You can find some useful tips in our how-to guide.
The maximum length of your abstract should be 250 words in total, including keywords and article classification (see the sections below).
Your submission should include up to 12 appropriate and short keywords that capture the principal topics of the paper. Our how to guide contains some practical guidance on choosing search-engine friendly keywords.
Please note, while we will always try to use the keywords you’ve suggested, the in-house editorial team may replace some of them with matching terms to ensure consistency across publications and improve your article’s visibility.
During the submission process, you will be asked to select a type for your paper; the options are listed below. If you don’t see an exact match, please choose the best fit:
You will also be asked to select a category for your paper. The options for this are listed below. If you don’t see an exact match, please choose the best fit:
Reports on any type of research undertaken by the author(s), including:
Covers any paper where content is dependent on the author's opinion and interpretation. This includes journalistic and magazine-style pieces.
Describes and evaluates technical products, processes or services.
Focuses on developing hypotheses and is usually discursive. Covers philosophical discussions and comparative studies of other authors’ work and thinking.
Describes actual interventions or experiences within organizations. It can be subjective and doesn’t generally report on research. Also covers a description of a legal case or a hypothetical case study used as a teaching exercise.
This category should only be used if the main purpose of the paper is to annotate and/or critique the literature in a particular field. It could be a selective bibliography providing advice on information sources, or the paper may aim to cover the main contributors to the development of a topic and explore their different views.
Provides an overview or historical examination of some concept, technique or phenomenon. Papers are likely to be more descriptive or instructional (‘how to’ papers) than discursive.
Headings must be concise, with a clear indication of the required hierarchy.
The preferred format is for first level headings to be in bold, and subsequent sub-headings to be in medium italics.
Notes or endnotes should only be used if absolutely necessary. They should be identified in the text by consecutive numbers enclosed in square brackets. These numbers should then be listed, and explained, at the end of the article.
All figures (charts, diagrams, line drawings, webpages/screenshots, and photographic images) should be submitted electronically. Both colour and black and white files are accepted.
There are a few other important points to note:
Tables should be typed and submitted in a separate file to the main body of the article. The position of each table should be clearly labelled in the main body of the article with corresponding labels clearly shown in the table file. Tables should be numbered consecutively in Roman numerals (e.g. I, II, etc.).
Give each table a brief title. Ensure that any superscripts or asterisks are shown next to the relevant items and have explanations displayed as footnotes to the table, figure or plate.
Where tables, figures, appendices, and other additional content are supplementary to the article but not critical to the reader’s understanding of it, you can choose to host these supplementary files alongside your article on Insight, Emerald’s content-hosting platform (this is Emerald's recommended option as we are able to ensure the data remain accessible), or on an alternative trusted online repository. All supplementary material must be submitted prior to acceptance.
Emerald recommends that authors use the following two lists when searching for a suitable and trusted repository:
, you must submit these as separate files alongside your article. Files should be clearly labelled in such a way that makes it clear they are supplementary; Emerald recommends that the file name is descriptive and that it follows the format ‘Supplementary_material_appendix_1’ or ‘Supplementary tables’. All supplementary material must be mentioned at the appropriate moment in the main text of the article; there is no need to include the content of the file only the file name. A link to the supplementary material will be added to the article during production, and the material will be made available alongside the main text of the article at the point of EarlyCite publication.
Please note that Emerald will not make any changes to the material; it will not be copy-edited or typeset, and authors will not receive proofs of this content. Emerald therefore strongly recommends that you style all supplementary material ahead of acceptance of the article.
Emerald Insight can host the following file types and extensions:
, you should ensure that the supplementary material is hosted on the repository ahead of submission, and then include a link only to the repository within the article. It is the responsibility of the submitting author to ensure that the material is free to access and that it remains permanently available. Where an alternative trusted online repository is used, the files hosted should always be presented as read-only; please be aware that such usage risks compromising your anonymity during the review process if the repository contains any information that may enable the reviewer to identify you; as such, we recommend that all links to alternative repositories are reviewed carefully prior to submission.
Please note that extensive supplementary material may be subject to peer review; this is at the discretion of the journal Editor and dependent on the content of the material (for example, whether including it would support the reviewer making a decision on the article during the peer review process).
All references in your manuscript must be formatted using one of the recognised Harvard styles. You are welcome to use the Harvard style Emerald has adopted – we’ve provided a detailed guide below. Want to use a different Harvard style? That’s fine, our typesetters will make any necessary changes to your manuscript if it is accepted. Please ensure you check all your citations for completeness, accuracy and consistency.
References to other publications in your text should be written as follows:
, 2006) Please note, ‘ ' should always be written in italics.A few other style points. These apply to both the main body of text and your final list of references.
At the end of your paper, please supply a reference list in alphabetical order using the style guidelines below. Where a DOI is available, this should be included at the end of the reference.
Surname, initials (year), , publisher, place of publication.
e.g. Harrow, R. (2005), , Simon & Schuster, New York, NY.
Surname, initials (year), "chapter title", editor's surname, initials (Ed.), , publisher, place of publication, page numbers.
e.g. Calabrese, F.A. (2005), "The early pathways: theory to practice – a continuum", Stankosky, M. (Ed.), , Elsevier, New York, NY, pp.15-20.
Surname, initials (year), "title of article", , volume issue, page numbers.
e.g. Capizzi, M.T. and Ferguson, R. (2005), "Loyalty trends for the twenty-first century", , Vol. 22 No. 2, pp.72-80.
Surname, initials (year of publication), "title of paper", in editor’s surname, initials (Ed.), , publisher, place of publication, page numbers.
e.g. Wilde, S. and Cox, C. (2008), “Principal factors contributing to the competitiveness of tourism destinations at varying stages of development”, in Richardson, S., Fredline, L., Patiar A., & Ternel, M. (Ed.s), , Griffith University, Gold Coast, Qld, pp.115-118.
Surname, initials (year), "title of paper", paper presented at [name of conference], [date of conference], [place of conference], available at: URL if freely available on the internet (accessed date).
e.g. Aumueller, D. (2005), "Semantic authoring and retrieval within a wiki", paper presented at the European Semantic Web Conference (ESWC), 29 May-1 June, Heraklion, Crete, available at: http://dbs.uni-leipzig.de/file/aumueller05wiksar.pdf (accessed 20 February 2007).
Surname, initials (year), "title of article", working paper [number if available], institution or organization, place of organization, date.
e.g. Moizer, P. (2003), "How published academic research can inform policy decisions: the case of mandatory rotation of audit appointments", working paper, Leeds University Business School, University of Leeds, Leeds, 28 March.
(year), "title of entry", volume, edition, title of encyclopaedia, publisher, place of publication, page numbers.
e.g. (1926), "Psychology of culture contact", Vol. 1, 13th ed., Encyclopaedia Britannica, London and New York, NY, pp.765-771.
(for authored entries, please refer to book chapter guidelines above)
Surname, initials (year), "article title", , date, page numbers.
e.g. Smith, A. (2008), "Money for old rope", , 21 January, pp.1, 3-4.
(year), "article title", date, page numbers.
e.g. (2008), "Small change", 2 February, p.7.
Surname, initials (year), "title of document", unpublished manuscript, collection name, inventory record, name of archive, location of archive.
e.g. Litman, S. (1902), "Mechanism & Technique of Commerce", unpublished manuscript, Simon Litman Papers, Record series 9/5/29 Box 3, University of Illinois Archives, Urbana-Champaign, IL.
If available online, the full URL should be supplied at the end of the reference, as well as the date that the resource was accessed.
Surname, initials (year), “title of electronic source”, available at: persistent URL (accessed date month year).
e.g. Weida, S. and Stolley, K. (2013), “Developing strong thesis statements”, available at: https://owl.english.purdue.edu/owl/resource/588/1/ (accessed 20 June 2018)
Standalone URLs, i.e. those without an author or date, should be included either inside parentheses within the main text, or preferably set as a note (Roman numeral within square brackets within text followed by the full URL address at the end of the paper).
Surname, initials (year), , name of data repository, available at: persistent URL, (accessed date month year).
e.g. Campbell, A. and Kahn, R.L. (2015), , ICPSR07218-v4, Inter-university Consortium for Political and Social Research (distributor), Ann Arbor, MI, available at: https://doi.org/10.3886/ICPSR07218.v4 (accessed 20 June 2018)
There are a number of key steps you should follow to ensure a smooth and trouble-free submission.
Before submitting your work, it is your responsibility to check that the manuscript is complete, grammatically correct, and without spelling or typographical errors. A few other important points:
You will find a helpful submission checklist on the website Think.Check.Submit .
All manuscripts should be submitted through our editorial system by the corresponding author.
The only way to submit to the journal is through the journal’s ScholarOne site as accessed via the Emerald website, and not by email or through any third-party agent/company, journal representative, or website. Submissions should be done directly by the author(s) through the ScholarOne site and not via a third-party proxy on their behalf.
A separate author account is required for each journal you submit to. If this is your first time submitting to this journal, please choose the Create an account or Register now option in the editorial system. If you already have an Emerald login, you are welcome to reuse the existing username and password here.
Please note, the next time you log into the system, you will be asked for your username. This will be the email address you entered when you set up your account.
Don't forget to add your ORCiD ID during the submission process. It will be embedded in your published article, along with a link to the ORCiD registry allowing others to easily match you with your work.
Don’t have one yet? It only takes a few moments to register for a free ORCiD identifier .
Visit the ScholarOne support centre for further help and guidance.
You will receive an automated email from the journal editor, confirming your successful submission. It will provide you with a manuscript number, which will be used in all future correspondence about your submission. If you have any reason to suspect the confirmation email you receive might be fraudulent, please contact the journal editor in the first instance.
Review and decision process.
Each submission is checked by the editor. At this stage, they may choose to decline or unsubmit your manuscript if it doesn’t fit the journal aims and scope, or they feel the language/manuscript quality is too low.
If they think it might be suitable for the publication, they will send it to at least two independent referees for double anonymous peer review. Once these reviewers have provided their feedback, the editor may decide to accept your manuscript, request minor or major revisions, or decline your work.
While all journals work to different timescales, the goal is that the editor will inform you of their first decision within 60 days.
During this period, we will send you automated updates on the progress of your manuscript via our submission system, or you can log in to check on the current status of your paper. Each time we contact you, we will quote the manuscript number you were given at the point of submission. If you receive an email that does not match these criteria, it could be fraudulent and we recommend you contact the journal editor in the first instance.
Emerald’s manuscript transfer service takes the pain out of the submission process if your manuscript doesn’t fit your initial journal choice. Our team of expert Editors from participating journals work together to identify alternative journals that better align with your research, ensuring your work finds the ideal publication home it deserves. Our dedicated team is committed to supporting authors like you in finding the right home for your research.
