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ART and ACT of PROJECT SUPERVISION By Prof . D.K. Akanbi School of Education and Humanities

PROJECT SUPERVISION • In this presentation, the following questions will be addressed: • What is project supervision? • Who is a supervisor? • Who is a supervisee? • What is a project? • Why the need for supervision? • What are common problems /challenges faced by supervisors/supervisees? • Which are some ways and means of overcoming problems in supervision?

What is supervision? • Supervision refers to a dyadicrelationship between an expert/professional in a particular discipline/vocation and a learner/novice who by contractual arrangement could learn some skills that will enable him (learner) accomplish a pre-determined project.

Supervision—Academic Context • Supervision in academic context, assumes that a supervisor(lecturer) and a supervisee(student)are the dramatis personae engaged in a project for which the student has the responsibility to conceive around a researcheable problem and carried out under the guidance of the supervisor.

. WHAT is a PROJECT? • A project is a temporary endeavour to create a product, service. It is a temporary in the sense that it has a beginning and an end. It is unique because any original project has its own peculiarities unlike any other one.It is a product because it is an artifact-an end in itself or an element or part of another artifact .It is a result because it is a document( e.g. a research project) or an outcome created to find out whether or not a trend in a particular process exists.

Why the Need for Supervision? • Supervisor is seen as a powerful figure with a wealth of personal and professional experiences that can be used to guide the supervisee meaningfully through the unfamilar ‘terrain’of a project successfully. • Without proper supervision, a supervisee might face untold hardship, relating to ignorance in the trend and nature of a research, methodology/strategies ,procedures and institutional and/ or professional policy underlying successful accomplishment of such project.

PREPARATORY Lack of knowledge of relationship between courses earlier taken and new project i. e poor transfer/application. Inadequate use of library or internet search/reading in probable areas of interest. Poor communication skill i. e .writing and linguistic flow. Lack of focus, characterized by shifting interests Laziness and unfounded excuses SUPERVISEE’S PROBLEMS PREPARATORY PHASE

ENTRY PHASE Initial meetings of supervisor and supervisee/s Psychological problems relating to anxiety of the unknown—nature/personality of supervisor vis–a-vis acceptance e,g such questions as ‘ Is he likely or not to be friendly or tough?’ ;’ Would he have adequate time to attend to my needs?’ will continue to raise his/her anxiety. Problems of preparatory phase might carry over to this phase Too broad/too narrow a problem area SUPERVISEE’S PROBLEMS-2

ENTRY PHASE Inability to identify and operationalize research variables Inability to anticipate probable problems of appropriate instruments for data collection SUPERVISEE’S PROBLEMS-(contd)

DEVELOPMENT PHASE Inability to clearly define research problem, questions/hypotheses Paucity/Scarcity of related studies/materials for literature reviews in local library Lack of appropriate instrument ( if standardized) Unmanageable number of research variables Lack of ability to select and use appropriate statistical design for data analysis Inaccessibility of supervisor Hasty and shoddy amendments at the formative phase Poor time management i. e lack of time plan at the planning phase Lack of social interaction with colleagues or discussion groups SUPERVISEE’S PROBLEMS

One of the common problems of supervisees is frustration– e.g. symptom could be daydreaming FRUSTRATION—A COMMON PROBLEM

Supervisor-Supervisee Relationship • One of the most commonly cited problems that affect efficient and effective supervision is the all-pervasive but less than cordial relationship between supervisor and supervisee. • According to research findings ,some of the reasons are attributable to a lack of understanding of the supervisee’s developmental stage and a lack of professional maturity of supervisors amongst others. (Barga & Mayo- Chamberlain,1983;Hartnett & Kartz, 1976)

SUPERVISOR’S PROBLEMS • Lack of understanding of the nature and development stage and need of supervisee • Lack of competence of supervisor in current /contemporary research trend • Lack of professional maturity and good pubic relationship of supervisor • Split personality of supervisor with over-emphasis on intellectual development and neglect of socio-psychological aspect of supervisee and supervisor himself • Lack of adequate time and commitment of supervisor • Difference in the nature and type of research interest of supervisor and supervisee (experimental/quantitative vs survey/qualitative study

