Transcript Document

National Teaching Fellow
Supervision
Getting the Most from Your Supervisor
Associate Professor Lynne Roberts
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Overview
 Introductions and ground rules
 ‘Good’ supervisory experiences (activity)
 Supervision as negotiated practice
 ‘Poor’ supervisory experiences (activity)
 Dealing with supervisory issues
 Developing and practicing your own strategies (activity)
 Summary and evaluation
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Who Am I?
 PhD Supervisor
 Honours Supervisor
 Undergraduate Dissertation Supervisor
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Who Am I?
 OLT National Teaching Fellow
Identify, Develop and
Disseminate Best Practice In
Supporting Honours And
Coursework Dissertation
Supervision
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Who Are You?
I am currently enrolled at:
32%
A. Curtin
B. ECU
C. Murdoch
D. Notre Dame
E. UWA
F. Other
24%
8%
8%
Ot
he
r
A
UW
Da
m
e
No
tre
ur
do
ch
M
EC
U
tin
3%
Cu
r
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24%
Who Are You?
I am currently enrolled in:
83%
A. Masters by
research program
B. PhD
C. Other postgraduate
course
D. None of the above!
14%
Ot
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rp
ve
!
of
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as
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rs
M
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3%
0%
Who Are You?
Year of study in current program:
59%
A. 1st year
B. 2nd year
C. 3rd year
D. 4th year
E. 5th year (or more…)
26%
6%
or
m
ye
ar
(
5t
h
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6%
or
e…
)
ye
ar
4t
h
ye
ar
3r
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ye
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3%
Who Are You?
Your broad disciplinary area?
41%
A. Science &
Engineering
B. Humanities
C. Social Sciences
D. Health Sciences
E. Business
27%
16%
Sc
ie
nc
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sin
es
s
8%
Bu
Sc
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nc
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th
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Rules of Engagement
Source: http://seo-advisors.com/online-reputation-management-what-it-is/
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Your Supervisor: Student relationship
most closely resembles
A. Master: Slave
B. Mentor: Mentee
C. Teacher: Student
D. Parent: Child
E. Colleagues
56%
21%
15%
le
ag
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s
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:M
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ac
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a
as
te
r:
M
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3%
en
te
e
ve
6%
Is this style of supervisory relationship
working for you?
48%
A. Definitely not
B. Sometimes
C. Definitely yes
40%
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ye
s
ite
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fin
ite
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Activity One:
‘GOOD’ SUPERVISORY
EXPERIENCES
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‘Good’ Supervisory Experiences:
Individual Activity
1. Jot down notes about a time when, from your perspective,
supervision has gone well
 What happened? (2 mins)
2. What did your supervisor do that contributed to this? (2
mins)
3. What did you do that contributed to this? (2 mins)
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Were you able to identify a good supervisory
experience?
97%
A. Yes
B. No
C. Not sure
ur
e
3%
No
ts
No
Ye
s
0%
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Were you able to identify how your
supervisor contributed to this?
100%
A. Yes
B. No
C. Not sure
ur
e
0%
No
ts
No
Ye
s
0%
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CRICOS Provider Code 00301J
Were you able to identify how you
contributed to this?
84%
A. Yes
B. No
C. Unsure
16%
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e
Un
su
r
No
Ye
s
0%
Good Supervisory Experiences:
Table Activity
 List supervisors contributions on one half of the paper
 List students contributions on the other half
 Asterisk those contributions identified by more than one
person
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Good Supervisory Experiences:
Supervisor’s Contribution*
 Listening enthusiastically
 Focused and organised
 Honest feedback – being
blunt
 Transform ideas to
academic words
 Emotional intelligence –
feeling valued
 Synergy of discussion
 Setting realistic
expectations
 Availability
 Drawing on supervisory
network and experts
 Constructive feedback
 Asking for feedback
 Encouragement
 Accessibility
*This slide consists of ideas presented by workshop participants
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CRICOS Provider Code 00301J
Good Supervisory Experiences:
Supervisor’s Contribution*
*WORDLE developed from workshop participants’ ideas noted on butchers paper
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Good Supervisory Experiences:
Student’s Contribution*
 Showing passion for research  Being prepared
 Asking the right questions???  Committed and focused on
(what are they?)