If a journal is participating in the manuscript transfer program, the Editor has the option to recommend your paper for transfer. If a transfer decision is made by the Editor, you will receive an email with the details of the recommended journal and the option to accept or reject the transfer. It’s always down to you as the author to decide if you’d like to accept. If you do accept, your paper and any reviewer reports will automatically be transferred to the recommended journals. Authors will then confirm resubmissions in the new journal’s ScholarOne system.
Our Manuscript Transfer Service page has more information on the process.
Open access.
Once your paper is accepted, you will have the opportunity to indicate whether you would like to publish your paper via the gold open access route.
If you’ve chosen to publish gold open access, this is the point you will be asked to pay the APC (article processing charge). This varies per journal and can be found on our APC price list or on the editorial system at the point of submission. Your article will be published with a Creative Commons CC BY 4.0 user licence , which outlines how readers can reuse your work.
For UK journal article authors - if you wish to submit your work accepted by Emerald to REF 2021, you must make a ‘closed deposit’ of your accepted manuscript to your respective institutional repository upon acceptance of your article. Articles accepted for publication after 1st April 2018 should be deposited as soon as possible, but no later than three months after the acceptance date. For further information and guidance, please refer to the REF 2021 website.
All accepted authors are sent an email with a link to a licence form. This should be checked for accuracy, for example whether contact and affiliation details are up to date and your name is spelled correctly, and then returned to us electronically. If there is a reason why you can’t assign copyright to us, you should discuss this with your journal content editor. You will find their contact details on the editorial team section above.
Once we have received your completed licence form, the article will pass directly into the production process. We will carry out editorial checks, copyediting, and typesetting and then return proofs to you (if you are the corresponding author) for your review. This is your opportunity to correct any typographical errors, grammatical errors or incorrect author details. We can’t accept requests to rewrite texts at this stage.
When the page proofs are finalised, the fully typeset and proofed version of record is published online. This is referred to as the EarlyCite version. While an EarlyCite article has yet to be assigned to a volume or issue, it does have a digital object identifier (DOI) and is fully citable. It will be compiled into an issue according to the journal’s issue schedule, with papers being added by chronological date of publication.
Visit our author rights page to find out how you can reuse and share your work.
To find tips on increasing the visibility of your published paper, read about how to promote your work .
Sometimes errors are made during the research, writing and publishing processes. When these issues arise, we have the option of withdrawing the paper or introducing a correction notice. Find out more about our article withdrawal and correction policies .
Need to make a change to the author list? See our frequently asked questions (FAQs) below.
| The only time we will ever ask you for money to publish in an Emerald journal is if you have chosen to publish via the gold open access route. You will be asked to pay an APC (article-processing charge) once your paper has been accepted (unless it is a sponsored open access journal), and never at submission.
At no other time will you be asked to contribute financially towards your article’s publication, processing, or review. If you haven’t chosen gold open access and you receive an email that appears to be from Emerald, the journal, or a third party, asking you for payment to publish, please contact our support team via . |
| Please contact the editor for the journal, with a copy of your CV. You will find their contact details on the editorial team tab on this page. |
| Typically, papers are added to an issue according to their date of publication. If you would like to know in advance which issue your paper will appear in, please contact the content editor of the journal. You will find their contact details on the editorial team tab on this page. Once your paper has been published in an issue, you will be notified by email. |
| Please email the journal editor – you will find their contact details on the editorial team tab on this page. If you ever suspect an email you’ve received from Emerald might not be genuine, you are welcome to verify it with the content editor for the journal, whose contact details can be found on the editorial team tab on this page. |
| If you’ve read the aims and scope on the journal landing page and are still unsure whether your paper is suitable for the journal, please email the editor and include your paper's title and structured abstract. They will be able to advise on your manuscript’s suitability. You will find their contact details on the Editorial team tab on this page. |
| Authorship and the order in which the authors are listed on the paper should be agreed prior to submission. We have a right first time policy on this and no changes can be made to the list once submitted. If you have made an error in the submission process, please email the Journal Editorial Office who will look into your request – you will find their contact details on the editorial team tab on this page. |
CiteScore 2023
CiteScore is a simple way of measuring the citation impact of sources, such as journals.
Calculating the CiteScore is based on the number of citations to documents (articles, reviews, conference papers, book chapters, and data papers) by a journal over four years, divided by the number of the same document types indexed in Scopus and published in those same four years.
For more information and methodology visit the Scopus definition
CiteScore Tracker 2024
(updated monthly)
CiteScore Tracker is calculated in the same way as CiteScore, but for the current year rather than previous, complete years.
The CiteScore Tracker calculation is updated every month, as a current indication of a title's performance.
2023 Impact Factor
The Journal Impact Factor is published each year by Clarivate Analytics. It is a measure of the number of times an average paper in a particular journal is cited during the preceding two years.
For more information and methodology see Clarivate Analytics
5-year Impact Factor (2023)
A base of five years may be more appropriate for journals in certain fields because the body of citations may not be large enough to make reasonable comparisons, or it may take longer than two years to publish and distribute leading to a longer period before others cite the work.
Actual value is intentionally only displayed for the most recent year. Earlier values are available in the Journal Citation Reports from Clarivate Analytics .
Time to first decision
Time to first decision , expressed in days, the "first decision" occurs when the journal’s editorial team reviews the peer reviewers’ comments and recommendations. Based on this feedback, they decide whether to accept, reject, or request revisions for the manuscript.
Data is taken from submissions between 1st June 2023 and 31st May 2024
Acceptance to publication
Acceptance to publication , expressed in days, is the average time between when the journal’s editorial team decide whether to accept, reject, or request revisions for the manuscript and the date of publication in the journal.
Data is taken from the previous 12 months (Last updated July 2024)
Acceptance rate
The acceptance rate is a measurement of how many manuscripts a journal accepts for publication compared to the total number of manuscripts submitted expressed as a percentage %
Data is taken from submissions between 1st June 2023 and 31st May 2024 .
This figure is the total amount of downloads for all articles published early cite in the last 12 months
(Last updated: July 2024)
Peer review process.
This journal engages in a double-anonymous peer review process, which strives to match the expertise of a reviewer with the submitted manuscript. Reviews are completed with evidence of thoughtful engagement with the manuscript, provide constructive feedback, and add value to the overall knowledge and information presented in the manuscript.
The mission of the peer review process is to achieve excellence and rigour in scholarly publications and research.
Our vision is to give voice to professionals in the subject area who contribute unique and diverse scholarly perspectives to the field.
The journal values diverse perspectives from the field and reviewers who provide critical, constructive, and respectful feedback to authors. Reviewers come from a variety of organizations, careers, and backgrounds from around the world.
All invitations to review, abstracts, manuscripts, and reviews should be kept confidential. Reviewers must not share their review or information about the review process with anyone without the agreement of the editors and authors involved, even after publication. This also applies to other reviewers’ “comments to author” which are shared with you on decision.
Discover practical tips and guidance on all aspects of peer review in our reviewers' section. See how being a reviewer could benefit your career, and discover what's involved in shaping a review.
More reviewer information
Universities as change agents: social innovation for sustainable futures.
Introduction This special edition will explore the intersections of humanizing pedagogy, social justice, inclusion, and equity in education. It will delve into innovative practices that promote sustainable futures and exam...
The publishing and editorial teams would like to thank the following, for their invaluable service as 2022 reviewers for this journal. We are very grateful for the contributions made. With their help, the journal has been able to publish such high...
Join us for the 2024 HETL Conference in South Africa, hosted by Nelson Mandela University, from 2 October to 4 October Bringing together Higher Education professionals and students from across the world to provide a platform for d...
Hetl conference 2023 – university of aberdeen.
The University of Aberdeen will host the 2023 HETL Conference from 12 - 14 June 2023 Bringing together Higher Education professionals and students from across the world to provide a platform for discussion, debate, networki...
The publishing and editorial teams would like to thank the following, for their invaluable service as 2021 reviewers for this journal. We are very grateful for the contributions made. With their help, the journal has ...
We are to pleased to announce our 2023 Literati Award winners. Outstanding Paper Embracing educational disruption: A...
We are pleased to announce our 2022 Literati Award winners. Outstanding Paper Basic psychological needs sa...
We are pleased to announce our 2021 Literati Award winners. Outstanding Paper Health implications of job-r...
Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited.
Internationally peer-reviewed, the Journal of Applied Research in Higher Education (JARHE) , focuses on the scholarship and practice of teaching and learning and higher education, covering:
The journal is published in affiliation with the International Higher Education Teaching and Learning Association .
These are the latest articles published in this journal (Last updated: July 2024 )
Complex thinking and robotics: a proposal for sexual and gender diversity and inclusion training, using a virtual patient system to improve medical students' confidence in clinical diagnosis: a controlled study, top downloaded articles.
These are the most downloaded articles over the last 12 months for this journal (Last updated: July 2024 )
Study destination preference and post-graduation intentions "a push-pull factor theory perspective, identifying the opportunities and challenges of artificial intelligence in higher education: a qualitative study.
These are the top cited articles for this journal, from the last 12 months according to Crossref (Last updated: July 2024 )
Lifelong learning measurement scale (llms): development and validation in the context of higher education institutions, university students' perceived service quality and attitude towards hybrid learning: ease of use and usefulness as mediators, related journals.
This journal is part of our Education collection. Explore our Education subject area to find out more.
See all related journals
Qualitative Research Journal is an international journal dedicated to communicating the theory and practice of...
The issue of sustainability in a higher education context is, to some extent, a recent theme. Since over 600...
Higher Education, Skills and Work-based Learning is the only journal to focus on the interface between higher education...
We believe in quality education for everyone, everywhere and by highlighting the issue and working with experts in the field, we can start to find ways we can all be part of the solution.
Higher education through student eyes: a collection of student research papers.
9.47 MB |
The present collection of research papers reflects students’ perspectives on today’s changing higher education landscape and the challenges or controversies they observe in contemporary higher education. Student research papers featured in this collection are a testimony of students’ genuine interest in studying and contributing to the established and emerging areas of higher education studies, and their commitment to achieving equity and excellence in higher education.
In this page on higher education research paper topics , we present a comprehensive guide to help students in the field of education with their research papers. The abstract provides a brief overview of the content covered in the page, including a keyphrase to emphasize the main focus. Throughout the page, you will find a diverse range of higher education research paper topics, expert advice on topic selection, tips for writing an effective research paper, and information about the custom writing services offered by iResearchNet. Whether you are a student in need of topic inspiration or seeking assistance with your research paper, this page will provide valuable insights and resources to support your academic journey in higher education.
