1. Workshop One The Challenges of research Supervision
Supervisory Practice
Workshop One
The Challenges of research Supervision

2. Learning Outcomes of module
L1. In the context of a dynamic relationship between supervisor and student, critically assess the continuing and developing needs of research students.
L2. Apply a range of specialised skills and techniques to provide effective feedback to students on their fieldwork, project plans, writing and performance.
L3. Effectively negotiate, with other members of the supervisory team, and monitor a programme of supervision for research students.
L4. Demonstrate a critical understanding of regulatory frameworks associated with research and development.
L5. Understand the role of the supervisor in the preparation of the Doctoral examination.

4. This session Revise ILO and review participants own Learning outcomes
Develop code of practice for supervisory teams roles and responsibilities
Assessment Clarification and generate assessment Criteria
What Makes an effective Supervisor?
What factors impact on research supervision?

5. Your Intended learning outcomes?
What do you hope to learn from this module?

6. Develop Code of practice for supervisory teams
What is your own experience of research supervisory teams?
What would be useful in a code of practice for supervisory teams?
In your group develop ten bullet points that could form the backbone of such a code of practice.

7. Assessment tasks
Reflective diary which will focus on one research student and will identify the student’s approach to learning, the challenges which this approach poses for supervisors and an account and rationale of the proposed programme of supervision. (weighting 70%) LOs 1, 2 and 3.
Group presentation which will focus on the supervisors role in the Doctoral Examination. (weighting 30%) LOs 4 and 5.

9. Group activity In your group develop the assessment criteria
For part A: Reflective diary (Los 1,2 and 3)
For Part B: A group presentation on the role of the supervisor in the Doctoral Examination (Los 4 and 5)

10. Jane’s PhD problem
Read through the case study and then discuss and answer the following questions:
Team tasks
1. Discuss what advice you would give to Jane and write down the main
Points
2. What lessons are there here for
Postgraduate research students?
For research supervisors?
Departments/institutions?
Please list them and report back.

11. Group discussion Your experiences of research supervision..
What factors impact on your own supervisory practice?
What do you think of Lee’s ( 2008 ) Framework?
Can you relate to any of these?
What are the advantages and disadvantages of the various typologies?

12. A framework for concepts of research supervision
Functional
Enculturation
Critical Thinking
Emancipation
Relationship Development
Supervisors Activity
Rational progression through tasks
Gatekeeping
Master to apprentice
Evaluation Challenge
Mentoring, supporting constructivism
Supervising by experience, developing a relationship
Supervisor’s knowledge & skills
Directing, project management
Diagnosis of deficiencies, coaching
Argument, analysis
Facilitation,
Reflection
Managing conflict
Emotional intelligence
Possible student reaction
Organised
Obedience
Role modelling,
Apprentice-ship
Constant inquiry, fight or flight
Personal growth, reframing
A good team member. Emotional intelligence

13. Some Influences on Supervision
Disciplinary pedagogy
Departmental practices
Conceptual approach of supervisor
Codes of practice
Employers/funders’ requirements
Full or part time students?
Experienced or inexperienced students?
International or home students?
PhD, professional or practitioner doctorate?
Supervisor/co-supervisor

14. Advantages and Disadvantages
Functional
Enculturation
Critical Thinking
Emancipation
Relationship Development
Advantages
Clarity
Consistency
Progress can be monitored
Records are available
Encourages standards, participation, identity, community formation
Rational inquiry, fallacy exposed
Personal growth, ability to cope with change
Lifelong working partnerships
Enhanced self esteem
Disadvantages
Rigidity when confronted with the creation of original knowledge
Low tolerance of internal difference, sexist, ethnicised regulation (Cousin & Deepwell 2005)
Denial of creativity, can belittle or depersonalise student
Toxic mentoring (Darling 1985) where tutor abuses power
Potential for harassment, abandonment or rejection

15. In your group
Take a problem you described earlier, or one of the case studies.
Explore how the supervisor could react using each approach to supervision in turn
Be prepared to share the group’s findings

16. Links to conceptions of research (Brew 2001, Lee 2008)
Functional
DOMINO
Enculturation
TRADING
Critical Thinking
LAYER
Emancipation
JOURNEY
Relationship Development
IN THE FORE-
GROUND IS:
Solving problems in a linear fashion
Publications, grants, social networks
Data is linked together with hidden meanings
Personal existential issues, linked to career
RESEARCH IS:
Process of problem-
atising or solving problems
A market place for exchanging ideas
Discovering hidden meanings
A personal transformative journey

17. Occupational influences,
TOPIC
occupational
fertility
UNIVERSITY
PROCEDURES
recruitment,
upgrading,
networking
financial support
SUPERVISOR’S
CONCEPTIONS
contacts, own PhD
experience
METHODS OF
SUPERVISION
department norms,
co-supervision,
team supervision,
group supervision
Occupational influences
STUDENT
previous experience,
contacts, knowledge
aptitude, skills,
financial aims