Emerald | Quality Assurance in Education

The paradox and fog of supervision: Site for the encounters and growth of praxis, persons and voices

Nita Cherry — 2012-01-27 00:00:00.0

Abstract

Purpose – Several paradoxes have been presented in the literature as inherent in supervision of doctoral students. The purpose of this paper is to explore these paradoxes and offer the concept of praxis as a way of effectively engaging with complex and paradoxical dimensions of supervision, rather than denying or avoiding them. Design/methodology/approach – Drawing on sometimes provocative offerings of others, and the seminal work of Grant, views are presented that problematise supervision, challenging its representation as something to be transparently understood, planned and managed. Sophisticated theories of supervision have been offered in literature to hold its inherent paradoxes while opening up its practice for inquiry. It is suggested that supervision is usefully understood as the development of praxis: challenging supervisor and student to understand their practice journey as one of interwoven, often tacit, dimensions of knowing, doing, being and becoming (that are personally and therefore distinctively resolved. Findings – Generative metaphors drawn from other complex domains of human experience suggest useful ways of engaging with the intensity, individuality and murkiness of supervision. Such metaphors draw attention to the identities and authorities that are in play and offer markers that can be identified even through the fog. Originality/value – Voice work is explored as a metaphor for supervision, suggesting reflective practices that ask supervisor and candidate to pay deep attention to the sounds of their voices as well as to the nuances of the dialogue they create together.

Pedagogical concerns in doctoral supervision: a challenge for pedagogy

Margaret Zeegers, Deirdre Barron — 2012-01-27 00:00:00.0

Abstract

Purpose – The purpose of this paper is to focus on pedagogy as a crucial element in postgraduate research undertakings, implying active involvement of both student and supervisor in process of teaching and learning. Design/methodology/approach – Drawing on Australian higher degree research supervision practice to illustrate their argument, the authors take issue with reliance on traditional Oxbridge conventions as informing dominant practices of supervision of postgraduate research studies and suggest pedagogy as intentional and systematic intervention that acknowledges the problematic natures of relationships between teaching, learning, and knowledge production as integral to supervision and research studies. Findings – The authors examine issues of discursive practice and the problematic nature of power differentials in supervisor-supervisee relationships, and the taken-for-grantedness of discursive practice of such relationships. The authors do this from the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution. Originality/value – The paper examines the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution.

Supervisor reflections on developing doctoralness in practice-based doctoral students

Eddie Blass, Anne Jasman, Roger Levy — 2012-01-27 00:00:00.0

Abstract

Purpose – The purpose of this paper is to share the reflections of a group of five academics who started supervising practice-based doctoral students at a similar time in the same institution. Design/methodology/approach – The supervisors engaged in a collaborative research process themselves, exploring their supervision practices, due in part to the relatively limited literature available in the field, and in part as a support mechanism to help them understand what they were doing. Findings – As the first students have now completed, the learning from taking students through the cycle from start to finish for the first time is also now complete in itself. While the supervisors continue to learn both from and within the supervision process itself, that initial experience of supervising doctoral students is now complete and in many ways the doctoral development process of the students themselves. Originality/value – This paper offers insight into the doctoral development process from the supervisor's perspective, and offers reflections on the supervision process itself, as well as insight into the difficulties that can be encountered when researching your own practice.

Supervising doctorates at a distance: three trans-Tasman stories

Martin Andrew — 2012-01-27 00:00:00.0

Abstract

Purpose – The purpose of this paper is to describe the challenges of post-traditional, distance PhD supervision and suggest pedagogical interventions to bridge the distance. The paper investigates the skills and understandings necessary for mediating the supervisor-supervisee dyad within faceless encounters. Design/methodology/approach – Grounded in a literature review and using interview-based narratives, the paper describes a case study investigating the needs and experiences of three part-time, trans-Tasman PhD students, writing practitioner- or practice-led research (PLR) higher degrees by research (HDR) by artefact and exegesis. Findings – Findings reveal the importance of proactivity, dialogue and mutual trust and the necessity of knowing which interactions, including e-moderated supervisions and fast-turnaround electronic communications, potentially help to bridge the gulf. Research limitations/implications – While this small-scale study makes no major claims that results can be generalised, the results are pertinent to those involved in distance HDR supervision, particularly in PLR. Originality/value – As distance supervisions become increasingly commonplace, HDR supervisors need to build best practice models from shared personal and professional understandings of effective supervisory interventions in this mode.

E-Portfolio for enhancing graduate research supervision

Quynh Le — 2012-01-27 00:00:00.0

Abstract

Purpose – E-Portfolio is a powerful tool for demonstrating evidence of learning and achievements in graduate research. The purpose of this paper is to examine the concept, structure and functions of e-Portfolio in graduate research and discuss the significance of the role of e-Portfolio in enhancing the quality of graduate research students and their learning environment. Design/methodology/approach – The discussion starts with the concept of e-Portfolio in the context of modern digital technology and innovative educational perspectives, which emphasise critical thinking, social interaction, task-based learning, and independent learning. Findings – It is found that e-Portfolio greatly enhances three important aspects of research students: academic development, research profile and social networking. E-Portfolio empowers research students to take full control of their own learning and research journey. Originality/value – The paper shows that e-Portfolio contributes to the enhancement of educational practices in terms of moving the teaching and learning focus from supervisor-centred to student-centred learning and research, as well as from technological control to technological empowerment.

Completion mindsets and contexts in doctoral supervision

Pam Green, John Bowden — 2012-01-27 00:00:00.0

Abstract

Purpose – Doctoral candidates are now located within a research context of performativity where the push to successfully complete in a timely manner is central. The purpose of this paper is to develop a model of completion mindset within a completion context to assist research students and supervisors. Design/methodology/approach – The research was undertaken using qualitative interviews involving both PhD candidates and research supervisors, with transcripts analysed both manually and using NVivo. The paper addresses two questions: How can supervisors create a supportive completion context and help candidates to develop an effective completion mindset? What approach does a candidate need to take and what environment does a supervisor need to create in order to facilitate timely successful completion? These key questions are addressed through examples of individual success stories as well as through the development of a series of supervisory models. Findings – The need to complete “on time” often clashes with concerns for the quality of the final outcomes. The paper shows, both from analysis of the data and theoretical reflection, that a “completion mindset” is an essential element in the pursuit of doctoral success. It is argued that “mindfulness” is part of this mindset, which needs to be located in a “completion context”. Originality/value – In presenting both theoretical and practical positions, as well as the implications for quality, the paper contributes to the current debates surrounding research supervision. The paper extends Green's RIP (relational, intellectual, physical) model for supervisory practice to include emotionality as an explicit aspect.

Guest editorial

2012-01-27 00:00:00.0

2011 Awards for Excellence

2012-01-27 00:00:00.0