bridges and lanterns earli 2009 symposium concepts of doctoral supervision dr anne lee, university...

Bridges and Lanterns

EARLI 2009 Symposium

Concepts of Doctoral SupervisionDr 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,

Apprentice-ship

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 1Student asks for help with getting a job

Design a project which can be soldMake 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 resourcesIdentify moments of inspiration which may indicate direction

Create platforms for socialising, Appropriate self disclosure

Supervisor Development 2Student 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 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 methodologically.

Justify your arguments

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.

Shall we write a paper together?

Possible student reaction

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

Engendering creativity 1I 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)

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

ThinkingEmancipation 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, co-

inquirer

Core beliefs about learning and knowledge

Learning is about the

accumulation of knowledge

Learning is engaging in

academic/professional/disciplin

ary practices

Learning is about

developing cognitive skills

Learning is about discovery

Learning is about shared development

What do students want? Identifying student motivation, objectives and

needs



What students might be seeking

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

Structured

Goal oriented

Process

Emulating

Replicating

Theorising

Analysing

Discovering

Constructivism

Being affirmed

Values Practical

applicability

Belonging Reason

Rigour

Autonomy Love

Agape

FUNCTIONAL

ENCULTURATION EMANCIPATION

CRITICAL THINKING

RELATIONSHIP

References and further readingBrew 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 PressDeuchar, 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. SRHELeonard D (2001) A Woman’s Guide to Doctoral Studies. Buckingham. OU

PressPearson M and Brew A (2002) Research Training and Supervision

Development. Studies in Higher Education Vol 27 No 2 2002Pearson M and Kayrooz C. (2004) Enabling Critical Reflection on Research

Supervisory Practice. Int. Journal for Academic Development 9(1) pp 99-116 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)

bridges and lanterns earli 2009 symposium concepts of doctoral supervision dr anne lee, university...

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