In this section, we present a comprehensive list of higher education research paper topics. These topics are organized into 10 categories, each focusing on a different aspect of higher education. Within each category, you will find 10 research paper topics to spark your imagination and guide your exploration. These topics encompass a wide range of disciplines and subfields within higher education, allowing you to explore various dimensions of this dynamic field. Whether you are interested in policy issues, student experiences, teaching and learning methodologies, or institutional practices, there is something here for everyone. Let this list inspire you and serve as a starting point for your research endeavors.
Get 10% off with 24start discount code.
Higher Education Policy and Governance
Student Experiences and Success
Teaching and Learning Methodologies
Higher Education and Society
Institutional Practices and Management
Higher Education and Technology
Access and Equity in Higher Education
Higher Education and Globalization
Higher Education Leadership and Administration
Higher Education Assessment and Evaluation
This comprehensive list of higher education research paper topics offers a diverse range of ideas to inspire and guide your research endeavors. Whether you are interested in policy issues, student experiences, teaching and learning methodologies, institutional practices, or global perspectives, there is a wealth of topics to explore within the field of higher education. Remember that the key to selecting a research topic is to align it with your interests, expertise, and the requirements of your research paper. As you embark on your research journey, consider the significance of your chosen topic, its relevance to the field, and the potential contribution it can make to the existing body of knowledge. With careful consideration and thorough research, you can delve into the complexities of higher education and contribute to the ongoing discourse in the field.
Welcome to the iResearchNet page on higher education research paper topics. As students embark on their journey in higher education, they encounter numerous opportunities to explore and analyze various aspects of this dynamic field. Research papers play a pivotal role in this process, allowing students to delve deeper into specific areas of interest and contribute to the ever-evolving discourse surrounding higher education. The purpose of this page is to provide students with a comprehensive guide to selecting and developing research paper topics that are not only academically rigorous but also relevant and impactful in the context of higher education.
In today’s fast-paced and interconnected world, higher education faces a multitude of challenges and opportunities. From exploring innovative teaching methods and educational technologies to examining issues of access, equity, and diversity, there are countless avenues for research within the field. This page aims to present a diverse range of higher education research paper topics, spanning various disciplines and subfields, to inspire and guide students in their exploration.
By engaging with the content on this page, students will gain valuable insights into the current trends, debates, and gaps in knowledge within higher education. They will also find practical advice and strategies for selecting research paper topics that align with their interests and academic goals. Whether you are interested in examining the impact of online learning, exploring student engagement strategies, or investigating the role of higher education in fostering social mobility, this page offers a wealth of ideas and resources to support your research endeavors.
We invite you to delve into the world of higher education research paper topics, to discover new ideas, expand your knowledge, and contribute to the ever-growing body of scholarship in the field. Let this page serve as a valuable tool to ignite your curiosity, fuel your intellectual growth, and empower you to make meaningful contributions to the field of higher education.
Selecting a suitable research topic is a crucial step in the process of writing a higher education research paper. With the vast array of issues and subfields within higher education, it can be overwhelming to decide on a specific topic that aligns with your interests and meets the requirements of your research assignment. In this section, we offer expert advice to help you navigate through the selection process and choose a compelling and relevant topic for your higher education research paper.
Choosing a higher education research paper topic requires careful consideration and exploration of your interests, current literature, and the significance of the topic. By following the expert advice provided in this section, you can navigate through the selection process and choose a research topic that aligns with your passions, contributes to the field of higher education, and engages with important issues and debates. Remember to seek guidance from professors or experts and stay updated with current events to ensure the relevance and timeliness of your research.
Writing a higher education research paper requires a systematic and well-structured approach to effectively communicate your ideas, findings, and analysis. In this section, we provide a step-by-step guide on how to write a higher education research paper that meets academic standards and effectively addresses your research question.
By following these steps, you can effectively structure and write a higher education research paper that contributes to the field and showcases your analytical skills, critical thinking, and understanding of key concepts in higher education. Remember to allow ample time for research, writing, and revision to produce a well-crafted and high-quality research paper.
At iResearchNet, we offer comprehensive writing services that enable students to order custom education research papers on any topic. Our team of expert degree-holding writers is committed to delivering high-quality research papers that meet the specific requirements of each student. When you choose our writing services, you can expect the following features:
By choosing iResearchNet for your custom education research paper, you are assured of receiving a well-written, thoroughly researched, and custom-crafted paper that meets your academic requirements. Place your order today and experience the convenience and quality of our writing services.
Are you in need of a well-written and meticulously researched education research paper? Look no further! iResearchNet is here to provide you with top-notch custom writing services tailored to your unique needs. Take advantage of our expertise, experience, and commitment to delivering high-quality research papers.
At iResearchNet, we take pride in our commitment to excellence, timely delivery, and customer satisfaction. Our team is dedicated to ensuring that you receive a research paper that meets the highest academic standards and demonstrates your understanding of the subject matter.
Don’t let the pressure of writing a research paper weigh you down. Trust our professional writing services to help you achieve success in your academic endeavors. Place your order today and let us assist you in creating a remarkable education research paper that showcases your knowledge and research skills.
ISSN Approved Journal || eISSN: 2582-8185 || CODEN: IJSRO2 || Impact Factor 8.2 || Google Scholar and CrossRef Indexed
Fast Publication within 48 hours || Low Article Processing Charges || Peer Reviewed and Referred Journal || Free Certificate
Exploring the mediating role of job satisfaction in enhancing lecturer performance: a study of competence and work environment in higher education, indah sari lubis *.
Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0
Issn approved journal publication within 48 hrs in minimum fees inr 1770 or usd 32, impact factor 8.2, .
Copyright © 2024, International Journal of Science and Research Archive
Designed by World Journal Publication
Ids item types, copyright holder, identifier issn, usage metrics.
Why change the methodology for calculating R1?
Since 2005, the methodology for classifying R1 institutions has been based on a complicated, 10-metric formula that uses normative and relative scores and places a cap on the number of institutions that can be classified as R1. The result is an opaque process and a moving target that makes it impossible to determine exactly what an institution must do to become classified as R1. This has created unintended competition between institutions that are left to guess what it takes to receive the R1 designation.
The R1 grouping is intended to capture institutions where there is a very high amount of research occurring, measured by the number of research/scholarship doctorates awarded and the amount of spending on research and development. That research activity can be undertaken in any way that an institution chooses to further its mission. The updated methodology makes that clearer.
What are the changes to classifying research? How will you calculate the new R1?
Moving forward, the methodology for determining R1 will return to using a clear threshold. For the 2025 Carnegie Classifications, the threshold will be set at $50 million in total R&D spending and 70 doctoral research degrees. To determine which institutions meet this threshold, the classifications will use the higher of either a three-year rolling average or most recent year data. The research spending will be taken from the National Science Foundation (NSF) Higher Education Research and Development (HERD) Survey, and the doctoral research degree number will be taken from the National Center for Education Statistics IPEDS data. Any institution that meets this new R1 threshold will be included.
We will also change the title of this category to R1: Very High Research Spending and Doctorate Production.
How will you define R2?
Unlike R1, the existing methodology for determining R2 is already based on a threshold, which will continue to remain the same in the next update. The threshold for R2 will continue to be defined as institutions with at least 20 doctoral research degrees that also have at least $5 million in total research expenditures (as reported through the NSF HERD Survey). There will not be a cap on the number of institutions that can be in this category.
We will also change the title of this category to R2: High Research Spending and Doctorate Production.
How will you define the new “Research Colleges and Universities” research designation?
The new Research Colleges and Universities designation will be based on expenditures only and will include any institution that spends more than $2.5 million on research expenditures (as reported through the NSF HERD survey). Institutions that are in the R1 or R2 designations are not included. There will not be a cap on the number of institutions that can be in this category.
Which institutions are eligible for the R1, R2, and RCU categories?
Any institution that meets the criteria for a particular category is able to be designated as an R1 institution, R2 institution, or Research College and University. Previously, the research classifications had only been open to a narrow set of doctoral-granting institutions. Moving forward, any institution – including special focus institutions, baccalaureate-only institutions, Tribal colleges and universities, and others – could be designated as a research institution, depending on that institution’s data.
How will the research designations fit into the structure of the Basic Classification?
The research designations will be separated from the Basic Classification, becoming additional listings for those institutions that meet the definitions. Research activity continues to be an important way to reflect institutional missions for a number of colleges and universities and will continue to be recognized, but it will no longer be the exclusive driver for how American higher education institutions are classified.
Will you change the research designation thresholds in the future?
We expect to adjust the thresholds over time. We will share updated thresholds in advance of each classification release.
How often are the Carnegie Classifications updated?
The Carnegie Classifications will continue to be published on a three-year cycle. The 2021 Carnegie Classifications were released in February 2022, and we expect to release the 2025 Carnegie Classifications in early 2025.
Where can I read more about the changes announced so far?
On November 1, 2023, ACE and the Carnegie Foundation announced the changes outlined above as we work toward the release of the 2025 Carnegie Classifications. In addition, you can read more about the changes and share input on potential characteristics for the new Basic Classification here.
Does the November 1 announcement change an institution’s current Carnegie Classifications?
The changes announced on November 1, including to the R1 threshold, do not impact the current 2021 Carnegie Classifications that were released in February 2022. These changes will be made as a part of the 2025 Carnegie Classifications. The classifications will continue to be revised on a three-year schedule moving forward.
Join our mailing list to be the first to receive ACE's news on the Carnegie Classification of Institutions of Higher Education.
Our email opt-in form uses iframes. If you do not see the form, please check your tracking or privacy settings.
The Times Higher Education World Reputation Rankings 2023 are based on the world’s largest invitation-only opinion survey of senior, published academics. It asks scholars to name no more than 15 universities that they believe are the best for research and teaching in their field.
View the World Reputation Rankings 2023 methodology
Harvard University tops the ranking for the 13th year in a row, and the US remains the most represented country, with 52 institutions, although this is four fewer than last year.
With six universities, the US also dominates the top 10. The UK, China and Japan also feature in this group.
The order of the top 10 remains mostly unchanged, except for China’s top scorer, Tsinghua University, which rises one place to eighth, and the US’ Yale University, which drops to ninth.
The UK continues to have the second highest number of representatives in the ranking overall, 20, although this is four fewer than last year. Its highest entry is the University of Oxford, in fourth place.
China and Germany follow the UK in terms of representation, with 15 and 14 universities, respectively.
There is a rise in the number of universities from the Middle East, with seven institutions from this region joining the table this year. They represent the United Arab Emirates, Lebanon, Kuwait and Saudi Arabia.
Overall, universities in 31 countries are included in the ranking.
Read our analysis of the World Reputation Rankings 2023 results
To raise your university’s global profile with THE , please contact [email protected]
To unlock the data behind THE ’s rankings and access a range of analytical and benchmarking tools, click here
rank order | Rank | Name Country/Region | Node ID |
---|
Student insights.
