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Bridges and Lanterns
EARLI 2009 Symposium
Concepts of Doctoral SupervisionDr Anne Lee, University of Surrey
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)
Gatfield (2005) p 317
Is there a continuum?Project Management
(Taylor & Beasley, Wisker, Acker, Kiley)
(Gatfield)
(Delamont, Li & Seale, Lave & Wenger, Grant)
Identity
A framework for concepts of research supervision
Functional Enculturation Critical Thinking
Emancipation Relationship Development
Supervisors Activity
Rational progression through tasks
Negotiated order
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
Negotiation skills
Role modelling,
Apprentice-ship
Constant inquiry, fight or flight
Personal growth, reframing
A good team member. Emotional intelligence
Possible significance
• Supervisor development
• Engendering creativity
• Applying the framework further to teaching and learning
• Identifying student needs?
Supervisor development 1Student asks for help with getting a job
Design a project which can be soldMake 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 resourcesIdentify moments of inspiration which may indicate direction
Create platforms for socialising, Appropriate self disclosure
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.
Examples of writing tasks in the framework
Functional Enculturation Critical Thinking
Emancipation Relationship Development
Sample
tasks Write 200 words a day.
Submit a project plan like this…
Focus your writing to summarise this argument on one page.
Send work in advance of meetings
Write in the style of these outstanding examples in our discipline. Rewrite this section showing how you have used supervisor’s feedback.
Patchwriting.
Explain where you are coming from methodologically.
Justify your arguments
Write a reflection in the first person about your progress so far.
Do freewriting
Decide on length and scope of your next writing task.
Work in pairs to evaluate writing achievements and plan future goals.
Shall we write a paper together?
Possible student reaction
Organised
Completes tasks. Negotiation skills
Understands and can model epistemology of discipline
Justifies frame of reference and arguments
Identifies own strengths and weaknesses. Becomes autonomous.
Able to analyse and give feedback on own and others’ skills
Engendering creativity 1I 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).
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).
Engendering creativity
Functional Enculturation Critical Thinking
Emancipation Relationship Development
Creativity might arise from
(see Kleiman 2008)
A reaction to or resistance to constraints
A process of incremental
change
Purposeful exploitation of chance
occurrences
Reacting to disorientation
Creation of something
new that has personal
value
Applying the framework further? Functional Enculturation Critical
ThinkingEmancipation Relationship
Development
Role of the lecture
Logical giving of information
Introduction of key texts and
people
Explain how to evaluate, validate and
challenge
Point to sources of information
Welcome
Create learning
partnerships
Underlying approaches to teaching
Prescriptive, possibly didactic
Inclusive, participatory,
demonstrating good practice.
Analytical, theoretical, conceptual
Enabling, empowering
Friendship, altruism, co-
inquirer
Core beliefs about learning and knowledge
Learning is about the
accumulation of knowledge
Learning is engaging in
academic/professional/disciplin
ary practices
Learning is about
developing cognitive skills
Learning is about discovery
Learning is about shared development
What do students want? Identifying student motivation, objectives and
needs
Functional Enculturation Critical Thinking
Emancipation Relationship Development
What students might be seeking
Certainty
Clear signposts
Evidence of progress
Belonging
Direction,
Career opportunities,
Role models
Ability to think in new
ways
Ability to analyse, to recognise flaws in
arguments
Self awareness
Autonomy
Self actualisation
Friendship
Nurturing
Equality
Core beliefs and values
Functional Enculturation Critical Thinking
Emancipation Relationship Development
Beliefs about how people learn
Structured
Goal oriented
Process
Emulating
Replicating
Theorising
Analysing
Discovering
Constructivism
Being affirmed
Values Practical
applicability
Belonging Reason
Rigour
Autonomy Love
Agape
FUNCTIONAL
ENCULTURATION EMANCIPATION
CRITICAL THINKING
RELATIONSHIP
References and further readingBrew 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 PressDeuchar, 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. SRHELeonard D (2001) A Woman’s Guide to Doctoral Studies. Buckingham. OU
PressPearson M and Brew A (2002) Research Training and Supervision
Development. Studies in Higher Education Vol 27 No 2 2002Pearson M and Kayrooz C. (2004) Enabling Critical Reflection on Research
Supervisory Practice. Int. Journal for Academic Development 9(1) pp 99-116 Routledge
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)