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| Influencing factors of professional master’s degree student-tutor relationship from the perspective of formal organization theory |
| FANG Mengzhen1, ZHENG Feizhong2, LYU Yijun1 |
| 1.School of Innovation and Entrepreneurship Education, Wenzhou Medical University, Wenzhou 325035, China; 2.School of Public Health and Management, Wenzhou Medical University, Wenzhou 325035, China |
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| Cite this article: |
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FANG Mengzhen,ZHENG Feizhong,LYU Yijun. Influencing factors of professional master’s degree student-tutor relationship from the perspective of formal organization theory[J]. JOURNAL OF WEZHOU MEDICAL UNIVERSITY, 2022, 52(10): 856-860,封三.
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Abstract Objective: To explore the influencing factors of relationship between professional master’s degree postgraduate and supervisor. Methods: Based on the formal organization theory, a questionnaire was designed to investigate the influencing factors of the student-supervisor relationship, and an anonymous survey by random sampling was conducted among 413 professional master’s degree postgraduates in Wenzhou,Hangzhou and other universities. A structural equation model was constructed to analyze the relationship among four latent variables, i.e. common goals, willingness to cooperate, communication and the degree of harmony in the student-supervisor relationship through 22 observation variables. Results: The respondents’ average scores of the dimensions in harmony, common goals, willingness to collaborate, and communication were all slightly higher than the median value of 3, indicating there was room for improvement. Among them, whether the university or the discipline is “double first-class” has no statistical significance in each dimension of the mentor relationship (P>0.05). However, the indicators of the common goal, collaboration willingness and communication in the student-supervisor relationship are higher in the fresh graduate group than in the non-fresh graduate group, showing statistical difference (P<0.05). The path analysis results of the structural equation model showed that common goals (β=0.29, P<0.01), willingness to cooperate (β=0.38, P<0.01) and communication (β=0.32,P<0.01) all have a significant impact on the harmony degree of the student-supervisor relationship. By comparing the standardized path coefficients of the model, it is found that the willingness to cooperate (β=0.38, P<0.01) has the most significant impact on the harmony degree of the student-supervisor relationship, followed by communication (β=0.32, P<0.01), common goals (β=0.29, P<0.01); the coefficient of observation variable shows that the student’s own willingness to cooperate, the academic exchanges of the mentors, and the support of the mentors have more obvious effect on the student-supervisor relationship. Conclusion: Both students and supervisors should clarify common goals and form a high level of team consensus, enhance their willingness to collaborate and create a new type of cooperative community, increase the communication frequency and build a multidimensional interactive platform.
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Received: 27 June 2022
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