Featured universities.
1011 Accesses
Explore all metrics
Given the complexity and high demands of research supervision and the intricate emotional experiences of supervisors, there is a need to explore how they regulate their emotions, particularly across various disciplinary backgrounds. The current study explored the emotion regulation strategies employed by research supervisors during the process of supervising graduate students. Based on data collected through semi-structured interviews, observations, and documentation from six research supervisors in different institutions in China, seven emotion regulation strategies employed by research supervisors were identified and further categorized into two groups, that is, antecedent-focused (prevention, intervention, reinterpretation, reconcentration, and detachment) and response-focused (suppression and expression) emotion regulation strategies. The findings shed light on the dilemmas faced by supervisors and the paradox aroused from the context-dependent and non-standardized nature of research supervision within an accountability-based managerial context. The implications for supervisors’ emotion regulation in authentic supervisory situations are discussed, and insights for universities’ policy-making are offered.
Explore related subjects.
Avoid common mistakes on your manuscript.
Since the 1990s, educational research has undergone an “affective turn” as a result of the critique of the long-standing Cartesian dualism between emotionality and rationality (Zembylas, 2021 ). Over the following three decades, the dynamic and complex nature of teacher emotion has been explored from various perspectives and approaches (Agudo, 2018 ). Since emotion can significantly impact various stages of the teaching process, either facilitating or hindering it (Yin, 2016a , 2016b ), opportunities for emotion regulation can be identified in educational contexts at any time (Taxer & Gross, 2018 ). In higher education, although emotion regulation has been proven significant to teacher development and well-being (Xie, 2021 ), the majority of research has been conducted within the context of classroom instruction (Tao et al., 2022 ), leaving that of research supervision in graduate education unexplored.
In graduate education, emotion plays an important role in the supervisory process and relationship building which involves a series of emotional interactions essential for both supervisors and graduate students. The existing research has demonstrated an increasing need for supervisors to develop emotion regulation skills to cope with the challenges and provide emotional support in research supervision (Wollast et al., 2023 ). On the one hand, supervisors need to employ emotion regulation strategies in the challenging supervisory contexts, as accountability-based policies and the blurring of personal and academic relationships between supervisors and graduate students may trigger complex emotional experiences such as anxiety and worry for supervisors (Xu, 2021 ). On the other hand, the provision of support from supervisors is strongly linked to the emotional well-being and research success of graduate students (Janssen & Vuuren, 2021 ; Wollast et al., 2023 ). Specifically, supervisors’ emotion regulation plays a crucial role in providing emotional support to graduate students, which in turn has a positive impact on graduate students’ well-being and their belief about their further academic pursuits (Han & Xu, 2023 ; Wollast et al., 2023 ).
Of the limited research on emotion in graduate education, much has been conducted to investigate the influence of graduate students’ emotion regulation on their mental health and academic engagement (Saleem et al., 2022 ). However, there is a paucity of studies which have researched supervisors’ emotions and emotion regulation during the supervisory process. With the aim of unpacking how research supervisors employ emotion regulation strategies in real supervisory scenarios to effectively fulfill their roles, and to gain insights into the nature of research supervision, this qualitative study explores the emotion regulation strategies used by supervisors in the process of research supervision.
Teacher emotion and emotion regulation.
Emotion, once considered inferior to cognition, has gained increasing attention in the social sciences, including in educational research (Han & Xu, 2023 ). The current recognition of the intricate interplay between emotion and cognition in teaching and learning highlights the importance of emphasizing teacher emotion in both teacher development and teacher well-being (Chen & Cheng, 2022 ). Emotion is complex and difficult to define (Chen & Cheng, 2022 ), and the connotation of emotion has shifted from an intrapersonal perspective to a relational one, emphasizing interactions between individuals and their environment during emotion generation (Campos et al., 2011 ).
Under the relational view of emotion, individuals can achieve social goals in most jobs involving interpersonal interactions through emotion regulation (Brotheridge & Grandey, 2002 ). Emotion regulation refers to “the processes by which individuals influence which emotions they have, when they have them, and how they experienced and expressed their emotions” (Gross, 1998 , p. 275). In the educational field, a growing interest of research in emotion regulation has emerged since the 1990s (Yin, 2016a , 2016b ; Zembylas, 2021 ), as teaching has been viewed as “an emotional practice” (Hargreaves, 1998 , p. 835). Due to the importance of emotion in teachers’ professional lives, it is crucial for teachers to regulate their emotions to achieve improved teaching and learning outcomes. Specifically, enhancing positive emotions can foster better teacher-student relationships, promote creativity in teaching, and strengthen students’ learning motivation; inappropriately managed negative emotions can have adverse effects on these aspects (Hargreaves, 1998 ). Although teachers’ emotion regulation has been widely examined (e.g., Taxer & Frenzel, 2015 ; Yin, 2015 , 2016a , 2016b ; Yin et al., 2018 ) most studies, influenced by the concept of emotional labor, have mainly focused on two types of emotion regulation strategies: deep acting (the act of internalizing a desired emotion, matching expressed emotion with felt emotion) and surface acting (the act of altering emotional expression without regulating inner feelings) (Grandey, 2000 ; Hochschild, 1983 ). Comparatively, Gross’s ( 1998 ) process model of emotion regulation provides a more nuanced framework to examine teachers’ employment of a wider range of emotion regulation strategies. According to Gross ( 1998 , 2015 ), emotion regulation could be achieved through two main approaches: the antecedent-focused and response-focused approach. The former entails strategies that seek to avoid or regulate emotions by modifying the factors triggering emotion generation, which include situation selection, situation modification, attention deployment, and cognitive changes. The latter modifies an individual’s expressions and responses after the emotions have fully manifested, directly influencing physiological, experiential, or behavioral responses.
In recent years, the predominant focus of studies, guided by Gross’s ( 1998 ) process model, has been on investigating the motivations, strategies, and outcomes of teachers’ intrapersonal emotion regulation (e.g., Taxer & Gross, 2018 ; To & Yin, 2021 ; Xu, 2021 ). Teachers’ motivations for emotional regulation stem from their diverse teaching goals, including managing the impressions that various parties have of them, adapting to intensive educational reforms for survival, and enhancing students’ concentration levels (Hosotani, 2011 ; Xu, 2021 ). As for emotion regulation strategies, the existing literature has mainly been conducted under Gross’s ( 2015 ) model, and revealed a series of antecedent-focused (e.g., situation selection, attention deployment, and cognitive change) and response-focused strategies (e.g., suppression, relaxation, and avoidance) to cope with the ambivalent demands and enormous workload faced by teachers. Remarkably, certain strategies that reflect the unique nature of teachers’ work, such as genuine expression (Yin, 2015 ; Yin, 2016a , 2016b ) and interpersonal strategies (To & Yin, 2021 ), have been identified. Regarding outcomes of emotion regulation, genuine expression of emotion and cognitive appraisal strategies were found helpful to improve the effectiveness of classroom teaching and to maintain a balance between teachers’ professional and personal dimensions of their identities (Yin, 2016a , 2016b ). In contrast, suppressing, pretending, and restraining emotions may cause emotional dissonance and less received social support (Yin, 2015 ).
In graduate education, supervisors’ emotional experiences are triggered by the complexity and high demands of research supervision (Han & Xu, 2023 ). The conflicting roles of taking responsibility for both supporter and supervisor simultaneously, the contradiction between supervisors’ high expectations of students’ learning autonomy and graduate students’ unsatisfactory performance, and the blurred boundaries between supervisory relationship and friendship (Han & Xu, 2023 ; Parker-Jenkins, 2018 ) are major challenges encountered by research supervisors. These challenges lead to various emotional experiences on the part of supervisors, including positive emotions, such as joy and love (Halse & Malfroy, 2010 ), and more prevalent negative emotions, such as anger, and disappointment (Sambrook et al., 2008 ). Given the diverse range of emotions that emerge during the supervision process, it is necessary for supervisors to employ various emotion regulation strategies to accomplish effective research supervision.
According to literature, emotion regulation is strongly associated with research supervision in three areas. First, effective research supervision requires a constructive and supportive supervisory relationship, which is facilitated by supervisors’ emotion regulation. As poorly managed supervision relationships contribute to low academic completion rates, supervisors are required to establish a respectful and caring relationship with their students (Halse & Malfroy, 2010 ). However, creating and maintaining such relationships can be challenging. Specifically, during the interactions with graduate students, supervisors are expected to offer emotional supports, including encouragement, motivation, and recognition based on students’ individual needs while ensuring that any critical feedback is delivered constructively (Lee, 2008 ). However, excessive emotional engagement or close relationships with students may hinder their ability to provide constructive criticism (Lee, 2008 ). As such, supervisors must strike a balance between offering emotional support and providing constructive feedback, thereby developing a successful educational partnership with their students.
Second, the emotional support provided by supervisors plays a positive role in facilitating graduate students’ research productivity and emotional well-being (Han & Wang, 2024 ; Wollast et al., 2023 ). In terms of research success, supervisors who encourage critical thinking and support constructive controversies tend to produce higher achievement and retention rates than those who adopt a directive and authoritarian approach (Johnson, 2001 ). Furthermore, emotional support from supervisors has been linked to higher levels of research self-efficacy and emotional well-being among graduate students (Diekman et al., 2011 ). Specifically, structure and autonomy support strongly influence graduate students’ feelings and expectations about their future academic success. Thus, in academic settings, supervisors should adopt effective emotion regulation strategies, offering constructive feedback, close guidance, and attentiveness to maintain graduate students’ motivation and mental well-being.
Third, effective emotion regulation is also critical for the well-being of research supervisors themselves. When faced with repeated frustrating events such as a lack of student progress and demanding requirements in accountability-based supervisory contexts, supervisors may experience feelings of exhaustion, particularly when they perceive their supportive efforts as being ineffective (Xu, 2021 ). Failing to regulate these negative emotions with effective strategies can lead to the accumulation and intensification of undesirable feelings, resulting in detrimental effects on supervisors’ well-being and job satisfaction, which may ultimately lead to their emotional burnout and disengagement (To & Yin, 2021 ).
So far, the very limited research on research supervisors’ emotion regulation in medical and scientific disciplines found that although supervisors use instructional strategy modification (e.g., directly pointing out students’ writing deficiencies), cognitive change (e.g., reappraising the relationship between students’ underachievement and their supervision), and response regulation (e.g., lowering their voice to calm themselves) to deal with negative emotions (Han & Xu, 2023 ), they still have difficulties in stepping out of negative emotions (Sambrook et al., 2008 ). Meanwhile, supervisors from different disciplines may use different emotion regulation strategies due to disciplinary differences in occupational challenges, societal expectations, and specific work environments (Veniger & Kočar, 2018 ). Therefore, it is necessary for researchers to investigate the emotion regulation of supervisors with different disciplinary backgrounds.
