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Education Research International
Volume 2014, Article ID 790750, 9 pages
http://dx.doi.org/10.1155/2014/790750
Research Article

Doctoral Dissertation Supervision: Identification and Evaluation of Models

1Department of Educational Foundations, Nnamdi Azikiwe University, Awka +234, Nigeria
2Chris-Harris Research & Educational Services, Awka +234, Nigeria

Received 29 April 2014; Revised 13 July 2014; Accepted 18 August 2014; Published 8 September 2014

Academic Editor: Eduardo Montero

Copyright © 2014 Ngozi Agu and Christy O. Odimegwu. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Doctoral research supervision is one of the major avenues for sustaining students’ satisfaction with the programme, preparing students to be independent researchers and effectively initiating students into the academic community. This work reports doctoral students’ evaluation of their various supervision models, their satisfaction with these supervision models, and development of research-related skills. The study used a descriptive research design and was guided by three research questions and two hypotheses. A sample of 310 Ph.D. candidates drawn from a federal university in Eastern part of Nigeria was used for this study. The data generated through the questionnaire was analyzed using descriptive statistics and t-tests. Results show that face-to-face interactive model was not only the most frequently used, but also the most widely adopted in doctoral thesis supervision while ICT-based models were rarely used. Students supervised under face-to-face interactive model reported being more satisfied with dissertation supervision than those operating under face-to-face noninteractive model. However, students supervised under these two models did not differ significantly in their perceived development in research-related skills.