Transcript EARLI 2009

Bridges and Lanterns
EARLI 2009
Symposium
Concepts of Doctoral Supervision
Dr Anne Lee, University of Surrey
[email protected]
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,
Apprenticeship
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 1
Student asks for help with getting a job
Design a project which can be sold
Make 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 resources
Identify moments of inspiration which may indicate direction
Create platforms for socialising,
Appropriate self disclosure
Supervisor Development 2
Student 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
Sample
tasks
Possible
student
reaction
Functional
Enculturation
Critical
Thinking
Emancipation
Relationship
Development
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
methodologic
ally.
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.
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
Justify your
arguments
Shall we write
a paper
together?
Engendering creativity 1
I 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
Creativity
might arise
from
(see Kleiman
2008)
Functional
Enculturation
Critical
Thinking
Emancipation
Relationship
Development
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
Thinking
Emancipation
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, coinquirer
Core beliefs
about
learning and
knowledge
Learning is
about the
accumulation
of knowledge
Learning is
Learning is
engaging in
about
academic/profe
developing
ssional/disciplin cognitive skills
ary practices
Learning is
about discovery
Learning is
about shared
development
What do students want? Identifying
student motivation, objectives and needs
What
students
might be
seeking
Functional
Enculturation
Critical
Thinking
Emancipation
Relationship
Development
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
Beliefs about
how people
learn
Values
Functional
Enculturation
Critical
Thinking
Emancipation
Relationship
Development
Structured
Goal oriented
Process
Emulating
Replicating
Theorising
Analysing
Discovering
Constructivism
Being affirmed
Practical
applicability
Belonging
Reason
Rigour
Autonomy
Love
Agape
FUNCTIONAL
CRITICAL THINKING
ENCULTURATION
EMANCIPATION
RELATIONSHIP
References and further reading
Brew 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 Press
Deuchar, 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. SRHE
Leonard D (2001) A Woman’s Guide to Doctoral Studies. Buckingham. OU
Press
Pearson M and Brew A (2002) Research Training and Supervision
Development. Studies in Higher Education Vol 27 No 2 2002
Pearson M and Kayrooz C. (2004) Enabling Critical Reflection on Research
Supervisory Practice. Int. Journal for Academic Development 9(1) pp 99116 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)