Based on the literature, underpinned by Gross’s ( 2015 ) process model, the present qualitative multi-case study aims to investigate the emotion regulation strategies employed by research supervisors from different disciplinary backgrounds. Specifically, the study seeks to answer this core research question: What strategies do research supervisors use to regulate their emotions during the supervision process?
As the in-depth understanding of supervisors’ emotion regulation strategies relies on the narratives of their journey of research supervision, we used narrative inquiry to explore supervisors’ lived experiences in supervising graduate students. Narrative inquiry emphasizes the co-construction of specific experiences by the researcher and participants (Friedensen et al., 2024 ; Riessman, 2008 ), which allows us to co-construct the meaning of emotion regulation with participants through qualitative data including interviews, observations, and documents.
The Chinese research supervision system has its roots in the nineteenth century, evolving alongside the development of graduate education (Xie & Zhu, 2008 ). Within this system, research supervisors play a crucial role in research-based master’s and doctoral education. In 1961, a supervisor accountability system was formalized, placing the responsibility on supervisors for overseeing students in research projects, journal publications, and dissertation completion. Under the guidance of supervisors, students engage in specialized courses, master the latest advancements in a specific field, and conduct research (Peng, 2015 ).
In recent years, with the rapid growth of graduate education in China, both supervisors and graduate students have expressed concerns about the quality of research supervision (Xu & Liu, 2023 ). Thus, national policies have been introduced to stipulate supervisors’ responsibilities and enhance the overall supervision quality, with a particular emphasis on the accountability of research supervisors. In 2020, the Accountability Measures for Educational Supervision, released by China’s Ministry of Education ( 2020 ), outlined a code of conduct for supervisors, emphasizing that supervisors bear the primary responsibility for cultivating postgraduate students. Specifically, supervisors are held accountable for various aspects of graduate students’ academic progress, including the quality of dissertations, academic conduct, and the appropriate utilization of research funds. Failure to fulfill these responsibilities may result in serious consequences, such as disqualification from supervising students or the revocation of teaching credentials.
To explore a wide range of emotional experiences and emotion regulation strategies that arise when supervising students at various stages of their academic journey, participants were purposively selected based on the following three criteria: (1) doctoral supervisors with the qualifications to oversee research-based master’s students and PhD candidates were considered, which allows us to gain insights into their emotions in supervising students at different academic stages; (2) supervisors with a minimum of 5 years of supervision were selected, as their long-term experience would provide a comprehensive understanding of the depth and evolution of emotion regulation strategies; (3) supervisors of both hard and soft disciplines were involved, as disciplinary features may significantly shape supervisors’ styles, potentially leading to their diverse emotions and emotion regulation strategies. Finally, six doctoral supervisors from four universities in China agreed to participate in the study voluntarily and were informed of the research purpose and ethical principles before the study. Table 1 provides a summary of the demographic information for all participants.
The positionality statement is essential as the authors’ roles may influence the data collection process. Specifically, two authors are doctoral supervisors with rich experience in research supervision, and one author is a doctoral student. Participants for this study were recruited from the authors’ colleagues or recommendations from friends. In the spirit of self-reflexivity, we acknowledge our positions in research supervision and recognize that our relationships with participants may impact our collection and interpretations of the data. However, the authors had attempted to minimize the possible influence through continuous reflection, crosscheck, and discussions during the data analysis and interpretation.
To produce convincing qualitative accounts, collecting data from multiple sources including semi-structured interviews, observations, and documentation was employed in the current study from November 2022 to April 2023.
The primary source of data was individual interviews with each participant. To gather participants’ narratives of critical events in their research supervision, an interview protocol was designed according to our research purpose, but the interview questions were sufficiently flexible to enable the interviewer to adapt the content according to the specific interview situation. The interviews lasted between 120 and 150 min, during which the participants were asked to describe critical events in their research supervision, their emotional experiences, and whether and how they regulated their emotions. Follow-up questions were asked to gain a more profound understanding of their emotion regulation strategies when they provided surprising and ambiguous responses. Sample interview questions included “What emotions do you typically experience as a research supervisor?” and “Do you regulate your emotions induced by research supervision? If so, how?” All interview questions were presented in Chinese, the participants’ first language, and were audio-recorded and transcribed verbatim.
Observation was used to complement the data obtained from interviews. Before the observation, all supervisors and their students were informed about the research purpose and ethical principles. Then non-participant observation during their group and individual meetings proceeded only with their voluntary participation. Supervisors’ supervisory methods, activities, meeting atmosphere, and emotions of meeting members were recorded to supplement and validate the data collected through the interview. A short follow-up interview was then conducted with supervisors, focusing on their reflections on emotional events that occurred during the observed group and individual meetings.
Documentation was also used as a supplementary method. With the consent of the participants and their students, supervisors’ annotations and feedback on graduate students’ manuscripts, unofficial posts about supervision on social media (e.g., WeChat moments sharing), and chat logs between supervisors and students were collected to obtain additional information about the participants’ emotional experiences and supervisory practices. Table 2 presents the interview durations, the total minutes recorded during observations, the length of follow-up interviews, and the specific number and types of documents reviewed by both supervisors and students.
The analysis involved a three-level coding process (Yin, 2016a , 2016b ). First, interview transcripts were repeatedly read to label data excerpts that addressed the research questions. Initial codes were based on participants’ original perspectives and then iteratively refined and combined. Second, the coding system was organized according to Gross’s ( 2015 ) process model of emotional regulation, which distinguishes between antecedent-focused and response-focused strategies. Meanwhile, the study also remained open to other emotion regulation strategies that were evident in the empirical data. Third, the coding system was distilled to capture the nature of the identified strategies, resulting in three types of emotion regulation strategies. During the analysis process, the data were classified and organized using the NVivo software.
To strengthen the credibility of the data analysis, the interview transcripts were carefully examined multiple times to ensure that the data were accurately reflected in the coding scheme. Moreover, the coding scheme was collaboratively developed by the authors, and any discrepancies in classification were thoroughly deliberated to achieve mutual agreement. The final coding system, along with sub-categories and patterns, is presented in Table 3 .
In sum, seven emotion regulation strategies in research supervision emerged from the empirical data, which can be grouped into two categories, namely, antecedent-focused strategies and response-focused strategies.
Supervisors used antecedent-focused strategies to regulate the external situation and their internal cognition before the emotions were generated.
Prevention involves the prediction and avoidance of situations that may lead to undesirable emotional experiences during supervision prior to the generation of emotions. Prevention strategies were frequently utilized in the graduate student recruitment process and early stages of supervision, as a means of avoiding undesirable situations. On the former occasion, supervisors identified multiple recruitment indicators, such as research experiences and GPA, to avoid supervisory situations that may lead to negative emotions. This is commonly related to their former supervisory experience: “It was frustrating to supervise a student who was not invested in her work, so I have to implement a rigorous recruitment process to prioritize candidates who are truly interested in research, rather than rashly recruiting students” (P1-interview).
Supervisors remain vigilant once a supervisory relationship was established, as they are required by accountability-based policies to be responsible for students’ research performance and safety. Many supervisors stressed the significance of “establishing rules and regulations” (P4-interview) in the early stages of supervision to avoid infuriation and disappointment with students’ academic misconduct. Therefore, establishing an academic code of conduct is an effective prevention strategy for supervisors: “I’m frustrated by academic misconduct among students, as discovering data falsification in student-published articles holds me accountable, risking serious consequences for my academic career. So I frequently emphasize the need for high academic honesty and integrity standards” (P2-interview, observation).
Another concern that worried supervisors, especially those of science and technology, is student safety: “Whenever I hear about a laboratory explosion that causes student injuries, it makes me very nervous” (P3-interview, documentation). It is crucial for the institutions and supervisors to establish comprehensive laboratory safety rules and educate students on safety protocols before conducting experiments: “I told my graduate students: Failure to obey laboratory rules and lack of safety awareness can lead to immediate accidents that not only affect yourself but also pose a risk to other students” (P3-interview).
Intervention is the most commonly employed strategy by supervisors to enhance the effectiveness of their supervision once a supervisory relationship is established. They employed various intervention strategies to improve students’ academic attitude and develop their academic ability.
Specifically, supervisors improved their students’ engagement and altered procrastination either by scaffolding their research or enforcing discipline and prohibitions. On the one hand, our participants acknowledged the importance of instructional scaffolding in the supervisory process.
We need to cultivate students’ interest so that they can actively engage in research. For instance, I often demonstrate interesting phenomena between the English and Chinese languages to generate my students’ curiosity. Then I am delighted to see their willingness to immerse themselves in linguistic research. (P5-interview)
On the other hand, some supervisors emphasized the enforcement of discipline in supervision. One supervisor expressed disappointment and dissatisfaction with the lackadaisical research atmosphere within the entire research group. In response, she implemented strict discipline and prohibitions to restrict students from engaging in activities unrelated to research in the office (P2-observation).
Finding a student watching a movie in the office angered me as it may disturb other students trying to focus on their studies. So, activities like watching movies and listening to music are not allowed in our office. By rigorously enforcing these rules, our research group was able to collaborate more effectively and ultimately achieve satisfactory results. (P2-interview)
Furthermore, intervention strategies were also used to enhance graduate students’ academic competency. Modifying supervisory activities was considered as a useful method. One supervisor shared: “We used to read literature in our group meeting together, but it was not effective. I felt frustrated and decided to change our meeting activities this semester.” As a result, the supervisor organized students to provide feedback on each other’s manuscripts in weekly group meetings, because “it was very effective in improving their writing abilities” (P1-interview, observation).
Interestingly, some supervisors opted to micromanage students’ research processes when they were disappointed with their research performance
At first, I encouraged students to independently identify research topics, but I later realized with disappointment that it was challenging for them to identify gaps in the existing literature. To make things more efficient, I started assigning research projects directly to help them complete their dissertation and meet the graduation requirements. (P5-interview)
Reinterpretation refers to the process of cognitively reappraising a supervisory situation from different perspectives to change its emotional impact. Supervising a graduate student who lacks interest in research was described as a “prolonged and painful undertaking” (P4-interview). However, one supervisor noted that: “Dwelling on negative emotions can be unproductive as it does not necessarily solve problems. Despite the challenging experience, I have gained valuable insights and will be better equipped to handle such situation” (P4-interview).
In addition to explaining the meaning of the situations from supervisors’ viewpoints, they reconsidered the events from graduate students’ perspectives to rationalize their unsatisfactory performance and procrastination. For example, supervisors understood students’ time arrangements when they procrastinated: “I used to become annoyed when students failed to submit assignments punctually… Now I know that students need a balance between work and rest. They need adequate time for rest” (P5-interview).
