Page 94 - Academic and Research Book_WEB

A critical element in research supervision is to ensure that the research scholar addresses all relevant
research ethics. Alfredo and Hart (2011) and Gray and Jordan (2012) found that research scholars

essentially acquire or inherit the knowledge and procedures for ethical conduct from their supervisors.
Anderson, et al. (1994), found in their research that if a research scholar is not comfortable with the
practices of the research supervisor, and facing problems with ambiguous career projections, then the
scholars get involved in ethical misconduct. Zucchero (2008), and Burr and King (2012), have asserted
that proper guidance for ethical conduct is essential for imparting knowledge of ethical norms and
standards. An ethical research climate in the academic community climate is also necessary. True, et
al. (2011), have reported that research scholars who were not into academic communities are more
involved in ethical misconduct. Further, according to Anderson, et al. (op. cit.), research scholars who
closely collaborate with academic staff on research ventures may be behaving unethically. Therefore,
the relationship between research supervisor and research scholar is a critical means of acquiring
suitable procedures and codes of conduct.

Roles and Responsibilities of Research Supervisors

A research supervisor gives direction and motivation by bringing in clear, transparent and inspiring
vision into a research scholar’s participation and clear communication. Supervisors need to play
different roles with their research scholars. Each role depends primarily on the prevalent situation as
well as the research scholar’s capacity and needs.

• Leadership role: is situational and helpful in dealing with the inconsistencies in supervision, and
in improving flexibility and self-awareness of a research scholar (Vilkinas, 2002).
• Managerial role: provides clarity regarding objectives, expectations, and procedures and helps
the research scholar to take up the responsibilities by focusing on autonomy, competence, and
connectedness.

• Role as a coach: emphasizes on dialogue with the scholar for arriving at collective solutions
supported by the mechanism of providing feedback. It is helpful in creating a positive working
environment and learning opportunities to focus on the talent of the research scholar. The
supervisor needs to take due care of the scholar’s well-being by being accessible, empathetic, and
supportive. The supervisor should support the passion, ambition, and career development of the
research scholar within or outside academia.
• Entrepreneurial role: supervisors are expected to vigorously encourage innovation and
creativity to ensure value-driven outcome of the research activities. They should also look for
potential opportunities for mobilizing financial resources using collaborations and connectivity
from funding agencies, industry, and Government sources.
As experts, There are several activities that supervisors need to do for research scholars:
• Use their professional knowledge among their colleagues and scholars to achieve a definite
outcome ensure research integrity.
• Prepare suitable planning schedules for the smooth sequential execution of the research study
by taking the research scholar into confidence with a specific timeframe that would enable
the scholar to complete the course work and other pre-requisites and ensure participation in
academic events and bringing out quality-research publications.
• Train and guide research scholars for effective coordination with various academic and
administrative bodies for submitting accounting details and documents for audit, verification,
approval, and reimbursement before the competent authorities of the university/institute.

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