Supervision of doctoral students: Pedagogy and practice programme

7/30/2019 Supervision of doctoral students: Pedagogy and practice programme

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UWE Graduate SchoolResearch Supervision staff development programme

September 2015

Presession readings

!ee" #nne $200%&' (o) are doctoral students supervised* +oncepts ofdoctoral research supervision" Studies in Higher Education $,,$,& 2-.2%1'

Literature about doctoral supervision has concentrated on describing the everlengthening lists of functions that must be carried out. This functional approach isnecessary but there has been little exploration of a different paradigm, a conceptualapproach towards research supervision. This paper, based on interviews with

supervisors from a range of disciplines, aims to fill this gap.

/euchar" Ross $200%& acilitator" director or critical friend*contradiction and congruence in doctoral supervision stles" Teachingin Higher Education 1,$3& 3%4500'

This paper explores the current issues relating to doctoral research supervision andcandidature, set within the context of the neo-liberal and consumerist agendas andthe pressures of the Research Assessment Exercise. The paper opens up discussionabout the extent to which the discourse of performativity may be having an influenceon supervision styles, and explores some of the barriers that may prevent the

realisation of effective supervisorstudent relationships. The paper highlights theevidence arising from a critical review of literature into current supervision styles andcandidate needs, explores the way in which these issues may be applied toeducation and provides illustrative examples of the way in which principles arecurrently being translated into practice in the !aculty of Education of one "cottishuniversity.

orrisonSaunders" #'" oore" S'#'" (ughes" ' and 6e)some" /' $2010&+oming to terms )ith research practice riding the emotionalrollercoaster of doctoral research studies" in ' Wal7er 8 P' 9homson$eds& The Routledge doctoral supervisors companion, !ondon

Routledge'

Emotions are an integral part of the doctoral process. A range of emotions arecommon and to be expected. #ow do emotions affect the doctoral process for bothstudents and their supervisors$ And how can they be made to wor% positively for allconcerned$ This chapter explores the role that emotions play in the doctoral processand how students can benefit from reflecting on this issue. The role of emotions atthe beginning, middle and end of a doctoral programme is explored along with someof the emotions that arise from the supervisordoctoral student relationship.


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/a 1 rida 11th September 2015 Room 3/23" rencha+ampus

4',0 : 10'35 E;perience" e;pectations and introductions&revious experiences of doctoral supervision

Expectations of the programme

'(.)* + ''.(( Refreshments - coffeetea

11'00 : 12',0 (o) do supervisors get chosen*hats the difference between supervisor /o"$hats expected of me during the first year$

hat support can 0 expect$

'1.2( + '.'* Lunch + 3ouchers will be provided for the "treet 4afe

1'15 : 2',0 Sta7eholders" s7ills and statistics doctoral conte;t

5verview of the policy drivers affecting &6R from the E789ologna process:, 7; 8Research 4ouncils, RAERE!,#efce, 1=*-1?@.

3ernon Trafford "hosh Leshem 81((:. /octorateness as a thresholdconcept, Innovations in Education and Teaching International, )=>2, 2(*-2'=

"tanley Edward Taylor, 81('1:. 4hanges in doctoral education,

International Journal for Researcher Development, 3ol. 2 0ss 1 pp. ''@ +'2@


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Berry ellington 81('2:. "earching for Cdoctorateness, "tudies in #igherEducation, 2@>'(, ')(-'*(2

/a 2 9hursda 1.th September 2015 Room 3/23 rencha

4',0 : 10'35 #pproaching doctorateness pedagogies 8 practiceshat is doctoral Duality and how do we recognise it$#ow does the supervisor teachdevelop it$#ow does the student learnacDuire it$

'(.)* + ''.(( Refreshments - coffeetea

11'00 : 12',0 aintaining progress

#ow do we maintain student motivation progress$4ommon problems - and suggested approaches$ho reads the progress report and why$

'1.2( + '.'* Lunch + 3ouchers will be provided for the "treet 4afe

1'15 : 2',0 +ompletion

hats needed of the supervisor in the final yearmonths$ho is responsible for the decision to submit the thesis$ho decides on, and appoints, the examining team$"hould 0 provide a moc%-viva or final pre-viva tutorial$

hat do 0 do on the day of the viva, and who ta%es part$ho awards the degree$

1.2( + 1.)* Refreshments - coffeetea

2'35 : 3'00 Remaining >uestions" comments 8 concerns evaluation of the programme

Documents

Supervision of doctoral students: Pedagogy and practice programme