THE PSYCHOLOGICAL CONTRACT AND GRADUATE STUDENT ADVISING

Main Article Content

Poonpilas Asavisanu
Watana Viniwatanakhun

Abstract

Changes in higher education in Thailand have necessitated that higher education institutions compete for funding and students. Thus, it has become imperative that universities find ways to stay viable. Trends are pointing to a need for higher education providers to expand their focus to different groups of students such as graduate students and the reskilling of older students. Although graduate students may make up a smaller portion of the student numbers, research into areas that address graduate student expectations and satisfaction have potential benefit. As training of graduate students typically involves  having them conduct research under the supervision of an advisor, and as this relationship has been said to be one of the most crucial aspects in graduate students’ satisfaction with their programs and decisions to leave; study of this relationship dynamic by using the psychological contract theory as a framework may yield useful information applicable to improve the policy and training of graduate student programs. The purpose of this article is threefold: 1) it will introduce the concept of the psychological contract; 2) it will present the concept of the psychological contract as a valid perspective for viewing graduate students’ expectations in regard to advising, and 3) it will put forth suggestions for future research on graduate student advising in the hopes that research in this area will contribute to graduate student satisfaction. 

Downloads

Download data is not yet available.

Article Details

How to Cite
Asavisanu, P., & Viniwatanakhun, W. (2021). THE PSYCHOLOGICAL CONTRACT AND GRADUATE STUDENT ADVISING. AU-GSB E-JOURNAL, 13(2), 127-133. Retrieved from http://www.assumptionjournal.au.edu/index.php/AU-GSB/article/view/5234
Section
Articles
Author Biography

Watana Viniwatanakhun

Graduate School of Human Sciences, Assumption University

References

Blanchard, C. & Haccoun, R.R. (2019). Investigating the impact of advisor support on the perceptions of graduate students. Teaching in Higher Education, DOI:10.1080/13562517.2019.1632825

Bordia, S., Hobman, E.V., Restubog, S.L., & Bordia, P. (2010). Advisorstudent relationship in business education project collaborations: a psychological contract perspective. Journal of Applied Social Psychology, 40(9), 2360-2386.

Central Intelligence Agency (2019, December 7). The World Fact Book. Retrieved from https://www.cia.gov/library/publications/the-worldfactbook/fields/345.html

Doloriert, C., Sambrook, S. & Stewart, J. (2012). Power and emotion in doctoral supervision: implications for HRD. European Journal of Training and Development, 36(7), 732-750.

Haggard, D.L. (2012). Mentoring and psychological contract breach. Journal of Business and Psychology, 27(2), 161-175.

Knox, S., Schlosser, L.Z., Pruitt, N.T., & Hill, C. (2006). A qualitative examination of graduate advising relationships: the advisor perspective. The Counseling Psychologist, 34(4), 489-518.

Koskina, A. (2013). What does the psychological contract mean? Evident from a UK business school. Studies in Higher Education, 38(7),1020-1036.

Liao, S. (2013). Psychological contract between teacher and student improves teaching Process in the network courses of college. International Conference on Education Technology and Management Science (ICETMS). DOI: https://dx.doi.org/10.2991/icetms.2013.141

Litalien, D., & Guay, F. (2015). Dropout intentions in PhD studies: a comprehensive model based on interpersonal relationships and motivational resources. Contemporary Educational Psychology, 41, 218-231.

Lovitts, B.E. (2001). Leaving the ivory tower: the causes and consequences of departure from doctoral study. Lanham: Rowan & Littlefield.

Michael, R. & Trines, S. (2018, February 6). Education in Thailand. Retrieved from https://wenr.wes.org/2018/02/education-in-thailand-2

Ministry of Education (2019, January 7). Thai Universities Struggle to Keep Up. Retrieved from https://teams.microsoft.com/l/channel/19%3a86ba491665c14970953c91b2a28d52ff%40thread.tacv2/General?groupId=d09cd24d-e0c1-44e0-b99c870a30428670&tenantId=c1f3dc23-b7f8-48d3-9b5d2b12f158f01f

Oh, J.H. (2019). Examining the use of online social networks by Korean graduate students: navigating intercultural academic experiences. New York, NY: Routledge.

Rousseau, D.M. (1989). Psychological and implied contracts in organizations. Employee Responsibilities and Rights Journal, 2(2), 121-139.

Rousseau, D.M. (1998). The ‘problem’ of the psychological contract considered. Journal of Organizational Behavior, 19, Special Issue, 665-671.

Rousseau, D.M., Tomprou, M. & Montes, S. D. (2013). Psychological contract theory. In Encyclopedia of Management Theory. Kessler, E.H. (Ed.), 635-639,Thousand Oaks, CA: Sage.

Roehling, M.V. (1997). The origins and early development of the psychological contract construct. Journal of Management History, 3(2), 204-217.

Sambrook, S. (2016). Managing the psychological contract within doctoral supervision relationships. Emerging Directions in Doctoral Education, Innovations in Higher Education Teaching and Learning, Vol. 6. UK: Emerald Group Publishing Limited.

Twale, D.J. (2015). A faculty guide to advising and supervising graduate students. New York: NY: Routledge.

Wade-Benzoni, K.A., Rousseau, D.M., & Li, M. (2005). Managing relationships across generations of academics: sychological contracts in faculty-doctoral student collaborations. International Journal of Conflict Management, 17(1), 4-33.

Zhao, C.M., Golde, C.M., & McCormick, A.C. (2007). More than a signature: how advisor choice and advisor behavior affect doctoral student satisfaction. Journal of Further and Higher Education, 31(3), 263-281. DOI: 10.1080/03098770701424983