To be or not to be a supervisor, that is the question: thinking about how should (not to) be the development of a PhD thesis

Authors

  • Alejandro G. Farji-Brener Laboratorio Ecotono, Centro Regional Universitario Bariloche, Universidad Nacional del Comahue.

Keywords:

academic slavery, doctoral thesis, learning process

Abstract

The development of a PhD thesis should be a wealthy academic experience for the supervisor and her/his student; but frequently it is not. In this essay I discuss some characteristics of the directors that deprive the thesis as a learning experience. Specifically, I identify two stereotypes of supervisors: those who are completely indifferent respect their students, and those who are over-protective; and I discuss alternative behaviors that can improve the development of a PhD thesis.

References

FROTA-PESSOA, O. 1981. Principios básicos para la enseñanza de la biología. Monografía 4, Serie de Biología, OEA. Tercera edición.

GALETTO, L; C TORRES & N PEREZ-HARGUINDEGYU. 2007. Reflexiones sobre el proceso de enseñanza- aprendizaje en la tesis doctoral considerando la relación (des)orientador-(des)orientado y la metodología pedagógica subyacente. Ecol. Austral., 17(2):293-298.

LEE, A; C DENNIS & P CAMPBELL. 2007. Nature’s guide for mentors. Nature, 447:791-797.

STEARNS, S & R HUEY. 1987. Some modest advices for graduate students. Bulletin of the Ecological Society of America, 68:145-153.

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Published

2007-12-01

How to Cite

Farji-Brener, A. G. (2007). To be or not to be a supervisor, that is the question: thinking about how should (not to) be the development of a PhD thesis. Ecología Austral, 17(2), 287–292. Retrieved from https://ojs.ecologiaaustral.com.ar/index.php/Ecologia_Austral/article/view/1414

Issue

Vol. 17 No. 2 (2007)

Section

Forum

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