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Bridges and Lanterns

Bridges and Lanterns. EARLI 2009 Symposium Concepts of Doctoral Supervision Dr Anne Lee, University of Surrey a.lee@surrey.ac.uk. Some alternative models of supervision. Apprenticeship (Master-Slave model – Grant 2005, 2008) Support and Structure matrix (Gatfield 2005)

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Bridges and Lanterns

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  1. Bridges and Lanterns EARLI 2009 Symposium Concepts of Doctoral Supervision Dr Anne Lee, University of Surrey a.lee@surrey.ac.uk

  2. Some alternative models of supervision Apprenticeship (Master-Slave model – Grant 2005, 2008) Support and Structure matrix (Gatfield 2005) Technical-Rational (Acker in Wisker 2005, Kiley unpub) Communities of Practice (Lave & Wenger 1991) Other key studies: Biographical/sociological (Delamont et al 2000, Li & Seale (2008) Manuals (Taylor & Beasley 2005; Wisker 2005)

  3. Gatfield (2005) p 317

  4. Is there a continuum? Project Management (Taylor & Beasley, Wisker, Acker, Kiley) (Gatfield) (Delamont, Li & Seale, Lave & Wenger, Grant) Identity

  5. A framework for concepts of research supervision

  6. Possible significance • Supervisor development • Engendering creativity • Applying the framework further to teaching and learning • Identifying student needs?

  7. Supervisor development 1Student asks for help with getting a job Design a project which can be sold Make them go through job ads Use your network, phone a friend, Create a post for them Get them to research and analyse different possible career paths, Help them to identify their own resources Identify moments of inspiration which may indicate direction Create platforms for socialising, Appropriate self disclosure

  8. Supervisor Development 2Student is having problems with keeping up with agreed workload Set up a new appointment Specify demands and sanctions, Maybe make task smaller and shorter deadline Explain importance of deadlines and set up a study group with other students Examine 2 pages that have been handed in Listen to student’s reasons and respect them, Let them fail Be hurt, Meet informally, find out what is going on.

  9. Examples of writing tasks in the framework

  10. Engendering creativity 1 I think they find the direction difficult, that I have been so directive. I think they thought that they could swan in and wander around the literature for a bit and do what they liked………so I have insisted that they are here 9am – 5pm five days a week. That is very hard for them…………… I am beginning to think the structure helps to make creativity, I would never have believed I would have said that. I think it is because people know where the boundaries are, they know what they have got to achieve and this helps in achieving that…they are putting up (creative ideas) on the wall…there is a sense of freedom in the structure I think. (Supervisor: Soft Applied).

  11. Engendering creativity 2 I have one mature student who is a senior partner in (his organisation), and it is great being his supervisor, he is so on the ball. Part of me things ‘what on earth have I got to offer him’? Then it turns out that he is breaking new ground himself and he really wants somebody else who thinks in very bizarre ways, which is what I do. (Supervisor: Soft Pure).

  12. Engendering creativity

  13. Applying the framework further?

  14. What do students want? Identifying student motivation, objectives and needs

  15. Core beliefs and values

  16. FUNCTIONAL CRITICAL THINKING ENCULTURATION EMANCIPATION RELATIONSHIP

  17. References and further reading Brew A (2001) Conceptions of Research: a phenomenographic study. Studies in Higher Education. Taylor and Francis Oct 2001, 26 (3), 271-285, Delamont S, Atkinson P & Parry O (2000) The Doctoral Experience. Success and Failure in Graduate School. London. Falmer Press Deuchar, Ross(2008) 'Facilitator, director or critical friend?: contradiction & congruence in doctoral supervision styles',Teaching in Higher Education,13:4,489 — 500 Eley A, Jennings R (2005) Effective Postgraduate Supervision. Maidenhead. OU Press McGraw-Hill Education Lave & Wenger E (1991) Situated Learning: legitimate peripheral participation (Cambridge, Cambridge University Press. Lee, A. (2007). Developing Effective Supervisors’ Concepts of Research Supervision. South African Journal of Higher Education, 21(4) Lee, A (2008) How are doctoral students supervised? Concepts of research supervision. Studies in Higher Education 33(4) Lee, A (2008) Supervision Teams: making them work. London. SRHE Leonard D (2001) A Woman’s Guide to Doctoral Studies. Buckingham. OU Press Pearson M and Brew A (2002) Research Training and Supervision Development. Studies in Higher Education Vol 27 No 2 2002 Pearson M and Kayrooz C. (2004) Enabling Critical Reflection on Research Supervisory Practice. Int. Journal for Academic Development 9(1) pp 99-116 Routledge

  18. References Grant B M (2005) The Pedagogy of Graduate Supervision: Figuring the Relations between Supervisor and Student PhD thesis. The University of Auckland, Aotearoa New Zealand Grant B M (2008) Agonistic Struggle. Master–slave dialogues in humanities supervision. Arts & Humanities in Higher Education vol 7(1) 9–27 Li S & Seale (2008) Acquiring a Sociological Identity: An Observational Study of a PhD Project. Sociology 42.5 Taylor, S. and Beasley, N. 2005 A handbook for Doctoral Supervisors Routledge, Abingdon. Wisker. G., 2005. The Good Supervisor. (Basingstoke Palgrave Study Guides. Macmillan)

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