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Understanding the Dynamics of PhD Supervision: A Discussion on Relationships and Roles

This symposium paper explores the complex relationships involved in PhD supervision, focusing on the roles of supervisors and candidates. It presents various metaphors to illustrate these dynamics, such as master-apprentice and doctor-patient models. The paper highlights the differences between supervision and teaching, and the importance of dialogical communication and mutual responsibilities. Additionally, it addresses expectations for both supervisors and candidates, alongside ethical guidelines to promote integrity and trust within the supervisory relationship. This discussion aims to enhance the effectiveness of supervision in academic settings.

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Understanding the Dynamics of PhD Supervision: A Discussion on Relationships and Roles

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  1. RESEARCH SUPERVISION- THE RELATION Ph.D. symposium Instituteof Health and Society FacultyofMedicine May 15th. 2012 Arne Skodvin Group for Faculty and Curriculum Development

  2. Introduction • The Group for Faculty and Curriculum Development • research on higher education • courses - basic pedagogical competence (100 hours) • consulting with various faculties/institutes/individuals • Elective module on ”research supervision” • supervising master students and Ph.D. candiates • (rather than beeing supervised!)

  3. Supervisionmetaphors • to understand theunknown, we must alwayscompare it to somethingknown • metaphore (Greek) meta - via, along or between pherein - carry • is created by figurative speech • when a word or concept is transferred from a knowncontext to an unknowncontext • which is yourfavoritemetaphorontherelationbetween supervisor and candidate?

  4. Director - Follower Master - Servant Guru - Disciple Teacher - Pupil Expert - Novice Guide - Explorer Project manager - Team worker Editor - Author Councellor - Client Doctor - Patient Senior partner - Junior professional Friend - Friend

  5. He - Her Pilot – Shipmaster Mapreader - Driver Coach - Athlete Farmer - Donkey Sheperd – Sheep Gardener - Seed (carniverousplant) Fireplaceblower - Glow Booking office - Bungee jumper

  6. What is supervision? • Colleaguesmay ask oneanother for advice • Instructorsmay be legallyresponsible for actionscarried by candidates during training • Delegationofreponsibilitymay be agreeedupon in hierarchicalrelations • Supervisiondiffers from teaching in thatlearningoutcomescannot be clearlydefinedbeforehand • Supervisiondiffers from therapy in thatthe purpose is to helpsomeone to performbetteracademically, not to bettersomeone’s personal well-being

  7. Teacher – student model • Continuationofschoolresponsibilities • Asymmetricalrelation • Dependabilityupon supervisor • Monologicalcommunication • Feed-back ontexts as corrections • Rewriting as repairingerrors • Lackofexplorativetexts / thought-texts

  8. Master – apprenticemodel • Enculturationinto a professionalculture • Learing by observing a master • Participating in and carryingouttaskswithsomeone more experienced • Several tutors, supervisionas a joint project • Explorativesketchesmay be discussed in a researchgroup

  9. Partnershipmodel • Tendstowardssymmetry • Commonresponsibilities - mutual obligations • Dialogicalcommunicaton • Promotionofindividualthinking • Feed-back open for negotiation • Rewriting as rethinking • Useofexploratorytexts

  10. Somethemes to be discussed • The useofsupervision time • Expectations and roles for supervisor • Expectations and roles for candidate • How to respond to text drafts • How to elaboratetext drafts • Ongoingevaluationofsupervision

  11. Ny Powerpoint mal 2011

  12. Communication • Utterancesareellipticial – wetend to leaveoutwhat is (tacitly) taken for granted • Utterances er proleptic (anticipatory) – weexpectthem to be understood in an appropriatecontext • Utterancesimply (intuitively) contracts for communicationthatarebasedonassumptionsofsharedpresuppositions • Communicationcontractsare not ‘agreedupon’, and onebecomesawareofthemonlywhenthey break down

  13. Metacommunication • communication that indicates how verbal information should be interpreted • communicate about communication • clarify use of concepts • comment upon roles and relationship • explicate supervision strategy (or a change in supervision strategy) • a tool for clarificationofwhatgoeson during supervision and howthoseinvolvedexperience and understand it.

  14. Ethical guidelines for supervision • Respectfor personal and academicintegrity • Asymmetry in thecontextofsupervision • Double relations • Trust and confidence • Academichonesty • Gifts and remunerations • Invoving a third part in the case ofanydispute

  15. The relationrevisited • Students maintain that “… the heart of a successful supervision process is in the quality of the relationship between the student and supervisor” (Grant & Graham 1999) • Supervisors maintain that … the relationship to the student is by far the most difficult part of being a supervisor (Bergenheim 2001).

  16. The supervisor is probably the more knowledgeable of the two about research, but • The candidate is more knowledgeable about • the candidate’s understanding or misunderstanding of a problem, • what he finds difficult (and how), • how she thinks and feels about her research, her status, her supervisor and herself. • These things are crucial for the supervisor to learn about and relate to in the supervisory tutorial - to make it effective.

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