On occasion, supervisors reappraised the connection between students’ misbehaviors and the effort they invested from the perspective of the teacher-student relationship.
I felt angry when things happened, but I wouldn’t let that emotion affect my life. I see myself as a supervisor to students, not a parent, so I don’t hold high expectations for them. If students choose not to follow my guidance, it’s not my concern anymore. (P6-interview)
Reconcentration is the strategy by which supervisors focus on another aspect of supervision or divert attention away from supervision with the intent of changing emotional consequences. Specifically, during the supervisory process, supervisors prepared themselves to be optimistic by reminding themselves of their students’ strengths: “I was anxious about a student who always made slow progress in research. But when I later realized that his incremental results were consistently good, indicating that he was very meticulous, I felt much better” (P2-interview, observation).
Apart from diverting attention during supervision in working environments, the participants highlighted the importance of balancing personal and professional life to manage negative emotions that may arise during supervision.
After giving birth, I realized that caring for a child demands a considerable amount of time and energy. Then I redirected my attention from supervising students to my family. Thankfully, my family provides a supportive environment, and the pleasant moments shared with my family members helped me overcome negative emotions associated with work. (P4-interview)
Detachment refers to the act of separating from or terminating the supervisory relationship to disengage from negative emotions. This strategy was often employed when intervention, reinterpretation, and reconcentration strategies were ineffective. When supervisors found that various proactive measures failed to resolve the challenges in research supervision, they experienced enduring feelings of helplessness, confusion, and distress. One supervisor expressed deep frustration, stating, “I’ve exhausted all efforts—careful communication with her and her parents, and providing my support during her experiments. Yet, she continued to resist making progress with her experiments and dissertation. I felt lost in supervising this student” (P4-interview). As a result, they have to release themselves from the emotionally harmful supervisory relationships.
Some supervisors chose to disengage, meaning they no longer actively push the student: “Continuing to push a student who refused to participate in research despite all my efforts would only increase my frustration. I have decided to let him go and will no longer push him” (P5-interview).
In some extreme cases that evoke negative emotions, supervisors even terminated the supervisory relationship.
Supervising this student was a painful experience as his inaction negatively affected the entire research team. Other students started following his behavior and avoided conducting experiments. It made me feel suffocated. I had to terminate my supervision to avoid any further negative impact on the team and myself… I felt relieved after he left. (P3-interview)
Response-focused emotion regulation involves the use of strategies after an emotion has already been generated.
Suppression involves consciously attempting to inhibit behavioral and verbal emotional responses. Although supervisors experienced negative moods during research supervision, some refrained from expressing these emotions to students. Certain supervisors believed that criticism hinders problem-solving. One participant explained, “While interacting with students, I found some are genuinely fearful of supervisor authority. In such cases, venting emotions on students only heightens their fear, makes them hesitant to express themselves or their confusion in research, and ultimately hinders their progress” (P1-interview). In addition, some supervisors believed that expressing anger or disappointment toward students could harm their self-efficacy in research. One supervisor stated, “Obtaining a master’s degree is a challenging journey, especially for novice researchers. Confidence is crucial for their success. As a supervisor, I refrain from expressing negative emotions as it can hurt students’ feelings and even damage their confidence” (P3-interview).
As mentioned by the supervisors above, expressing anger and disappointment to graduate students may not resolve issues but damage their self-efficacy. In challenging situations where negative emotions were hard to suppress, supervisors opted to temporarily suspend supervision activities or introduce new tasks to regain composure: “Sometimes revising students’ manuscripts can be a painful task. To avoid the risk of expressing negative emotions to them, I often temporarily suspend the revision. Sometimes I take a walk until I feel calmer and more collected” (P1-interview).
In supervision, expressing emotion is another effective strategy for regulating supervisors’ emotions. Although supervisors were aware that expressing negative emotions may sometimes negatively affect students’ feelings, the importance of their own emotional well-being was emphasized, as “expressing feelings helped me recover from negative moods faster” (P6-interview). However, supervisors had different expressive styles when interacting with their students.
Some supervisors expressed their anger and dissatisfaction to their students directly, through behavioral or verbal emotional responses. A supervisor recounted an incident, “During a phone call with her, I lost my temper because of her terrible attitude, and ended up throwing my phone” (P4-interview).
Interestingly, given that “graduate students are all adults” (P6-interview), some supervisors expressed their emotions more tactfully, taking care not to lose their temper and cause distress to their students. One supervisor “felt angry with a student’s poor writing.” However, instead of scolding the student directly, he made a joke during a one-to-one meeting, saying “It’s not that you wrote poorly. It’s that I am not clever enough to comprehend your writing.” The student laughed, and then the supervision was conducted in a relaxed atmosphere. The supervisor explained: “I do not hide my emotions but prefer to avoid losing my temper and instead use humor to guide my students better” (P5-interview, observation).
This study contributes to the existing literature on emotion regulation by providing detailed insights into how emotion regulation strategies were utilized by research supervisors. It also sheds light on the dilemmas supervisors encounter and the paradox between the context-dependent nature of research supervision and the accountability-based managerial context.
Our study demonstrated supervisors’ capacity to proactively employ diverse emotion regulation strategies when coping with difficulties in research supervision. It also revealed some paradoxical phenomena within the supervisors’ utilization of these emotion regulation strategies, highlighting the dilemmas they encountered in the context of research supervision.
In general, supervisors in our study demonstrated a higher tendency to employ antecedent-focused strategies for emotion regulation rather than response-focused strategies, which can alleviate their emotional burnout and enhance their well-being. Specifically, participants utilized intervention strategies as antecedent-focused strategies to improve the effectiveness of research supervision, rather than seeking consolation to alleviate generated emotions. Previous research has indicated that antecedent-focused strategies were associated with increased life satisfaction (Feinberg et al., 2012 ). By intervening in the emotion generation process at an early stage, these strategies can potentially alter the emotional trajectory, contributing to improved well-being among supervisors (Gross & John, 2003 ).
While supervisors displayed a strong inclination to utilize diverse strategies to enhance the effectiveness of their supervision, our findings unveiled two paradoxical phenomena in their emotion regulation strategies, indicating the dilemmas that supervisors faced in authentic supervisory situations. First, in antecedent-focused strategies aimed at modifying situations that may trigger negative emotions, numerous interventions and detachments highlighted the conflicts supervisors encountered as they strived to balance adequate assistance and excessive interference. Specifically, while participants in our study “inspired students through scaffolding” or “encouraged students’ autonomous learning,” they also “micromanaged students’ research process” or “enforced discipline” to enhance supervision efficiency. This pedagogical paradox concerning the choice between intervening and non-intervening approaches has generated ongoing debate in existing research (Janssen & Vuuren, 2021 ). Both approaches have the potential to evoke negative emotional experiences for supervisors and graduate students. Research found that a highly intervening approach has negative implications for both supervisors and graduate students (Lee, 2020 ). Students who have encountered autonomy-exploitative behavior from their supervisors, such as being restricted to specific research topics and methodologies, have reported experiencing negative emotions (Cheng & Leung, 2022 ). For supervisors, the burden of an intervening approach, the dissonance between supervisors’ expectations and students’ actual research progress, as well as students deviating from conventional practices (Han & Xu, 2023 ), all contribute to feelings of frustration, sadness, and exhaustion. Nevertheless, non-intervening approaches do not always fulfill the expectations of both parties either. Supervisors who encouraged graduate students’ autonomous action acknowledged the value of promoting their independent thinking, which has been identified as a significant predictor of students’ research self-efficacy (Gruzdev et al., 2020 ). However, students who initially expected their supervisors to play a leadership role felt dissatisfied and disappointed when supervisors were reluctant to offer explicit guidance (Janssen & Vuuren, 2021 ). This misunderstanding of supervisors’ intentions can ultimately generate negative effects on supervisors’ emotional experiences (Xu, 2021 ).
Another evident paradoxical phenomenon arises in the response-focused strategies employed after emotions have already been triggered. Although supervisors opted to suppress their negative emotional expression to safeguard the confidence and self-esteem of mature learners, there were instances when they outpoured their disappointment and anger to students, aiming to swiftly step out of their negative moods. The act of expressing and suppressing emotions highlights the dilemma of cultivating a mutually beneficial relationship that promotes emotional well-being for both supervisors and students. On the one hand, the existing literature emphasizes the importance of supervisors being sensitive to students’ emotional experiences (Bastalich, 2017 ). The inherent power imbalance in supervisor-student relationships may create a sense of student dependency on their supervisors (Friedensen et al., 2024 ; Janssen & Vuuren, 2021 ). Excessive criticism from supervisors can potentially lead to feelings of loss, and alienation throughout students’ academic journey, which highlights supervisors’ responsibility to manage their emotional criticism in supervisory interactions (Parker-Jenkins, 2018 ). On the other hand, although pursuing a research degree is a challenging journey for graduate students, it is important to acknowledge the vulnerability of research supervisors and their need for support (Parker-Jenkins, 2018 ). Power dynamics within supervisory relationships, particularly when students challenge or disregard supervisors’ advice, can lead to repression and disengagement for supervisors if negative emotions are not effectively regulated (Xu, 2021 ). Thus, recognizing supervisors’ needs and allowing for emotional expressions are also essential in developing a relationship that is mutually beneficial and conducive to the well-being of both parties (Parker-Jenkins, 2018 ).
The dilemmas present in supervisors’ emotion regulation strategies inherently illustrate the context-dependent and non-standardized nature of research supervision. However, as modern higher education institutions move toward implementing accountability-based policies that aim to standardize and quantify research supervision (Jedemark & Londos, 2021 ), conflicts between the nature of supervision and these institutional policies not only place an emotional burden on supervisors, but also endanger the quality of graduate education.
The dilemmas observed in supervisors’ emotion regulation strategies highlight the divergent understandings between supervisors and graduate students regarding their respective responsibilities and the boundaries of the supervisor-student relationship. This divergence is influenced by context-dependent factors in research supervision, including the beliefs, motivations, and initiatives of the individuals involved (Denis et al., 2018 ). Due to the difficulty in achieving a perfect agreement on these context-dependent factors, it becomes challenging to establish a standard for what constitutes an ideal beneficial research supervision (Bøgelund, 2015 ). In authentic supervisory situations, the relationships between supervisors and graduate students can range from formal and distant to informal and intimate in both academic and social interactions (Parker-Jenkins, 2018 ). Therefore, research supervision is a highly context-dependent and non-standardized practice that relies on the capabilities of supervisors and students, which are shaped by their individual experiences and personalities.
