Transcript Presentation Title goes here

Centre for Higher and Adult Education (CHAE)
Supervisor responses
to the students' voice
Postgraduate Supervision Conference
27-30 April 2009
Eli Bitzer & Ruth Albertyn
Centre for Higher and Adult Education
Stellenbosch University
Introduction
• Global changes and internationalisation have influenced the
postgraduate landscape in higher educational institutions
(McAlpine & Norton, 2006; Barnett, 2004; Gibbons et al., 1994)
• Transitions in modes of learning (Dall’Alba & Barnacle, 2007;
Pearson, 2005, Taylor & Beasley, 2005) influence the process and
product of learning at a postgraduate level
• Increasing focus on and demand for accountability (Van
Tonder, Wilkinson & van Schoor, 2005)
• Hence the importance of reflective practice of inquiry into
professional practice(s) and the contexts in which they are
embedded (Manatunga, 2005 ; Schön, 1987)
According to Golde (2000) students are central to
postgraduate studies yet theirs is the voice that is
least heard
Research of the experiences of postgraduate
students could help to improve provision of
postgraduate programmes
Context
Qualifications at master’s and doctoral level in field of
higher and adult education
• 2007: Exit & alumni survey to scrutinise experiences of
graduates from these programmes
• 2008: Follow-up qualitative study
Objectives
• to identify the students' needs (survey)
• to investigate their experiences of postgraduate
studies (follow-up study)
 to identify possible ways supervisors can improve
their practice of postgraduate supervision (study
and reflection)
Survey
• Sample
• Students registered between 2001 and 2006
• Graduated and discontinued
• 78 students
• Measuring instrument
• Based on questionnaire designed for previous study (Centre
for Higher and Adult Education)
• Adaptations made to include constructs identified in the
studies of Manathunga, (2005), McCormack (2005) and Lindén
(1999)
• Peer reviewed
• Biographical, study information, Likert-scale questions on
students' needs and supervision needs, and open-ended
questions on students' postgraduate experience
Follow-up study
Students/graduates between 2001-2006
Selection criteria: employed in higher educational institution (ten
participants)
• 3 current MPhil (Higher Education) students
• 3 MPhil graduates
• 4 PhD graduates
E-mail conversation (Meho, 2006; Houston, 2007)
Key themes to guide conversation:
•
•
•
•
•
background of participant
motivation for study
influence of studies in the workplace
effect of studies on scholarship
impact of studies on other aspects of their lives
Findings: SURVEY (Student needs)
RESEARCH COMPONENT:
Difficult aspects
MPhil
PhD
Writing a research proposal
75%
20%
Research methodology
75%
50%
Research design
63%
50%
Data analysis
63%
50%
Data management
63%
50%
Preparing a title
63%
0
General skills: Difficult aspects
•
•
•
•
•
Writing
Using computer programmes
Receiving feedback
Interpreting feedback
Time management
Supervision needs
MANAGERIAL INPUT: Important
aspects
MPhil
PhD
Directing the student
75%
20%
Monitoring
75%
60%
Helping reach research objectives
63%
60%
Organising
63%
60%
Helping set realistic time frames
40%
60%
Planning
63%
40%
Be more ‘hands on’ and involved i.e. “bug” students for
the next chapter
MPhil student
Supervision needs
RESEARCH INPUT: Important aspects
MPhil
PhD
Advice regarding topic selection
88%
40%
Providing criteria for proposals
88%
40%
Referring to statistician
63%
20%
Advice on appropriate research method
63%
60%
ACADEMIC INPUT: Important aspects
MPhil
PhD
Discipline/subject expertise
90%
40%
Assessing progress
80%
100%
Evaluating regarding quality
90%
100%
Mentoring
50%
80%
Supervision needs
LANGUAGE INPUT:
Important aspects
• Helping develop
arguments logically in
scientific writing
• Extending vocabulary
through feedback
• Assisting in developing
reading and editing skills
INTERPERSONAL
INPUT:
Important aspects
• Motivation
• Counselling
• Emotional support
Findings: FOLLOW-UP STUDY (experiences)
Themes:
• Learning process
• Impact on:
• Professional knowledge and skills
• Application of various scholarships
• Critical reflection
• Benefits:
• Intrinsic outcomes
• Confidence
• Metacognition
• Extrinsic outcomes
• Competence
• Recognition
Benefits
INTRINSIC:
Confidence, metacognition
• I think I have developed more selfconfidence and assertiveness but not
enough. (MPhil student)
• My studies provided that
independence and also selfconfidence have given me a better
understanding of who I am and why I
function in a certain way. (PhD
graduate)
• I think the studies made me more
aware that I actually know a little
and that a person always remains a
student. (PhD graduate)
EXTRINSIC:
Competence, recognition
• My input at the various
committees (local and
international) has been significant
in terms of my gained knowledge.
(MPhil student)
• …the extrinsic is nice. I had
comments such as:You have singlehanded changed the culture in the
university……… I have received an
additional two increments in the
first year and after 18 months my
post was re-evaluated and changed
to that of PL back dated to the
same date as the increments. (PhD
graduate)
ACADEMIC PROFESSIONAL
PROFICIENCY
Meta Cognition
Recognition
PROFESSIONAL IDENTITY
FORMATION
Competence
Confidence
Application
INTRINSIC
OUTCOMES
EXTRINSIC
OUTCOMES
Skills
Knowledge
Inherent personal
characteristics
PROCESS
CONTEXTUAL NATURE
Work place characteristics
PROFESSIONAL DEVELOPMENT
Critical reflection
Supervisor responses (study and reflection)
• Power dynamics
• Power over, power to, power with
• Surveillance, empowerment
• Integrated skills
• Research skills
• Generic skills (including professional socialisation)
• Scholarship
• Supervising strategy
• Transformational learning
• Threshold learning
• Empowerment
• Facilitation and support
Summary, implications and significance
Student needs:
• Varying research supervision needs for MPhil
and PhD students
• Research component is most difficult aspect
of postgraduate studies
• Feedback, assessing and evaluation most
important academic supervision need
indicated
Summary, implications and significance (cont.)
Experiences:
• Pace and nature of professional development varies for
individual participants.
• Most important variables: individual characteristics and contextual
factors
• Needs to be accounted for in future programme planning
• Research-focused nature of programmes stimulate advanced
learning and professional development in various ways.
• One way to maintain stimulation is to ensure that research topics are as
relevant as possible to the professional contexts of the participants. This
inevitably needs much co-supervision and co-operation
• Participation in higher degree programmes seem to contribute to
participants’ integrated and holistic views of the academic profession and
building communities of practice (Brew 2003; Le Grange 2007)
Summary, implications and significance (cont.)
Supervisor responses:
• Supervisors need to develop a strategy of supervision
practice and not just rely on apprenticeship model of
supervision
• Student involvement beyond the PhD
• Cognisance should be taken of the power dynamics implicit
on multiple levels in postgraduate supervision
• Multiple skill development is needed for relevance to meet
knowledge requirements of graduate in the global era