Communication in the M-Level Supervision Process: The Role of a Student Learning Log

HE education is undergoing fundamental change as a result of internationalization. Shared experiences around the world include the transformation of the student body from a homogeneous to heterogeneous community both in terms of nationality and educational experiences, and the recruiting of faculty members from diverse backgrounds. According to Alam, Alam and Rasul (2013) teaching and learning through graduate supervision is not fully understood and expectations of high quality supervision is increasing. This study looks at the different supervisor styles that play an important role in student satisfaction of the research experience, including the successful completion and quality of their project (Spear 2000). One important device for developing and maintaining interaction between students and their supervisors throughout the research process to increase the possibility of a successful outcome is the student learning log which provides a transparent record of the relationship between them and the journey they have taken. The student should drive the research process with the support and advice of their supervisor using the log to record progress. According to Lessing and Schultze (2002) Master-level students prefer a more structured way of working and want their supervisor's help to set the timetable of events and decide on due dates for work to be submitted. The emphasis of the research project upon learner autonomy and self-directed learning does not remove the need for guidance and regular contact between supervisor and student. The quality of communications between both parties is therefore paramount to achieve a successful outcome. © 2017 Academic Conferences Limited. All Rights Reserved.