This nature of research supervision underscores the significance of avoiding standardization and a “one size fits all” approach. However, as higher education institutions move toward a corporate managerial mode, research supervision is increasingly perceived as a service provided within a provider-consumer framework, and the fundamental aspects of research supervision are being reshaped to align with a culture of performance measurement, control, and accountability (Taylor et al., 2018 ). In modern academia, universities and institutions have established specific guidelines and protocols for research supervision, which require supervisors to follow diligently and take accountability in the supervision process (Figueira et al., 2018 ).
The presence of extensive external scrutiny or accountability ignored the context-dependent and non-standardized nature of research supervision, leading to adverse effects on both supervisors and graduate students. On the one hand, supervisors face significant pressure within an accountability-based context. They are expected to serve as facilitators of structured knowledge transmission, which is enforced through the demanding requirements and time-consuming tasks associated with supervisory practices (Halse, 2011 ). However, the distinctive characteristics of various disciplines and the interdependent relationship between the supervisory context and graduate students’ learning process are neglected (Liang et al., 2021 ). Such a narrow focus on knowledge transmission may pose potential threats to supervisors’ autonomy and academic freedom, generating their feelings of self-questioning, helplessness, and demotivation (Halse, 2011 ). Supervisors in our study reported many examples of emotion regulation strategies utilized to cope with performative and accountability pressures in their workplace. Specifically, the responsibility to ensure timely doctoral completions, prioritize students’ safety, and maintain accountability for those experiencing delays or violating research codes evoked feelings of nervousness, pressure, and insecurity among supervisors.
On the other hand, interventionist supervision within accountability-driven supervisory contexts is perceived as detrimental to students’ academic innovation (Bastalich, 2017 ). The prevailing environment of heightened performativity and accountability alters supervisors’ attitudes toward academic risk-taking, thereby influencing their supervisory practices (Figueira et al., 2018 ). For example, participants in our study utilized prevention and intervention strategies to mitigate potential negative occurrences. This included adopting a directive approach to supervise students’ work and dissuading them from undertaking risky or time-consuming methods to ensure timely completion. However, such micromanagement may stifle innovation, thereby inhibiting doctoral students’ development as independent researchers (Gruzdev et al., 2020 ). Providing pre-packaged research projects or excessive support may hinder students’ acquisition of essential knowledge, skills, and expertise required for their future pursuits, potentially obstructing their progress toward independent thinking (Gruzdev et al., 2020 ).
The conflicts between the prevailing shift from autonomy to accountability in higher education and the context-dependent and non-standardized nature of research supervision highlight the necessity for practice-informed evaluations for research supervision. This finding resonates with previous studies on policy-making in graduate education (Taylor et al., 2018 ), which emphasized the challenges of establishing evidence-based institutional policies to capture the intricate realities of supervision in practice.
This study contributes to the understanding of research supervisors’ work by examining their emotion regulation strategies in authentic supervisory situations. However, certain limitations should be addressed for future research. First, the small sample size is a significant limitation, as only six supervisors participated. Future studies may increase the sample size and enhance diversity within the sample. Second, as our study only involved perspectives from research supervisors, future studies may consider incorporating the perceptions of both supervisors and graduate students and analyzing the level of convergence and divergence between the obtained results to enhance the validity of data collection.
Despite being situated in China’s supervisory accountability system, our study holds broader implications in the global context. As the shift toward corporatized management models in higher education worldwide reshapes research supervision to align with performance measurement and accountability culture (Jedemark & Londos, 2021 ), our results offer implications for research supervision and policy-making beyond the Chinese context.
First, for research supervisors and graduate students, the intricate and dynamic nature of research supervision revealed in our study makes it challenging to offer direct recommendations for optimal emotion regulation strategies. Instead, supervisors are encouraged to adaptively employ a range of emotion regulation strategies in different supervisory situations to enhance their emotional well-being. Additionally, recognizing the context-dependent nature of research supervision, both research supervisors and graduate students are urged to take into account factors such as each other’s beliefs, motivations, and initiatives in their research and daily interactions.
Second, in light of the discrepancy between the current standardized accountability measures in higher education and the context-dependent nature of research supervision, it is imperative for universities and institutions to develop practice-based policies that are tailored to supervisors’ and students’ academic development, avoiding generic and assumed approaches. To effectively address the distinctive requirements of research supervision, policy-makers are strongly encouraged to implement multi-dimensional, discipline-oriented evaluation systems for supervisors in the future.
Data from this study cannot be shared publicly because participants may still be identifiable despite efforts to anonymise the data. Therefore, data will only be made available for researchers who meet criteria for access to confidential data.
Agudo, J. D. M. (Ed.). (2018). Emotions in second language teaching: Theory, research and teacher education . Springer.
Google Scholar
Bastalich, W. (2017). Content and context in knowledge production: A critical review of doctoral supervision literature. Studies in Higher Education, 42 (7), 1145–1157.
Article Google Scholar
Bøgelund, P. (2015). How supervisors perceive PhD supervision-and how they practice it. International Journal of Doctoral Studies, 10 , 39–55.
Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: Comparing two perspectives of “people work.” Journal of Vocational Behavior, 60 (1), 17–39.
Campos, J. J., Walle, E. A., Dahl, A., & Main, A. (2011). Reconceptualizing emotion regulation. Emotion Review, 3 (1), 26–35.
Chen, J., & Cheng, T. (2022). Review of research on teacher emotion during 1985–2019: A descriptive quantitative analysis of knowledge production trends. European Journal of Psychology of Education, 37 (2), 417–438.
Cheng, M. W. T., & Leung, M. L. (2022). “I’m not the only victim...” Student perceptions of exploitative supervision relation in doctoral degree. Higher Education, 84 (3), 523–540.
Denis, C., Colet, N. R., & Lison, C. (2018). Doctoral supervision in North America: Perception and challenges of supervisor and supervisee. Higher Education Studies, 9 (1), 30–39.
Diekman, A. B., Clark, E. K., Johnston, A. M., Brown, E. R., & Steinberg, M. (2011). Malleability in communal goals and beliefs influences attraction to stem careers: Evidence for a goal congruity perspective. Journal of Personality and Social Psychology, 101 (5), 902–918.
Feinberg, M., Willer, R., Antonenko, O., & John, O. P. (2012). Liberating reason from the passions: Overriding intuitionist moral judgments through emotion reappraisal. Psychological Science, 23 (7), 788–795.
Figueira, C., Theodorakopoulos, N., & Caselli, G. (2018). Unveiling faculty conceptions of academic risk taking: A phenomenographic study. Studies in Higher Education, 43 (8), 1307–1320.
Friedensen, R. E., Bettencourt, G. M., & Bartlett, M. L. (2024). Power-conscious ecosystems: Understanding how power dynamics in US doctoral advising shape students’ experiences. Higher Education, 87 (1), 149–164. https://doi.org/10.1007/s10734-023-00998-x
Grandey, A. A. (2000). Emotional regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology, 5 (1), 95–110.
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2 , 271–299.
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26 (1), 1–26.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85 (2), 348.
Gruzdev, I., Terentev, E., & Dzhafarova, Z. (2020). Superhero or hands-off supervisor? An empirical categorization of PhD supervision styles and student satisfaction in Russian universities. Higher Education, 79 (5), 773–789.
Gu, J., Levin, J. S., & Luo, Y. (2018). Reproducing “academic successors” or cultivating “versatile experts”: Influences of doctoral training on career expectations of Chinese PhD students. Higher Education, 76 (3), 427–447.
Halse, C. (2011). ‘Becoming a supervisor’: The impact of doctoral supervision on supervisors’ learning. Studies in Higher Education, 36 (5), 557–570.
Halse, C., & Malfroy, J. (2010). Retheorizing doctoral supervision as professional work. Studies in Higher Education, 35 (1), 79–92.
Han, Y., & Xu, Y. (2023). Emotional support from the perspective of extrinsic emotion regulation: Insights of computer science. Teaching in Higher Education, 28 (7), 1725–1743.
Han, J., & Wang, T. (2024). Exploring graduate students’ research characteristics, emotional exhaustion, mastery approach, and research career commitment: insights from the JD-R theory. Studies in Higher Education, 1–15.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14 (8), 835–854.
Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling . University of California Press.
Hosotani, R. (2011). Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers. Teaching and Teacher Education, 27 (6), 1039–1048.
Janssen, S., & Vuuren, M. (2021). Sensemaking in supervisor-doctoral student relationships: Revealing schemas on the fulfillment of basic psychological needs. Studies in Higher Education, 46 (12), 2738–2750.
Jedemark, M., & Londos, M. (2021). Four different assessment practices: How university teachers handle the field of tension between professional responsibility and professional accountability. Higher Education, 81 (6), 1293–1309.
Johnson, J. W. (2001). The relative importance of task and contextual performance dimensions to supervisor judgments of overall performance. Journal of Applied Psychology, 86 (5), 984–996.
Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33 (3), 267–281.
Lee, A. (2020). Successful research supervision: Advising students doing research (2nd ed.). Routledge.
Liang, W., Liu, S., & Zhao, C. (2021). Impact of student-supervisor relationship on postgraduate students’ subjective well-being: A study based on longitudinal data in China. Higher Education, 82 (2), 273–305.
Ministry of Education, PRC. (2020). The accountability measures for educational supervision [yanjiusheng zhidao xingwei zhunze]. http://www.moe.gov.cn/srcsite/A22/s7065/202011/t20201111_499442.html . Accessed 17 May 2024.
Parker-Jenkins, M. (2018). Mind the gap: Developing the roles, expectations and boundaries in the doctoral supervisor–supervisee relationship. Studies in Higher Education, 43 (1), 57–71.
Peng, H. (2015). Assessing the quality of research supervision in mainland Chinese higher education. Quality in Higher Education, 21 (1), 89–100.
Riessman, C. K. (2008). Narrative methods for the human sciences . Sage.
Saleem, M. S., Isha, A. S., Awan, M. I., Yusop, Y. B., & Naji, G. M. (2022). Fostering academic engagement in post-graduate students: Assessing the role of positive emotions, positive psychology, and stress. Frontiers in Psychology, 13 , 920395.
Sambrook, S., Stewart, J., & Roberts, C. (2008). Doctoral supervision... A view from above, below and the middle! Journal of Further and Higher Education, 32 (1), 71–84.
Tao, Y., Liu, X., Hou, W., Niu, H., Wang, S., Ma, Z., & Zhang, L. (2022). The mediating role of emotion regulation strategies in the relationship between big five personality traits and anxiety and depression among Chinese firefighters. Frontiers in Public Health, 10 , 901686.
Taxer, J. L., & Frenzel, A. C. (2015). Facets of teachers’ emotional lives: A quantitative investigation of teachers’ genuine, faked, and hidden emotions. Teaching and Teacher Education, 49 , 78–88.
