Postgraduates’ Expectation On Quality Of Their Supervisors’ And Revelation

At present, our colleges and universities mainly adopt the tutorial system, that is, by theinstructor on the graduate study, research, moral and individual guidance in all aspects of life,and overall responsibility for teaching management system. Tutorial is a basic system inpostgraduate training, the direct impact on the quality of education of graduate students.Master’s study in his career, Master Instructor is to teach them the knowledge, guidance inresearch activities, the most of academic issues. tutors,whose mentor character, thought,academic level, research capacity, quality of teaching and educating people respected,generate a sense of being convinced, which let masters accept the ideas of the tutorsmentioned above and take the initiative to learn as being told, and therefore, understandingthe expectations of masters about the quality of their instructors and allowing the instructorsto think about such the quality themselves, do good to improve the quality of the instructorsin all aspects of the final training of graduate students and improve the quality of the tutorialsystem in end.In this study, with literature search, text analysis, questionnaire and other methods, andunder different backgrounds of full-time graduate study for the survey. Firstly, we select tendifferent types, levels Postgraduate Supervisors analysis of the text selection criteria,summarized by the College of Master Instructor should possess the quality requirements; afterthe combination of the results of pre-interviews and the text analysis,then we makequestionnaires and write implementation of the survey; after studying the findings of thestatistical analysis, we find that the quality of instructors expected by students instructors bearsome resemblances with the university selection requirements of master instructors,instructors of professional ethics, academic level, scientific research, teaching and educatingability, title, education, master foreign language proficiency and other aspects,.but there aresome differences, which mainly exist in the aspects of guidance of guiding academicresearches, respect, caring for students, personal accomplishment; then, with role theory androle expectations theory, we explore the reasons for the existence of similarities anddifferences; Finally, based on the research proposed: above, we make our suggestion:determine the composition and quality of Master Instructor requirements scientifically;university selectional criteria should be developed with the focus on their own characteristics;further improve the overall quality of Master Instructor recommendations to the university,Master Tutor reference.