research
 Finding a niche for research
 Adaptability
 Not personalising the
feedback of supervisors
 Resilience
 Being proactive
 Listening
 Active patience – keep going
 Taking on supervisors
comments – even if negative
 Being open
 Initiative
*This slide consists of ideas presented by workshop participants
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Good Supervisory Experiences:
Student’s Contribution*
*WORDLE developed from workshop participants’ ideas noted on butchers paper
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Good Supervision: Student Perspectives
Student Supervisor
Relationship
Shared passion for topic
Clear expectations
Open communication
Available
Approachable
Supportive
Preparation
Ownership
Management
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‘Good’ Supervision
Meetings
Relaxed space
Concerns listed to
Guidance and support
Synergy
Meeting Outcomes
Remotivated students
Focus and clarity
Agreed course of
action
Reduced stress
Student Perspectives
Supervisor Contribution
 Approachable
 Available
 Supportive
 Interest in student as person
 Sensitive to student’s
emotions
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CRICOS Provider Code 00301J
she’s just really helpful
and
feel likeofI
thereI always
is an element
can
go tothat
her you
for help
knowing
can
She
interest
in my
andtakes
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feel
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access
a bitlike
of
outside
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uni,she’s
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burden
…support
emotional
as
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notso
therapy,
going?”
And
whatever,
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helpful
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andunderstanding
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and always
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any other
someone
sort of
problems?”
… I know
compassionate
and
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anythingand
comes
up, that
door is open,
understanding
that I can communicate
with her about that stuff
Student Perspectives
Student Contribution
 Coming prepared
 Taking ownership of project
 ‘Managing’ supervision
process
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I had everything
planned, had questions
and they all got
answered and
addressed in the
I Ihave
like so
set
questions
session,
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was
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say
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go, “This
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ofwhat
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[Supervisor]
offersI
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and
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questions
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but it’s
done
wanna
know
it now,”
addressed
where
so
cleverly
that
it’s all
and
that’s
when
needed
coming
from
meI
probably get the best
information when I take
charge of the structure
Student Perspectives
Student Supervisor Relationship
 Shared passion for topic
 Clear expectations
 Open communication
Asking questions
Discussing problems
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She’s so passionate
about this area and so
that makes it interesting
and
sort of fun
tovery
work
everything
was
alongsideand
herthey
in
organised
exactly what
wea
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was confused
about
should
be doing
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we
few things
and that
were
what
we
sortedtold
out,
talked
should beAnd
doing
through.
we
discussed what
approach I might be
able to take
Student Perspectives
‘Good’ Supervision Meetings
 Relaxed space
 Concerns listened to
 Support
Guidance
Reassurance
 Synergy
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CRICOS Provider Code 00301J
I’m like this new fresh
lamb and these are my
…she
says, “Hang
on.
shepherds.
<laughs>
You
need to
stop for
They’re
helping
mea
second.
about
what
it wasThink
all of“Here’s
us thinking
along
like,
the
you’re
doing.
Think
about
together
working
best
grass
over
here.”as
It’s
like
a and
very
relaxed
this,
you’re
a this
team.
Itthis;
wasn’t
just
Without
telling
me
what
space
andand
I think
when
you
on
therelaxed,
right
coming
and
saying,
to track,”
do
feel
I canyou
be‘Oh
know,
“Just
stay
on
here’s
my
idea.’
‘Oh
myself
within
thethe
path
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on,”
and
itokay’
sort
yeah
that’s
good
boundaries
of the
teacherof allowed
meI to
come
student
– and
think
that
back
and
continue
really helps ‘cause I know if
I get stressed, my brain,
cognitively, just shuts down
Student Perspectives
Meeting Outcomes
 Remotivated student
 Focus and clarity
 Agreed course of action
 Reduced stress
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I was just lacking in
motivation and I didn't have
anything to say about the
dissertation
but thenthat
when
we’d resolve
Iparticular
left, I wasissue
like, “Oh,
I
or it was
actually
have my
head
in thedo
process
of being
around
this,” because
she
resolved,
and I came
when we had meetings
brought
it out of
memore
with
out feeling
a lot
together, we would
our discussion
and
she
relaxed and
less
come out and say, “Oh,
was just
askingabout
questions
stressed
the
gee, I feel great. I feel
and I’d foundproject
myself saying
so relieved we’ve had
all these things
this meeting.”
