Transcript Prezentacja programu PowerPoint

Supervision, Monitoring and Assessment:
An Introduction
Andrzej Krasniewski
Conference of Rectors of Academic Schools in Poland
&
Faculty of Electronics and Information Technology
Warsaw University of Technology
1
Starting Point
… a set of ten basic principles …
Salzburg
Recommendations
(2005)
V. The crucial role of supervision and
assessment: In respect of individual doctoral
candidates, arrangements for supervision and
assessment should be based on a transparent
contractual framework of shared responsibilities
between doctoral candidates, supervisors and the
institution (and where appropriate including other
partners)
III. Future challenges and priorities
Bergen
Communique
(2005)
mandate for EUA
to prepare a report
for London 2007
Higher education and research
… Considering the need for structured doctoral
programmes and the need for transparent
supervision and assessment, …
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EURODOC
Supervision
and Training
Charter for ESR
(2004)
European Charter
for Researchers &
Code of Conduct
for the Recruitment
of Researchers
(2005)
Starting Point
Supervision and managerial duties
…With regard to their role as supervisors …,
senior researchers should build up a constructive
and positive relationship with the early stage
researchers …
Supervision
…the proposed supervisors are sufficiently expert
in supervising research, have the time, knowledge,
experience, expertise and commitment to be able
to offer the trainee appropriate support and provide
for the necessary progress and review procedures,
as well as the necessary feedback mechanisms”
Complaints/appeals
…appropriate procedures … to deal with
complaints/appeals of researchers, including those
concerning conflicts between supervisor(s) and
early-stage researchers.
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General View
national
tradition
institutional
culture
SUPERVISION
MONITORING
ASSESSMENT
disciplinary
culture
emerging trends
in doctoral training
‘massification’
shift to structured training
development of organisational
structures (graduate schools, …)
 diversification
 research/professional degrees
 full-time/part-time education
 different motivations of candidates
 different status of candidates
 different admission requirements
(BS/MS)
 internationalisation (joint degrees, …)
 interdisciplinary approach

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4
General View
unstructured
doctoral education



…
individual responsibility
for quality of supervision,
monitoring & assessment
…
structured
doctoral education



…
institutional responsibility
for quality of supervision,
monitoring & assessment
…
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General View
SUPERVISION
conflict
resolution
formal
arrangements
selection of
a supervisor
role and
responsibilities
of a supervisor
MONITORING
&
ASSESSMENT
models
of supervision
qualification
requirements
for a supervisor
training of
supervisors
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Models of supervision
apprenticeship model
variety of arrangements
in structured programmes
individual supervision
variety of models of personal relations
 supervisor
 tutor during the coursework period
+ research (thesis) supervisor
 What is the best model?
 multiple (team) supervision
 two or three supervisors with one  Does it depend on
 discipline?
principal supervisor
 type of degree
 supervisor + committee
(research/professional)?
 collective supervision (double,
 mode of studying (fulljoint or panel/team supervision)
time/part-time)?
+ administration/counselling at the level  To what extent external
experts should be involved?
of programme or institution

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Formal arrangements
doctoral
candidate
conflict
institution
ombudsman
supervisor
Formal arrangements
complaints/appeals procedures
determine rights and duties of each party


implicit agreements
 regulations at the level of state
 regulations at the level of
institution/programme
explicit agreements - individual
contracts

Are state-level regulations
necessary/useful?
 Are explicit agreements
better than implicit?
 What is the best conflictresolution procedure?
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Role and responsibilities of a supervisor

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identify training needs of the candidate
ensure that appropriate training is
provided (suggest coursework, …)
help to develop the plan of actions
actively guide through the research
provide critical review of research results
and progress in research
provide for (facilitate access to)
equipment and resources
provide the candidate with an
opportunity to present his/her results to
different audiences (seminars,
conferences, publications)
…




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Should a minimum no. of
contact hours be
guaranteed?
How much supervision is
needed? (too much can
be counterproductive)
Is supervisor responsible
for financial support?
Should supervisor
protect the candidate
from excessive researchunrelated duties?
Are there specific duties
of supervisors of
professional doctorates?
independence of the candidate
must be respected
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Qualification requirements for a supervisor
Formal requirements




formal qualifications (PhD, hab.,
senior tenured position, …)
full-time position
limit on no. of advisees
…
defined at the level
of state or institution



Other requirements



expertise in the field of research
current involvement in (international)
research projects
qualifications related specifically to
supervisor duties


Who should define
requirements?
Should the requirements
be satisfied by all
(external) members of the
supervisory team?
Special requirements for
supervisors of
professional doctorates?
How to verify whether or
not the requirements are
satisfied?
Formal procedure to
register as a (principal)
supervisor?
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Training and assessment of supervisors
Training of supervisors


training for new supervisors
‘refreshing’ training for experienced
supervisors
Assessment of supervisors


periodical review by the programme
director/dean of graduate school, …
evaluation by doctoral candidates

Should the training be
mandatory? What in case
of team supervision?
 What should be the scope
and form of training?
 How to overcome the
resistance of professors?

How and by whom should
supervisors be assessed?
 Should doctoral
candidates be involved?
 What should be a
consequence of a
negative assessment?
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Monitoring and assessment of candidates
Scope



work plan + timelines
research progress
(outcomes)
learning outcomes (incl.
transferable skills)

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notes
student logs
web-based platforms
progress reports by the
supervisor

How often should
periodical reviews take
critical review of periodical
place?
progress reports (submitted by the  Who should be involved
(besides the supervisor)?
candidate)
 How to divide
periodical review meetings
responsibilities in case of
‘milestone’ reviews (thesis
team supervision?
proposal, …)
 What examinations should
examinations (comprehensive, ...)
the candidate take?
Form

Documentation
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SUMMARY AND GOALS
different national, institutional,
and disciplinary cultures
diversification
of doctoral training
different ideas on supervision, monitoring and assessment
of doctoral candidates
no ‘one-fits-all’ solution

Explore current issues and recent developments

Show & discuss examples of good practice

Share positive & negative experiences

Identify emerging trends

Reach consensus on recommendations

Identify areas for further discussion
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Selection/assignment of a supervisor
assigned upon
admission
assigned upon
admission
or after completion
of coursework
tutor/guide
(guidance during the
coursework period)
little involvement of
the candidate
research (thesis)
supervisor
acceptance of the
candidate necessary
procedure for
supervisor change

At what stage of training
should the thesis supervisor
be assigned?
 What criteria are used by
candidates when looking for
their future supervisors?
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