Generating elements of Supervisory Input Support via Exploratory Factor Analysis for effective supervision in Engineering Education

Effective supervision has become a highlight in higher education in recent years. While striving for excellent student development, the constant stress in student supervision has become dominant. Outstanding supervisors can contribute to the prominence of institution image, especially in Engineering Education. This paper discusses the elements that are needed for developing effective supervision by using Exploratory Factor Analysis. The outcome of the study will serve as the competence dimensions for Supervisory Input Support that was developed by the researcher. It can be used in supervision practice especially in technical and engineering project supervision. Nevertheless, generalization of the outputs can also be applied to the other education landscape.