Does this model fit for your level of program?
What is your opinion?
39%
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33%
17%
11%
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0%
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St
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A. Strongly Agree
B. Agree
C. Somewhat Agree
D. Neutral
E. Somewhat Disagree
F. Disagree
G.Strongly Disagree
Good Supervision: Supervisor Perspectives
Student Supervisor
Relationship
Shared passion for topic
Clear expectations
Positive relationship/group
dynamic
Supportive
Provide
structure
Research
knowledge
Interest
Ownership
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
‘Good’ Supervision
Meetings
Meeting Outcomes
Guidance
Clarification
Positive feedback
Personal growth
Skill development
Student satisfaction
Supervisor Perspectives
Supervisor Contribution
 Providing structure
 Supportive
 Ability to explain
 Research knowledge
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talking about their
being able to connect
variables in real terms,
with the
person
on a
making
it seem
relatively
instead
of scientific
personal
level as…well
as
straight
forward
They
terms, so
this is what
it
a
professional
level
were
sort of this
seeing
it as
is all about,
is what
it’s
really
your
experience
this
big year
long
haul,is
we
know
about
it, this
inand
terms
of
can
trying
to
break
what
wewhat
can
do itbe
donetoinshow
the time
down
that that
it was
gotis how
doable,you’ve
and this
we were going to do it
Supervisor Perspectives
Student Contribution
 Interest in topic
 Student ownership of project
it was their first choice
topic and I think that that
is always an advantage.
So I think they were just
naturally interested in the
area
the supervision I like is
when the students are
able to steer it
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CRICOS Provider Code 00301J
Supervisor Perspectives
Student Supervisor Relationship
 Shared passion for topic
 Clear expectations
 Positive relationship/
group dynamic
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
I think that that
interpersonal process
facilitates the teaching
[cosupervisor]
andyou
I
process,
but unless
it’s all a matter of getting
were
a bit
of more
have
that
supportive
those [expectations]
upbeat
because it’s like,
interpersonal
sorted between the two
“Hey, look.between
It’s [typethe
of
relationship
people at the beginning
project];
our
student this
and is
the
and sitting down
thing.” Andif the
group
supervisor,
that’s
not
feeds off
ofIthat,
it’s
there,
then
don’tand
think
alsothe
because
theyisare
that
end result
as
upbeat sogood
this is a really
nice atmosphere
Supervisor Perspectives
‘Good’ Supervision Meetings
 Discussion
 Guidance
 Clarification
 Positive feedback
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
look to facilitate what the
students are and
accommodate their
We
give them
“Hey.
interests
andlike,
try and
You
guys
arewithout
doing really
guide
them
sort
well.
You should
of taking
over orbe
proud
of yourself.
clarification
in terms
of
dictating
what
it isYou’re
that
getting
blah
goals
andthis
stuff
like
that
they
should
doblah
blah.”
they
were
...[to]And
“yank
them
like, “Oh,out
yeah.”
[students]
of that
swamp or quagmire of
uncertainty
Supervisor Perspectives
Meeting Outcomes
 Personal growth
 Skill development
 Student satisfaction
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CRICOS Provider Code 00301J
when I see the research
I’m just
when
group
andsatisfied
they’re all,
“Ohthe
student
satisfied
yes.
Thisseems
is so much
fun!or I
likeget
I’veit.”
been
Ifeel
totally
Andhelpful
see or
been them
able to
guide students
change
and they seem to have moved
forward … it’s when I feel like
I’ve been competent in the
sense
of not saying
necessarily
giving
They’re
that all
answers
buttoindoproviding
they want
is they
instruction
helps
just wantthat
to do
theirthe
students
move
along got
and
project, and
they’ve
acquire
themselves
all this skills
coursework
but
they just want to do their
project
Good Supervision: Supervisor & Student
Perspectives
Available
Approachable
Supportive
Provide
structure
Research
knowledge
Preparation
Management
Ownership
Interest
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Student Supervisor
Relationship
Open communication
Shared passion for topic
Clear expectations
Positive relationship/group
dynamic
‘Good’ Supervision
Meetings
Relaxed space
Concerns listed to
Guidance and support
Synergy
Clarification
Positive feedback
Meeting Outcomes
Remotivated student
Focus and clarity
Agreed course of
action
Reduced stress
Personal growth
Skill development
Student satisfaction
Supervision as Negotiated Practice
University/Faculty/School Guidelines
Negotiated
Practice
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Some Advice from Supervisors on Getting
the Most from Supervision
http://www.youtube.com/watch?v=po_UlRlLu0A
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Activity Two
‘POOR’ SUPERVISORY
EXPERIENCES
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‘Poor’ Supervisory Experiences:
Individual Activity
1. Jot down notes about a time when, from your perspective,
supervision has NOT gone well
 What happened? (2 mins)
