1. Benchmarking supervisor development Stan Taylor

2. ∂ Historically... Necessary and sufficient condition was to be research-active; Reason was, as Rudd (1985: 79-80) put it, ‘if one can do research than one presumably can supervise it.’ Massive changes in doctoral education over the past three decades or so have transformed the roles and responsibilities of supervisors and the attributes required to be successful.

3. ∂ Responses Many, if not all, institutions established professional development programmes; In many cases, these tend to focus on regulatory matters; Can leave supervisors very unsure of their roles and how to fulfil them.

4. ∂ Example...although [it] was insightful and engaging, we did not learn much more than we already knew. The programme dealt mainly with the mechanics (form-filling, administration, recording of attendance, and other administrative tasks) of supervising PhDs, but not the realities of supervision: that is, the emotions, the mentoring of students (both domestic and international) and the softer issues of dealing with students and their needs. So this left both of us with anxieties and questions concerning the supervision of doctoral students; more so as every member of staff was expected to take on more doctoral students by the school and the university. Feather and McDermott (2014: 169)

5. ∂ Purpose of paper Need for supervisors to reflect on their expertise and identify their developmental needs Calls for a tool to enable them to do this (see e.g. Turner 2015) Purpose of the paper is to derive such a tool.

6. ∂ Derivation Developments in research education Implications for research supervision Implications for research supervisors Domains of supervisory practice Benchmarks Questionnaire

7. ∂ Developments in doctoral education Formalisation Growth and diversification of the candidate population; Diversification of modes of study; Diversification of purposes. Hammond et al 2010

8. ∂ Formalisation Commodification McDonaldisation Regulation Collectivisation

9. ∂ Growth and diversification of the candidate population Massification Internationalisation Economic and social diversification

10. ∂ Diversification of modes of study Growth of part-time study Growth of distance study

11. ∂ Diversification of purposes of study Training cross disciplinary researchers Training ‘researching professionals’ Training key workers for the ‘knowledge economy’

12. ∂ Implications for doctoral supervision Suggested implications for doctoral supervision are set out in the final column of Table 1.

13. ∂ Implications for doctoral supervisors Implications in terms of the general and specific attributes needed by research supervisors are set out in Table 2.

14. ∂ Domains of supervisory practice The regulatory context; Sources of support; The supervisor and the student (i) pedagogy; The supervisor and the student (ii) diversity; The supervisor and the student (iii) career development; Co-supervision; The supervisor and timely completion.

15. ∂ Regulation Know and understand institutional policies and procedures for: Recruitment and selection Health and safety Research ethics Intellectual property rights Roles and responsibilities of supervisors Roles and responsibilities of students Monitoring progress Complaints and appeals Examination Quality assurance (code of practice)

16. ∂ Sources of support Are aware of institutional sources of support for students including: counselling careers visas and immigration student union and societies family support groups ombudspersons

17. ∂ The supervisor and the student (i) pedagogy Know and understand the pedagogy of supervision including: supervisory styles determining student needs aligning styles and student needs maintaining alignment during the project supervising students in groups cohort-building

18. ∂ The supervisor and the student (ii) diversity Can respond effectively to diversity including supervising: international research students non-traditional domestic students part-time students students studying at a distance students from other disciplines

19. ∂ The supervisor and the student (iii) career development Can play appropriate roles in supporting career development including: academic careers careers outside academia

20. ∂ Co-supervision Can work effectively: in supervisory teams with supervisors from other disciplines with non-academic supervisors

21. ∂ The supervisor and completion Can support timely completion including: understanding the causes of delay being aware of strategies to enhance completion times and rates

22. ∂ Self-review questionnaire Domain benchmarks used to develop a self-review questionnaire.

23. ∂ Self-review questionnaire So far piloted on small sample (20) of supervisors in the social sciences from a range of European countries; Feedback suggested they found it a useful exercise; Key development needs identified included pedagogy, diversity, non-academic careers, and supporting timely completion.

24. ∂ Conclusions Massive changes in doctoral education; Transformed supervision and the attributes required of supervisors; Paper has sought to support supervisors to review their expertise and identify areas for development; Embodied in a questionnaire which supervisors can complete and identify any gaps in their development.

25. ∂ Questions?

26. ∂ Thank you