DEVELOPMENT PHASE Over-loaded commitments- such as teaching load Unrealistic number of supervisees Personal research Publish or perish syndrome SUPERVISOR’S PROBLEMS

Lack of current books, Lack of adequate university funding for international conferences Low quality of students Lack of patience and understanding of the emotional/developmental state of student OTHER SUPERVIOR’S PROBLEMS DEVELOPMENT PHASE

PROJECT SUPERVISION PROCESS • Project supervision can be conceived in terms of a developmental process consisting of the following phases: • Preparatory Phase • Entry Phase • Development Phase • Report Writing Phase • Presentation and Defence

REPORT WRITING PHASE • Report writing is an on-going process which has started from the conceptualization of the project , intensified and improved upon as the supervisor works with the student. • One of the major problems confronting students is their inability to write satisfactorily- e.g. tense switching, poor grammatical structure, poor editing , improper placement of punctuation marks are some of the common problems.

STEPS IN RESEARCH REPORT WRITING TOPIC 1 2 PROBLEM DEFINITION 3 REVIEW OF LITERATURE 4 METHODOLOGY DATA ANALYSIS (INTERPRETATION AND DISCUSSION) 5 SUMMARY, CONCLUSON & RECOMMENDATION 6

PRESENTATION AND DEFENCE • Inspite of the anxiety that builds up on the unanticipated outcome of the D-Day, a prospective student slated for a viva looks forward prayerfully for a successful defence particularly if he has worked hard in cooperation with the supervisor. • Over-confidence is one of a few problems that a student can face at this phase.Ill-preparation or partial one in a defence can attract embarrassment for the student and his supervisor.

Supervision: HOW ? SUPERVISOR’S ROLE—LEAST INTENSIVE SUPERVISOR SUPERVISEE SUPERVISOR SUPERVISEE

SUPERVISOR SUPERVISEE LEVELS OF ACTIVITY DECREASES TOWARDS END OF PROJECT INCREASES TOWARDS END OF PROJECT

SOME HEURISTICS…….. Problems identified are not exhaustive. However, discussion forum at the departmental/faculty level will give members oppurtunity to share unique problems and experiences that might be more applicable to local context. The followings are some suggestions on ways and means by which some of the problems can be managed by supervisors:

HEURISTICS……….PREPARATORY PHASE • Supervisor should create a conducive environment from the beginning of the relationship. • Find out about courses already taken: those that he found very interesting ; if he intends to use some ideas gained from some of them in the new project . • Give supervisee oppurtunity to talk more after your leading questions. • Find out how often he uses the library; encourage him to immediately get in the habit of using library and surfing/ browsing on the internet. Let him see the relationship of this habit formation and the quality of the contractual project you are both planning to embark upon. .

HEURISTICS……….PREPARATORY PHASE (CONTD.) • Emphasize the fact that supervisee have to develop the writing habit as this is also a necessary skill that has to be built up for a meaningful project. • Encourage him to share his ideas and writings with his colleagues for their reaction. • Find out his probable research interest areas and give him an assignment to write a 2-3 page paper on each of the two or three areas of interest .

HEURISTICS…….ENTRY PHASE • Maintain the conducive ,friendly atmosphere created by asking personal questions and others of social or religious or national interest (e.g. current affairs) • Discuss papers submmitted and let him know if his topics are researcheable . If they are not exactly acceptable or can be modified , discuss different ways to look at the problem without necessarily giving him the topic. • Guide him ! Do not spoon-feed him! Encourage him to think deeper and reflect on ideas gained from the courses already taken and their application and transfer.He needs you desperately at this stage like a helpless new baby! • If none of the topics written is researcheable , get him to repeat the cycle without necessarily discouraging him.

HEURISTICS……DEVELOPMENT PHASE…..1 • Guide supervisee to identify the major problem area and its significance i.e . Its contribution to existing practice, research or theory. • Emphasize the need for brevity of supporting literature • Guide him to identify variables in th study, their relationships; target population. Thus, the essence is to guide the student to describe the background and end with more specific statement of the problem e.g ,What is the effect of teacher versus tutor-administered remediation module on JSS1 student’s reading achievement?

