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The journey of thesis supervisors from novice to expert: a grounded theory study

机译：论文指导者从新手到专家的旅程：扎根的理论研究

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Supervision is a well-defined interpersonal relationship between the thesis supervisors and their students. The purpose of this study was to identify the patterns which can explain the process of expertise attainment by thesis supervisors. We aimed at developing a conceptual framework/model to explain this development based on the experience of both students and supervisors. We have conducted a qualitative grounded theory study in 20 universities of medical sciences in Iran since 2017 by using purposive, snowball sampling, and theoretical sampling and enrolled 84 participants. The data were gathered through semi-structured interviews. Based on the encoding approach of Strauss and Corbin (1998), the data underwent open, axial, and selective coding by constant comparative analysis. Then, the core variables were selected, and a model was developed. We could obtain three themes and seven related subthemes, the central variable, which explains the process of expertise as the phenomenon of concentration and makes an association among the subthemes, was interactive accountability. The key dimensions during expertise process which generated the supervisors’ competence development in research supervision consisted maturation; also, seven subthemes as curious observation, evaluation of the reality, poorly structured rules, lack of time, reflection in action, reflection on action, and interactive accountability emerged which explain the process of expertise attainment by thesis supervisors. As the core variable in the expertise process, accountability must be considered in expertise development program planning and decision- making. In other words, efforts must be made to improve responsibility and responsiveness.
机译：监督是论文指导者与其学生之间的明确的人际关系。本研究的目的是确定可以解释论文指导者获得专业知识的过程的模式。我们旨在开发一个概念框架/模型，以根据学生和主管的经验来解释这种发展。自2017年以来，我们通过使用目的性，滚雪球式抽样和理论抽样在伊朗的20所医科大学进行了定性的基础理论研究，招募了84名参与者。数据是通过半结构化访谈收集的。基于Strauss和Corbin（1998）的编码方法，通过不断的比较分析对数据进行了开放，轴向和选择性编码。然后，选择核心变量，并开发模型。我们可以获得三个主题和七个相关的子主题，即中心责任变量，它是交互式问责制，它解释了专业知识作为集中现象的过程并在子主题之间建立了联系。在专业知识过程中，导致监督者在研究监督中能力发展的关键维度是成熟度;此外，还出现了七个子主题，它们是好奇的观察力，对现实的评估，结构性差的规则，缺乏时间，对行动的反思，对行动的反思以及互动问责制，这说明了论文指导者获得专业知识的过程。作为专业技能流程的核心变量，在专业技能开发计划的规划和决策中必须考虑问责制。换句话说，必须努力提高责任感和响应能力。

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