Abang Ekhsan Abang Othman
Peter Songan
Masiniah Marzuki
Angela Anthonysamy
Chen Shwen Jen
Faculty of Cognitive Science & Human Development,
Kota Samarahan,
Universiti Malaysia Sarawak

Date: 26 October 2001
Time: 12.00-12.30

Studies on students’ supervisors have shown that ambiguity regarding role and responsibilities has become their major concern and worries (Moses, 1985). In the Faculty of Cognitive Science and Human Development, Universiti Malaysia Sarawak, this problem is also inherent. The increasing number of students and the shortage of competent lecturers couple with ambiguous supervisory guidelines for supervising research students have made this problem very critical. This problem has prompted for an investigation on the best supervisory practices using action research methodology. The main purpose of this action research study is to identify the real problems in students’ supervision, the solutions to the problems and the implications of the study. An action research as a qualitative methodology was chosen for this study, because it was considered to be the most suitable to address the problems of students’ supervision. Action research is defined “as the systematic study of attempts to improve educational practices by groups of participants by mean of their own practical actions and by means of their own reflection upon the effects of their actions” (Ebutt, as cited in Hopkins, 1995). This paper describes an action research methodology that is employed in this study. Action research is used because it enables the researchers (a group of lecturers) together with the students “who together own the problems” to work collaboratively in a participatory manner to identify problems and solutions, and subsequently, bringing about a commitment to action and change. Action research enables researchers to obtain a high quality of information, and to make sound recommendations, as well as taking necessary actions, with a high level of commitment. It is one of the most effective organizational development intervention approach to solve organizational problems and the simultaneous growth and development of individuals in the organization. The methodology involves the identification of the problem and the collection of data through spiral cycles of initial reflection, planning, acting, observing, and reflecting with each of these activities being systematically and self critically implemented and interrelated. It is hoped that action research will open the path to quality supervision of students.