moderate levels by participants in coaching behaviours, personal support, supervisor availability and research academic support were experienced. Satisfaction with the supervisor showed low to moderate levels while self-efficacy and autonomy support had high scores. All components of supervision correlated with each other with the exception of autonomy support and self-efficacy. This lack of relationship may point to students finding their own forms of support outside the supervisor. Specific relationships were apparent between supervisor behaviours and coaching and satisfaction with supervision. This study is the first to establish supervisory behaviours including coaching in the Faculty of Health sciences at the University of the Witwatersrand. Given the low to moderate levels of supervision behaviors experienced in this study, all supervision behaviors need to be enhanced. The results show linkage to coaching approaches in providing satisfaction with supervision received. Provision of personal support through coaching may lead to gaining autonomy, self-efficacy and student growth. / MT2017

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Thesis (Ph.D.)--Ohio University, June, 2009. / Release of full electronic text on OhioLINK has been delayed until June 1, 2010. Includes bibliographical references (leaves 195-204)

Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2010. Includes bibliographical references (leaves 195-204)

Thesis (Ph.D.)--Washington State University, May 2006. / Includes bibliographical references (p. 183-191).

Recent trends in higher education have led to the development of alternatives to traditional on-campus graduate degree programs. There is a concomitant need to understand student experience in field-based programs which support continuing education and career development for employed adults. The central purpose of this research was to explore the representation of student experience in academic journals written by thirty-five graduate students during their first term of study in a field-based Ed.D. program. Journals from two cohorts of students provided the empirical data for a grounded theory approach to qualitative analysis of cognitive and social dimensions of a new learning environment. The research questions were expository and non-directional due to the exploratory nature of this study. The analysis focused on: (1) the elaboration of descriptive categories for types of writing in student journals (2) development of emergent conceptual categories related to social processes within the learning environment, and (3) identification of narrative features of journal writing. Qualitative data analysis software was used to support grounded theory methods of coding, structuring, and analyzing the textual data. A descriptive model of student experience was developed through graphic and textual representation of multiple perspectives drawn from student journals. Findings indicate that students used the journal writing assignment to reflect on their experience and communicate with the program director about both positive and negative aspects of that experience. Patterns, themes and differences in specific dimensions of student writing were identified. Systematic analysis of the journals afforded a unique perspective on the development of mutual connectedness and peer support within the cohorts. These findings underscore the significance of academic journals as social texts which express students' views of the learning environment and academic community. Implications for program design and teaching practices in field-based degree programs based on a cohort model were discussed. / Graduation date: 1996

Thesis (M.A.)--Kutztown University of Pennsylvania, 1998. / Source: Masters Abstracts International, Volume: 45-06, page: 3328. Typescript. Abstract appears on leaves [131]-133. Includes bibliographical references (leaves [115]-122).