Taxer, J. L., & Gross, J. J. (2018). Emotion regulation in teachers: The “why” and “how”. Teaching and Teacher Education, 74 , 180–189.
Taylor, S., Kiley, M., & Humphrey, R. (2018). A handbook for doctoral supervisors (2nd ed.). Routledge.
To, K. H., & Yin, H. (2021). Being the weather gauge of mood: Demystifying the emotion regulation of kindergarten principals. The Asia-Pacific Education Researcher, 30 (4), 315–325.
Veniger, K. A., & Kočar, S. (2018). The impact of academic discipline on university teaching and pedagogical training courses. Croatian Journal of Education, 20 (4), 1261–1298.
Wollast, R., Aelenei, C., Chevalère, J., Van der Linden, N., Galand, B., Azzi, A., Frenay, M., & Klein, O. (2023). Facing the dropout crisis among PhD candidates: The role of supervisor support in emotional well-being and intended doctoral persistence among men and women. Studies in Higher Education, 48 (6), 813–828.
Xie, A. B., & Zhu, Y. (2008). Retrospect and prospect of Chinese degree and graduate education development in the past three decades. Degree and Graduate Education, 11 , 19–29.
Xie, F. (2021). A study on Chinese EFL teachers’ work engagement: The predictability power of emotion regulation and teacher resilience. Frontiers in Psychology, 12 , 735969.
Xu, Y. (2021). Unpacking the emotional dimension of doctoral supervision: Supervisors’ emotions and emotion regulation strategies. Frontiers in Psychology, 12 , 651859.
Xu, Y., & Liu, J. A. (2023). Exploring and understanding perceived relationships between doctoral students and their supervisors in China. Humanities and Social Sciences Communications, 10 (1), 1–10.
Yin, H. (2015). The effect of teachers’ emotional labour on teaching satisfaction: Moderation of emotional intelligence. Teachers and Teaching, 21 (7), 789–810.
Yin, H. (2016a). Knife-like mouth and tofu-like heart: Emotion regulation by Chinese teachers in classroom teaching. Social Psychology of Education, 19 (1), 1–22.
Yin, H., Huang, S., & Lv, L. (2018). A multilevel analysis of job characteristics, emotion regulation and teacher well-being: A job demands-resources model. Frontiers in Psychology, 9 , 2395.
Yin, R. K. (2016b). Qualitative research from start to finish (2nd ed.). Guilford Press.
Zembylas, M. (2021). The affective turn in educational theory. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1272 . Accessed 17 May 2024.
Download references
The authors would like to thank the participants who made this publication possible.
This work was supported by the Project of Outstanding Young and Middle-aged Scholars of Shandong University, Shandong University Program of Graduate Education and Reform (grant number XYJG2023037) and the General Research Fund of Hong Kong SAR (grant number CUHK 14608922).
Authors and affiliations.
School of Foreign Languages and Literature, Shandong University, Jinan, 250100, Shandong, China
Jiying Han & Lei Jin
Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong, SAR, China
Hongbiao Yin
You can also search for this author in PubMed Google Scholar
Jiying Han: writing—original draft preparation, writing—reviewing and editing; Lei Jin: writing—original draft preparation, formal analysis; Hongbiao Yin: conceptualization, validation, writing—reviewing and editing.
Correspondence to Hongbiao Yin .
Conflict of interest.
The authors declare no competing interests.
Publisher’s note.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .
Reprints and permissions
Han, J., Jin, L. & Yin, H. Supervisors’ emotion regulation in research supervision: navigating dilemmas in an accountability-based context. High Educ (2024). https://doi.org/10.1007/s10734-024-01241-x
Download citation
Accepted : 13 May 2024
Published : 18 May 2024
DOI : https://doi.org/10.1007/s10734-024-01241-x
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
IMAGES
COMMENTS
Timeframe: August-December 2024. Research in Higher Education is a journal that publishes empirical research on postsecondary education. Open to studies using a wide range of methods, with a special interest in advanced quantitative research methods. Covers topics such as student access, retention, success, faculty issues, institutional ...
the tension between how academics and government policies view higher education, an analysis that compares and contrasts the personal or private purpose(s) of higher education may help educators better understand the current disconnect between higher education institutions and college graduates (McClung, 2013; World Bank, 2012).
Journal metrics Editorial board. Founded in 1930, The Journal of Higher Education ( JHE) publishes original research and theoretical manuscripts on U.S. higher education. We publish two kinds of articles: empirical articles and scholarly, theoretical, or conceptual articles. Authors publishing empirical articles report the methodology, methods ...
Research in Higher Education publishes empirical studies that enhance our understanding of an educational institution or allow comparison among institutions. It focuses on post-secondary education, including two-year and four-year colleges, universities, and graduate and professional schools. Papers in the journal assist faculty and ...
Trends and Motivations in Critical Quantitative Educational Research: A Multimethod Examination Across Higher Education Scholarship and Author Perspectives. Christa E. Winkler. Annie M. Wofford. OriginalPaper Open access 04 June 2024.
HIGHER EDUCATION is an international journal in the multidisciplinary field of higher education research. Its policy is to give priority to papers that are relevant to the international higher education research and policy community.
Aims and scope. Studies in Higher Education is a leading international journal publishing research-based articles dealing with higher education issues from either a disciplinary or multi-disciplinary perspective. Empirical, theoretical and conceptual articles of significant originality will be considered.
Trends in Higher Education is an international, peer-reviewed, open access journal on higher education published quarterly online by MDPI.. Open Access — free for readers, with article processing charges (APC) paid by authors or their institutions.; Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 28.5 days after submission ...
The impact of large language models on university students' literacy development: a dialogue with Lea and Street's academic literacies framework. Daniel W. J. Anson. Published online: 26 Mar 2024. 2205 Views.
Higher Education Quarterly. Higher Education Quarterly (HEQU) is an international educational research journal publishing articles on policy, organization, leadership, governance, management and the professions in higher education. It aims to develop our understanding of higher education and its current challenges from a diversity of approaches ...
To understand how higher education can effectively address these challenges, this paper investigates the public and private purpose of higher education and what it means for higher education's future.
This systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022. Using PRISMA principles and protocol, 138 articles were identified for a full examination. Using a priori, and grounded coding, the data from the 138 articles were extracted, analyzed, and coded. The findings of this study show that in 2021 ...
A Quarterly Review of Innovations in Post-secondary Education. The Internet and Higher Education is a quarterly journal devoted to addressing contemporary issues and future developments related to Internet-enabled learning and teaching in higher education settings. It is a peer-reviewed journal intended to be a vehicle for scholarly presentation and dissemination of contributions significantly ...
The Center for Studies in Higher Education publishes online research papers and essays that reflect multidisciplinary fields, contribute to influencing and expanding the body of research on higher education, and enhance dialogue among educators, policy makers, and the public. ... Multi-campus public higher education governance systems exist in ...
Papers selected in this Issue were presented at different international conferences examining how the outbreak of the COVID-19 pandemic in late 2019 has affected higher education development from international and comparative perspectives. ... Keynote speech presented at the Conference for Higher Education Research (CHER) 2020, Lingnan ...
There are several reasons to review access and equity in HE research. First, most of the research on this topic to date has mainly focused on two areas: policy and quantitative data (Jia and Ericson, 2017; Leach, 2013).Second, previous research about this topic has been scattered among countries, based on disadvantaged student criteria and policy or programs that the government had to support ...
Aims and scope. Internationally peer-reviewed, the Journal of Applied Research in Higher Education (JARHE), focuses on the scholarship and practice of teaching and learning and higher education, covering: Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas.
This report draws on a substantial body of research undertaken by the Open University's Centre for. Higher Education Research and Information (CHE RI) on the changing relati onships between ...
The present collection of research papers reflects students' perspectives on today's changing higher education landscape and the challenges or controversies they observe in contemporary higher education. Student research papers featured in this collection are a testimony of students' genuine interest in studying and contributing to the ...
education, choice of major, etc.). Our results underscore the fact that the COVID-19 shock is likely to exacerbate socioeconomic disparities in higher education. This is consistent with ndings regarding the impacts of COVID-19 on K-12 students. Kuhfeld et al.,2020project that school closures are likely to lead to signi cant learning losses in math
Higher Education Research Paper Topics. In this page on higher education research paper topics, we present a comprehensive guide to help students in the field of education with their research papers. The abstract provides a brief overview of the content covered in the page, including a keyphrase to emphasize the main focus.
This research explores the mediating role of job satisfaction in the relationship between competence, work environment, and lecturer performance in higher education. By applying Structural Equation Modeling (SEM), data from 250 lecturers at various universities were analyzed. The findings suggest that job satisfaction significantly mediates the relationship between competence
The Times Higher Education World University Rankings are the only global performance tables that judge research-intensive universities across all their core missions: teaching, research, knowledge transfer and international outlook.. This year's methodology, for the 20th edition of the World University Rankings, has been significantly updated, so that it continues to reflect the outputs of ...
holistic approach to education. This research paper explores the importance, progress, challenges, and potential impact of NEP at HEIs. The National Education Policy (NEP) 2020 in India represents a landmark reform in the country's education ... NEP 2020 lays the groundwork for promoting research and innovation in higher education and creating ...
About the Carnegie Classification® The Carnegie Classification® is the leading framework for recognizing and describing institutional diversity in U.S. higher education. The Carnegie Commission on Higher Education developed the classification in 1973 to support its program of research and policy analysis. Derived from empirical data on colleges and universities, the Carnegie Classification ...
Higher education worldwide is undergoing a continuous process of transformation and differentiation as new challenges emerge in the macro socio-economic and political environment. Not only have existing institutions expanded their curricula to offer a wider range of courses, hut new types of institutions have been established to cater for groups which have not been able to access higher ...
The research spending will be taken from the National Science Foundation (NSF) Higher Education Research and Development (HERD) Survey, and the doctoral research degree number will be taken from the National Center for Education Statistics IPEDS data. Any institution that meets this new R1 threshold will be included.
Assessment & Evaluation in Higher Education. is an established international peer-reviewed journal which publishes papers and reports on all aspects of assessment and evaluation within higher education. Its purpose is to advance understanding of assessment and evaluation practices and processes, particularly the contribution that these make to ...
The Times Higher Education World Reputation Rankings 2023 are based on the world's largest invitation-only opinion survey of senior, published academics. It asks scholars to name no more than 15 universities that they believe are the best for research and teaching in their field. View the World Reputation Rankings 2023 methodology Harvard University tops the ranking for the
In higher education, although emotion regulation has been proven significant to teacher development and well-being (Xie, 2021), the majority of research has been conducted within the context of classroom instruction (Tao et al., 2022), leaving that of research supervision in graduate education unexplored.