박사과정 학생들의 역할 인식이 지도하는 자-지도받는 자의 관계와 학업 발전에 미치는 영향 = The Influence of Ph.D. Students’ Role Perceptions on Advisor-advisee Relationships and Academic Progress

다국어 초록 (Multilingual Abstract)

This qualitative research investigated how doctoral (Ph.D.) students’ role perceptions influenced their expectations and behaviors, thereby influencing advisor-advisee relationships and academic progress. Doctoral advising is crucial for the academic progress of doctoral students. One of the factors influencing doctoral students’ academic progress is the advisor-advisee relationship. Under the guidance of Biddle’s role theory, the researcher sought to determine how doctoral students’ perceptions of their advisors’ roles and their own roles impacted their advisor relationships. The doctoral advisor-advisee relationships can influence doctoral students’ academic progress.
By interviewing four Chinese Ph.D. students who studied in Korea, data were collected from interview videos, emails, and messages exchanged between the participants and their advisors. The data from the interviews were the primary data resource. Additional resources were utilized to support the data from the interviews. These data were analyzed using qualitative methods, including transcription, coding, and member checking. The coding process was based on the transcription, and the member checking process ensured the validity of the study.
The findings indicated that variations in participants’ role perceptions can significantly influence their doctoral advisor-advisee relationships, which, in turn, affect their academic progress during doctoral studies. The participants’ role perceptions were mainly influenced by their past experiences.
The patterns among the four participants showed that participants’ role perceptions influenced their expectations and behaviors. Whether participants’ expectations were fulfilled by the advisor’s behaviors and whether participants’ behaviors and the advisor’s reactions were agreed influenced the advisor-advisee relationships. The advisor-advisee relationships influenced the participants’ learning experiences and graduation time, and also impacted their academic progress. Suggestions for doctoral advisors and Ph.D. students in advising process and limitations of this study were provided at the end of the study.

목차 (Table of Contents)

