The Goo Rewarding and essential, research supervision plays a key role in empowering students to become good researchers. Research is the crucial element of learning - building on a fascination wi th questioning the world and solving problems. In this dynamic context, there is a real need for good, supportive and empowering supervision practices for research study undertaken by students, whether for dissertations, projects or theses. This book builds on International experiences of good practice in research supervision at all levels into what makes for effective supervisory practices.

The Cood Supervisor

• Engages you in dialogue and active reflection on the strategies of effective supervision of PhDs, postgraduate and undergraduate research.

• Encourages supervisors to reflect on and enhance their research supervision practice with a diversity of students on a variety of research projects.

• Takes a new look at research skills, considering practice-based and professional research; research leading to creative process and products/creations; the PhD by publication; interpersonal skills; managing diversity in learning styles; gender, age, culture; undertaking Independent research.

• Has a special focus on supporting students through and beyond the examination process.

Topical, original and accessible, this book is the ideal companion to the supervision process.

Gina Wisker is Director of Learning and Teaching Development and Women's Studies course coordinator at Anglia Polytechnic University where she also teaches English. She is co-editor of the journal Innovations in Education and Teaching International and author of several books including The Postgraduate Research Handbook.

p a l g r a v e . S t u d y . g u i d e s

Gina Wisker

The Good Supervisor Supervising Postgraduate and

Undergraduate Research for Doctoral Theses and Dissertations

p a I g r a V e . s t u d y . g u i d e s

© Gina Wisl^er 2005

All rights reserved. No reprodurtion, copy or transmission of this publication may be made wi thout wr i t ten permission.

No portion of this publication may be reproduced, copied or transmitted save wi th wri t ten permission or in accordance wi th the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitt ing l imited copying issued by the Copyright Licensing Agency, Saffron House, 6-10 Kirby Street, London EC1N 8TS.

Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.

The author has asserted her right to be identified as the author of this worl< in accordance wi th the Copyright, Designs and Patents Act 1988.

First published 2005 by PALGRAVE MACMILLAN

Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS.

Palgrave Macmillan in the US is a division of St. I^artin's Press LLC, 175 Fifth Avenue, New York, NY 10010.

Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world.

Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries.

ISBN-10: 1-4039-0395-6 paperback lSBN-13 : 978-1-403-90395-2 paperback

This book is printed on paper suitable for recycling and made from ful ly managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin.

A catalogue record for this book is available f rom the British Library.

Library of Congress Cataloging-in-Publication Data Whisker, Gina, 1 9 5 1 -

The good supervisor: supervising postgraduate and undergraduate research for doctoral theses and dissertations / Gina Wislcer.

p. cm. — (Palgrave study guides) Includes bibliographical references and index. ISBN 1-4039-0395-6

1. Graduate students — supervision o f 2. Faculty advisors. 3. Dissertations, Academic. 4. Doctor of philosophy degree. I. Title. II. Series.

LB2371.W57 2004 378.1'94046—dc22 2004051234

Printed and bound in Great Britain by CPI Antony Rowe , Chippenham and Eastbourne

Contents

Acknowledgements vii

1 Introduction 1

Stage 1 First Stages of Research Supervision - Getting Started 13

2 Supervision Differences 15 3 Supervisors Studying: Development Programmes 30 4 Establishing and Maintaining Good Supervisory Practices 41

Stage 2 Establishing Research Processes and Practices 69

5 Defining Titles, Research Questions, Conceptual Frameworks and Developing Proposals 71

6 Enabling Students to Carry Out a Successful Literature Review and a Theoretical Perspectives Chapter 92

7 Methodology, Methods and Ethics 107 8 Supervisory Dialogues . 120 9 Encouraging Good Writing 134

Stages Working with Students - Issues for Supervisors 157

10 Helping Students to Help Themselves and Each Other 159 11 Dealing with Difference: Working with Different Kinds of

Learners and Learning Styles 174 12 Supervising International Students 191 13 Study and Support at a Distance 206 14 Gender and Research Studies 213 15 A Little Too Close to Home; Supervising your Colleagues and/or

Other Practice/Professional-based Research 230 16 New Ways: Supervising Creative Research Work and the PhD

by Publication 244 17 Maintaining Momentum 259

v i C o n t e n t s

Stage 4 Managing the Research I>rocess to Completion and Beyond 275

18 Writing Up the Thesis or Dissertation 277 19 The Examination Process and Examiners 302 20 Supporting Students towards a Successful PhD Viva 318 21 Supporting your Student post Viva/Exam 339 22 Life after Research 347

References 366 Index 383

Acknowledgements

This book has only been possible because of all the generous support, toler­ance and sharing of my family, friends and colleagues. Thanks to Alistair, Liam and Kitt for putting up with the work schedule, Yehuda Ben-Simon, Shosh Leshem, Gill Robinson, Miri Shacham, Dan Shenkar, Avishai Tal, Vernon Trafford, all our PhD candidates in the School of Education International programme, and the English PhD students. Thanks also to generous and thoughtful UK, Australian, New Zealand and University of West Indies colleagues with whom I have worked in conferences, supervisory development workshops and joint writing exercises. In particular, I would like to thank Angela Brew, Margaret Cahill, Linda Conrad, Margaret Kiley, Eric Meyer and Margot Pearson.

Thanks also to Emma Creighton, Jaki Lilly and Mark Warnes for analysing much of the underpinning research. Christine Beck, Michelle Bernard, Lorraine Silk, Emma Warnes and Tess Youngs have helped me turn it into a presentable shape while all my PhD, EdD, Masters and undergraduate students have been the guinea-pigs and a great source of elements of prac­tice.

Many thanks go to Maggi Savin Baden and anonymous reviewers for reading and commenting on the text before final revisions.

Thanks finally to Suzannah Burywood and Anita Sethi at Palgrave Macmillan for investing their critical patience in the project.

v i i