HEURISTICS……DEVELOPMENT PHASE---2 • Review of Literature • One of the apparent problems that supervisor need to assist their student is the need to know the difference between a descriptive review and an analytical review of literature.

HEURISTIC……DEVELOPMENTAL PHASE…3 • METHODOLOGY • They need to be guided on how to choose appropriate research instruments for data collection;establish its reliability and validity • DATA ANALYSIS • They also need our assistance in the choice of appropriate statistical design for data analysis (if necessary) Colleagues in the humanities might not need the statiscal tool. However , the pint being emphasized is the need to give the students all it takes to arrive safely at their destination

HEURISTICS……DEVELOPMENTAL PHASE • Explain different approaches to writing statement of problem…Question form vs Hypothesis form e.g.Hypothesis form There is no significant difference in students achievement between those assigned computer-assisted instruction and the audio-taped group. Students need much greater assistance at this foundation stage . Let us patiently guide them through the phase.

Encourage supervisees’ interaction by giving specific group assignment SUPERVISEES’ INTERACTION

Discussion on ways and means of improving supervision, examining students’ problems, incorporating new/innovative approaches should be encouraged in meetings/seminars at the departmental /faculty levels. INTRA-DEPARTMENTAL SEMINAR

Workshop on research project supervision should be run for both young /newly-employed and experienced lecturers/ professors at least once per academic session. WORKSHOP ON PROJECT SUPERVISION

Give your supervisee adequate personalized attention. It makes your supervision easier, more interesting and challenging.Some of them are highly brilliant. One can also learn from them inspite of their limited life experiences. CONSULTATION--INDIVIDUAL

WHAT IS YOUR PHILOSOPHY OF EDUCATION? • What is your philosophy of teaching? • What is your philosophy of evaluation? • What is your philosophy of supervision? Our position and decision on vital issues affecting our teaching, research and student’s learning are influenced by our philosophy.

PHILOSOPHY RESEARCH THEORIES RESEARCH RESEARCH SCIENTIFIC THINKING HYPOTHETICO-DEDUCTIVE METHOD DEDUCTIVE APPROACH INDUCTIVE APPROACH KNOWLEDGE SYSTEMS ACCOUNTING ENGINEERING SCIENCES LAW RELIGION

RESEARCH EXTENDS KNOWLEDGE HORIZON BIBLICAL PERSPECTIVES) LAW MEDICINE SCIENCES KNOWLEDGE SYSTEMS RELIGION EDUCATION ENGINEERING ACCOUNTING BIBLICAL PERSPECTIVES BIBLICAL PERSPECTIVES BIBLICAL PERSPECTIVES BIBLE IS THE ULTIMATE SOURCE OF TRUTH, KNOWLEDGE and WISDOM

Philosophy of Adventist Education True education means more than the pursuit of certain course of study. It means more than a preparation for the life that now is. It has to do with the whole being and the whole period of existence possibly to man. It is the harmonious development of the physical the mental and the spiritual powers. To prepare the students for the joy of service in this world and for higher joy of a wider service in the world to come’ E.G White (1952)

HOLISTIC EDUCATION LEARNERS KNOWLEDGE OF CHRIST AS THE LORD AND SAVIOUR • UTILITARIAN • PHYSICAL • SOCIAL • CULTURAL ADVENTIST PHILOSOPHY OF EDUCATION ACADEMIC KNOWLEDGE .ARTS .SCIENCE .PRE-PROFESSIONAL .PROFESSIONAL PROG STUDENTS JOY OF SERVICE TO GOD AND HUMANITY NOW AND THEREAFTER

JESUS CHRIST- THE MASTER TEACHER • Jesus Christ is the Master Teacher, Supervisor, Counselor whose MODEL is all –sufficient for our needs in the management of our supervisees. • He had no problem managing Peter even after denying Him, He patiently advised him, ‘…Feed my lamb’ (John 21:15) neither did He have any problem managing the most difficult disciple –Judas.

PRIMARY AIM OF ADVENTIST EDUCATION IS TO HELP STUDENTS KNOW JESUS CHRIST AS HIS LORD AND SAVIOR

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