2. What did your supervisor do that contributed to this?
(2 mins)
3. What did you do that contributed to this? (2 mins)
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Were you able to identify a poor supervisory
experience?
A. Yes
B. No
C. Not sure
78%
16%
ur
e
No
ts
No
Ye
s
5%
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Were you able to identify how your
supervisor contributed to this?
A. Yes
B. No
C. Not sure
87%
13%
ur
e
No
ts
No
Ye
s
0%
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CRICOS Provider Code 00301J
Were you able to identify how you
contributed to this?
A. Yes
B. No
C. Unsure
73%
21%
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
e
Un
su
r
No
Ye
s
6%
Poor Supervisory Experiences:
Table Activity
 List supervisors’ contributions on one half of the paper
 List students’ contributions on the other half
 Asterisk those contributions identified by more than one
person
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Poor Supervisory Experiences:
Supervisor’s Contribution
 Disinterested in student
 Too busy to be approached
 No response to emails
 Too many ideas and then say its
your project
 2 or more supervisors –
miscommunication or contradictory
advice (supervisors fighting)/ lack of
communication
 Academic workload
 Unprofessional – cancelled
appointments/ inappropriate
relationships/ agitation and anger/
boozers
 Ignorant of topic/ everything???
 Intimidating
 Power imbalance
 Self interest to benefit them/not you
 Not getting feedback
 Delayed meetings
 Not caring about personal
circumstances
 Authorship disagreements
 Inexperience
*This slide consists of ideas presented by workshop participants
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Poor Supervisory Experiences:
Supervisor’s Contribution
*WORDLE developed from workshop participants’ ideas noted on butchers paper
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Poor Supervisory Experiences:
Student’s Contribution
 Lack of commitment
 Lack of initial skills
 Incompatibility – style
 Poor communication
 Facebook
 Not doing what your
supposed to
 Trying to satisfy everybody
 Lack of confidence in
 Giving too many excuses
raising issues – in person
 Too dependent or too
 Trying to outsmart
independent
supervisors
*This slide consists of ideas presented by workshop participants
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Poor Supervisory Experiences:
Student’s Contribution
*WORDLE developed from workshop participants’ ideas noted on butchers paper
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
CHANGING SUPERVISORY
PRACTICE
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Commit to Having a Discussion:
When
 Annual review (Curtin students- this is now!)
 Next supervision meeting
 Arrange a joint meeting with supervisory team
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Commit to Having a Discussion:
How to Broach the Topic
 “I went to InSPiRe last week and have been reflecting on
my PhD progress and the way I work best …”
 “I’ve been struggling with X and would like to discuss with
you some strategies ...”
 “Completing the annual review form, I realised that ….”
