Perceptions of Research Supervisors Regarding Postgraduate Students’ Self-Regulated Learning, Emotional Intelligence and Possible Stressors to Influence Wellbeing and Research Execution

Abstract

Postgraduate research is a challenging endeavor that is closely supervised by expert faculty members who help students become autonomous researchers and integrate them into the academic community. Research supervisors are perceived by the students as sole ray of hope to best utilize their potential and time to successfully execute the research work. The objective of this study is to pin point the issues and perspectives for the success in research work.  It was a narrative description of supervisors. Data was collected by conducting open-ended interview protocol in face to face mode from(n=18) faculty members of public universities of Punjab. Participants were accessed using mixed (purposive and random) sampling technique. The perceptions revealed that supervising students' research is the most complex and finest form of teaching and faculty has to leave a long-lasting impact on the students work and shape his wellbeing. Supervisor in his capacity incorporate desired research skills to positively support their research work. Supervisors expect their students to possess generic and acquired skills like autonomy, critical thinking, self-regulation and emotional-intelligence, communication skills, and research skills such as planning, self-monitoring, self-correction and data driving. Universities play a pivotal role in cultivating a proper research culture by ensuring intellectual faculty and positive learning environment with infrastructure and other resources needed to facilitate the active engagement in research. The nature and time duration of research degree demands ongoing development in research technicalities in form of skills, financial support and time management. To execute this creative task role of supervisor, supervisee, and institution is of utmost importance for success in research work with good coping management strategies proposed by the supervisors and in form of facilities and infrastructure to positively influence the work potential of researchers. The study has implications for supervisors, ORIC, QEC, research counselors, practitioners, managers and future researchers. It advances the discussion on importance of self-regulated learning, emotional intelligence, wellbeing and stressors and stress coping strategies in the field of higher education.

Keywords: Autonomous Researchers, Academic Community, Learning Environment, Coping Management