• Chapter 1. Introduction 1
• 1.1 Research Background 1
• 1.2 Purpose of the Study 4
• 1.3 Significance of the Study 6
• 1.4 Research Questions 9
• 1.5 Definition of Key Terms 10
• 1.6 Organization of the Dissertation 13
• Chapter 2. Literature Review 16
• 2.1 Role Perceptions and Role Theories 17
• 2.1.1 Roles and Role Perceptions 17
• 2.1.2 Role Theories 20
• 2.2 Advisor-advisee Relationships in Doctoral Education 24
• 2.2.1 Factors Influencing Advisor-advisee Relationships 25
• 2.2.2 Doctoral Education: Students' Academic Progress 30
• 2.3 Korean Cultural Context: Power Distance and High-context Communication 35
• 2.3.1 High Power Distance 37
• 2.3.2 High-context Communication 38
• 2.4 Conceptual Framework 41
• Chapter 3. Methods 47
• 3.1 Research Context 48
• 3.1.1 The Participants' University and Department 48
• 3.1.2 The University's Policies 49
• 3.1.3 The Participants' Advisor 51
• 3.1.4 Context Selection 53
• 3.2 Participants 53
• 3.2.1 Similar Parts of the Participants 53
• 3.2.2 Different Parts of the Participants 54
• 3.2.3 Participant Selection 57
• 3.3 Data Collection 59
• 3.3.1 Semi-structured Interview 60
• 3.3.2 The Reason for the Lack of Observation 62
• 3.3.3 Additional Resources 63
• 3.3.4 Triangulation 64
• 3.4 Data Analysis 65
• 3.4.1 Transcription 66
• 3.4.2 Open Coding 68
• 3.4.3 Axial Coding 69
• 3.4.4 Selective Coding 71
• 3.4.5 Member Checking 74
• 3.5 Researcher's Role 74
• Chapter 4. Findings 77
• 4.1 Case 1: Katherine 77
• 4.1.1 Katherine's Perceptions of her Role and the Advisor's Role 77
• 4.1.1.1 Katherine's Perception of the Advisor's Role 78
• 4.1.1.2 Katherine's Perception of her Own Role 80
• 4.1.1.3 How Katherine's Role Perceptions Established 82
• 4.1.2 How was the Advisor-advisee Relationship Influenced by Katherine's Role Perceptions 84
• 4.1.2.1 Katherine's Expectations for the Advisor and the Advisor's Behaviors 85
• 4.1.2.2 Katherine's Behaviors and the Advisor's Reactions 90
• 4.1.2.3 Katherine's Advisor-advisee Relationship 93
• 4.1.3 How was Katherine's Academic Progress Influenced by the Advisor-advisee Relationship 96
• 4.1.3.1 Katherine's Learning Experience 96
• 4.1.3.2 Katherine's Graduation Time 98
• 4.2 Case 2: Alice 101
• 4.2.1 Alice's Perceptions of her Role and the Advisor's Role 101
• 4.2.1.1 Alice's Perception of the Advisor's Role 101
• 4.2.1.2 Alice's Perception of her Own Role 104
• 4.2.1.3 How Alice's Role Perceptions Established 106
• 4.2.2 How was the Advisor-advisee Relationship Influenced by Alice's Role Perceptions 108
• 4.2.2.1 Alice's Expectations for the Advisor and the Advisor's Behaviors 108
• 4.2.2.2 Alice's Behaviors and the Advisor's Reactions 114
• 4.2.2.3 Alice's Advisor-advisee Relationship 118
• 4.2.3 How was Alice's Academic Progress Influenced by the Advisor-advisee Relationship 120
• 4.2.3.1 Alice's Learning Experience 120
• 4.2.3.2 Alice's Graduation Time 122
• 4.3 Case 3: Quinn 125
• 4.3.1 Quinn's Perceptions of her Role and the Advisor's Role 125
• 4.3.1.1 Quinn's Perception of her Advisor's Role 125
• 4.3.1.2 Quinn's Perception of her Own Role 127
• 4.3.1.3 How Quinn's Role Perceptions Established 129
• 4.3.2 How was the Advisor-advisee Relationship Influenced by Quinn's Role Perceptions 131
• 4.3.2.1 Quinn's Expectations for the Advisor and the Advisor's Behaviors 132
• 4.3.2.2 Quinn's Behaviors and the Advisor's Reactions 137
• 4.3.2.3 Quinn's Advisor-advisee Relationship 141
• 4.3.3 How was Quinn's Academic Progress Influenced by the Advisor-advisee Relationship 144
• 4.3.3.1 Quinn's Learning Experience 144
• 4.3.3.2 Quinn's Graduation Time 147
• 4.4 Case 4: Jane 150
• 4.4.1 Jane's Perceptions of her Role and the Advisor's Role 150
• 4.4.1.1 Jane's Perception of her Advisor' Role 150
• 4.4.1.2 Jane's Perception of her Own Role 152
• 4.4.1.3 How Jane's Role Perceptions Established 155
• 4.4.2 How was the Advisor-advisee Relationship Influenced by Jane's Role Perceptions 157
• 4.4.2.1 Jane's Expectations for the Advisor and the Advisor's Behaviors 157
• 4.4.2.2 Jane's Behaviors and the Advisor's Reactions 162
• 4.4.2.3 Jane's Advisor-advisee Relationship 166
• 4.4.3 How was Jane's Academic Progress Influenced by the Advisor-advisee Relationship 168
• 4.4.3.1 Jane's Learning Experience 169
• 4.4.3.2 Jane' Graduation Time 171
• 4.5 Summary 173
• Chapter 5. Discussion 175
• 5.1 Research Question 1: What are each participant's perceptions of the advisor's role and their own roles during doctoral study 176
• 5.1.1 Participants' Role Perceptions 176
• 5.1.2 How the Role Perceptions Established 178
• 5.1.3 Summary of Research Question 1 180
• 5.2 Research Question 2: How do each participant's perceptions of the advisor's role and their own roles influence the advisor-advisee relationship 180
• 5.2.1 Participants' Expectations and the Advisor's Behaviors 181
• 185
• 5.2.2 Participants' Behaviors and the Advisor's Reactions 185
• 5.2.3 Summary of Research Question 2 189
• 5.3 Research Questions 3: How does each participant's advisor-advisee relationship influence the academic progress 190
• 5.3.1 Participants' Learning Experiences 190
• 5.3.2 Participants' Graduation Time 192
• 5.3.3 Summary of Research Question 3 195
• Chapter 6. Conclusions 197
• 6.1 Summary of the Study 197
• 6.2 Implications and Generalization 201
• 6.3 Suggestions 203
• 6.3.1 Suggestions for Doctoral Advisors 203
• 6.3.2 Suggestions for Doctoral Students 206
• 6.4 Limitations 207
• References 212
• Appendix 1: Semi-structured Interview Questions 239
• Appendix 2: Codebook Snapshot for Katherine 241