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Having the Discussion…
 Assertive communication: variations of the DESC model
 DESCRIBE: describe the situation
 EXPRESS: express how this makes you feel
 SPECIFY: what you would like
 CONSEQUENCES: consequences if this doesn’t happen
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Example: Supervisors Arguing
 DESCRIBE: “When you two disagree I go back to my desk confused
about what to do next”
 EXPRESS: “When I am confused I get stressed I find it difficult to write
anything”
 EMPATHISE: “I realise you both have strong views and want to give
me your best advice”
 CONSEQUENCES: “But if I stay this stressed and confused I am
going to get behind in my work”
 SPECIFY: “It would be very helpful if you could agree in advance on
the options which are possible and then explain their advantages and
disadvantages in a way that helps us all make a collective decision on
what to do”
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Source: Adapted from http://thesiswhisperer.com/2014/01/29/mum-and-dad-are-fighting-what-should-i-do/
Issue 1: Non-availability of Supervisor(s)
Symptoms
 Infrequent meetings
 Supervisor not responding to emails or phone calls
Possible contributing factors
 Supervisor travelling
 Supervisor workload
 Power imbalance
 Student reluctant to instigate meetings
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CRICOS Provider Code 00301J
An issue I have faced is the general nonavailability of my supervisors
58%
A. True
B. False
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se
Fa
l
Tr
ue
42%
I have resolved the problem of supervisor
non-availability
A. True
B. False
61%
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
se
Fa
l
Tr
ue
39%
Issue 1: Non availability of supervisors
(In)frequency of Meetings
 Preparation
Find out allocation of supervision time recommended for your university
Decide what frequency of meeting is appropriate for the stage of your project
Consider alternatives to meeting face-to-face
 Action
Suggest regular meeting times and schedule in calendar for next 6 months
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Issue 1: Suggested Meeting Frequency
Stage of PhD
Recommended Meeting Frequency
Newly enrolled
Weekly or fortnightly
Exploring literature
Fortnightly to monthly
Exploring methodology
Fortnightly
Data collection
Monthly
Data analysis
Fortnightly to monthly
Writing up
Weekly to monthly
Source: Supervision of Higher Degree by Research Students: Supervisor Resource Book, adapted from p. 36
http://www.olt.gov.au/system/files/resources/ID11_2091_Blass_resource_ebook_2013.pdf
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Issue 1: One Student’s Experience
I actually wrote an email saying,
you know, we’re supposed to
have this amount of time every
week. We deserve this amount
of time. We need to figure out
some kind of – And so then after
I sent that out, you know, right
away they made sure that there
was enough time.
Assertive, not aggressive
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Use of ‘I’
statements
Evidence of preparation
And I tried really hard not to come
across as mean when I wrote the
email but it was definitely very
effective. And even at the next
meeting he was like, “Oh I don’t
want you to think I don’t have time
for you. I have time for you.” And I
said, “No that’s okay. I’m not
complaining. I’m just saying we
need to find a common ground
because I’m not – I don’t feel like
I’m getting the supervision I’m
supposed to have.”
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Issue 2: Not Enough Feedback
Symptoms
 Drafts returned with ticks or limited comments
 Long waits for feedback
 Feedback not specific enough
 Feedback not understandable
Possible contributing factors
 Supervisor unclear on type of feedback student is seeking
 Supervisor workload
Curtin University is a trademark of Curtin University of Technology
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Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Issue 2: Non Enough Feedback
 Preparation
Determine the specific types of
feedback you are seeking
 Action
Attach a note to draft specifying the
type of feedback you are seeking
Renegotiate expectancies
surrounding times for turn around of
drafts
Request meeting following return of
draft for further discussion
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…they’d ask, “Is that
paragraph good?” And I’m
like, “What do you mean with
‘good’?” And something, a
question like, “Did I address
this well,” or “Did I refer it to
the literature in the right way
or made the connection
between something?” That
would be a good question but
not just “Is this good?” or
something like that.
Important to discuss expectations of each other when
commencing Masters/PhD
BUT expectations change over time and may need to be
renegotiated periodically
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Activity Three
DEVELOPING PERSONAL
STRATEGIES
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Developing Strategies
Individual Activity
 1. Select issue
 Write down one thing about your
supervisory relationship you would like
to change
 2. Preparation
Write list of things you might need to do in
preparation
 3. Action
Develop an action plan
Prepare a script using DESC
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DESCRIBE: describe
the situation
EXPRESS: express
how this makes you
feel
SPECIFY: what you
would like to happen
CONSEQUENCES:
consequences if this
doesn’t happen
Developing Strategies
Paired Activity
 Select a partner
 One person: supervisor; one
person: student
 Student practices DESC script
on supervisor
 Supervisor listens, then
provides feedback
 Swap roles
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Some Take Home Thoughts
 Supervision is a negotiated practice
 Know your entitlements
 Ask assertively for what you need to succeed
 Take an active role in managing the supervisory
relationship
 Prepare for supervision meetings to maximise
effectiveness
 Reassess expectations with your supervisor periodically
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Website: http://www.dissertationsupervision.org/
Curtin University is a trademark of Curtin University of Technology
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