It is hard to keep silent when many higher education students drop out of their studies every semester. Different scholarly literature has indicated that almost fifty percent of students who commence higher education withdraw. Indeed, higher education and research training pedagogy depend on success in supervision where a student cooperates with supervisors effectively. However, some supervisors do not comprehend students' needs and expectations, so it has become difficult for them to strategize how to fulfill student learning goals. As a result, some students drop out because they do not experience support from supervisors in fulfilling their expectations.
Undoubtedly, higher education learning environments have become multicultural, with participants from diverse backgrounds, hence the diverse need and expectations of teachers' roles and responsibilities. Therefore, the author investigated research students' academic expectations of a competent supervisor and obtained responses discussed in this book. So, the book is students' voice informing what they expect academically as a role and responsibilities of a competent supervisor. It shows that most students expect to obtain support to set learning goals, write research proposals, and obtain timely constructive feedback. In addition, students appreciate guidance in writing their theses and articles. The students who defend their thesis expect supervisors to support them in preparing for the oral examination. The author provides information to guide postsecondary students in communicating their academic expectations with their learning agencies.
The book is for all higher education stakeholders worldwide who desire to see students attain their degrees successfully. Supervisors who support students fulfill the expectations discussed in this book contribute to students' retention, graduation, and production of global skilled laborers. Likewise, the book is a resource for students to comprehend issues to discuss and ask for help in supervision. Often, supervisors have different roles and responsibilities, but the author emphasizes that recognizing, discussing, and fulfilling students' learning expectations should be the priority.