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The Face of Supervision

The Face of Supervision. Supervisor. Student. Research. Culture. Context. Research & Scholarship. What is a Thesis. ‘ a doctoral thesis is a piece of work which a capable, well-qualified student, who is properly supported and supervised can produce in three years’.

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The Face of Supervision

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  1. The Face of Supervision Supervisor Student Research Culture Context Research & Scholarship

  2. What is a Thesis ‘ a doctoral thesis is a piece of work which a capable, well-qualified student, who is properly supported and supervised can produce in three years’. British Academy/CVP 1992 Para 12

  3. Scholarship Scholarship – creative engagement in producing ‘knowledge’ • Discovery – new for the ‘community’ • Integration – new perspectives, making new connections • Application – applying knowledge to problems • - solving problems leads to new knowledge Teaching – developing new knowledge of learning and understanding of teachers and students Based on Boyer, E/L (1990) Scholarship Reconsidered

  4. Tensions in Research Supervision Scholarship or Training? Original by student or joint project? Independent or Team Member? Apprentice or Employee?

  5. Warm, Friendly Structured Free Cold, Aloof

  6. Effective Supervision • Regular, scheduled task oriented meetings • Sets tasks and monitors them • Provides feedback on achievements • Teaches time management • Keeps records of student progress • Involved in research topic

  7. Criticisms of Supervisors Too few meetings No interest in student or topic Too little practical help Too little direction Not returning work promptly Lack of research experience Lack of relevant skills or knowledge

  8. Four levels of competence • Knowing how to do research in your area; • Knowing why you are doing this project in this way; • 3. Knowing how to teach a student to do research in your area; • 4. Knowing why you are teaching this student in this way to do research.

  9. Some supervisory skills Structuring the tutorial Questioning Listening Responding Explaining Providing feedback Receiving feedback Planning and monitoring the project Preparing the student viva

  10. Major interpersonal skills Questioning, Listening, Responding, Explaining, Encouraging, Providing feedback Advising. Which are you good at and not so good at?

  11. Major tasks Organising or helping the student or students to organise the project; Monitoring and recording student progress; Evaluating the work of students; Breaking bad news? Helping students to write; Preparing students for the examination, including the viva.

  12. Seven steps in a tutorial • Opening moves - • Recap - • Problem area - • Exploration - • Clarification - • Suggested step - • Note of supervision made and filed Phases 2 – 6 may be iterative

  13. What do students expect? Professional guidance Personal support Gives critical feedback Checks on progress Academic guidance Provides support and encouragement Allows student to work independently on own initiative some of the time Helps with theories, interpretation and writing

  14. Research Skills • Project planning • Time management • Knowledge retrieval and knowledge management • Analytical skills • Calculative skills • Interpretive skills

  15. Research Skills 14. Working as a team member 15. Interpersonal skills 16. Working independently 17. Awareness of environmental issues Health and Safety 18. Ethical issues in research

  16. Warning Indicators • Postponing supervisions • Making excuses for unfinished work • Focus on next stages not current • work • Filling time with other things • Frequent changes in topic or methods • Resisting advice or criticism • Procrastinating on writing • Intellectualising practical problems • Blaming others for shortcomings Failing to integrate earlier work

  17. Common Errors • Common errors made by students doing projects are:- • To broad a topic for the time available • Not considering how the data will be analysed before collecting it • Not leaving enough time to collect data or read • Not leaving enough time for writing • A litany rather than a well constructed review • No analysis of strengths and weaknesses of their own • research • Leaving the writing up to the end of the project Which of the above do you need to watch out for

  18. Why do students fail? Inadequate supervision Poor planning Methodology Writing up Isolation Personal problems Cultural adjustment

  19. PERSONAL PROBLEMS Language Family Liaison Loneliness Money Life-style Weather Food Customs

  20. EXAMINING A THESIS Some Suggestions 1. Global Impressions 2.Reflection – question formulation 3.Systematic reading with questions in mind 4.Reflection 5.Prepare for examination

  21. How do Examiners read a thesis? • The title • The abstract • The introductory chapter • which should address the research problem • The final chapter • - which should contain an overview, reflections • and conclusions • The bibliography/references - which should be accurate • Then the thesis in its entirety……..

  22. AT THE EXAMINATION Avoid being a: Proof Reader Committee man Hobby horse rider Reminiscer DO: Establish rapport Ask pertinent questions Look for insight Consider the candidate too

  23. DepartmentalErrors Over-zealous recruitment Negligence Lack of overall plan Failure to monitor Allowing students to postpone writing up And your department’s errors

  24. Departmental Checklist Safeguards against over-zealous recruitment Courses on methodology Help on advanced study skills More than one source of advice Students can gain access to specialist expertise Special arrangements for part-time student Regular seminars Procedures for students dissatisfied with their supervisors Guidelines for supervisors and students Monitoring quality of supervisory process

  25. Points of Quality • The working definition of the PhD used by a • department • The selection process • Monitoring student progress • Monitoring research supervision • Upgrading procedures • Procedures for terminating PhD • Preparation for the examination • Appointment of external examiners • The final examination and report • Look at the QAA code of practice…..

  26. The Code of Practice of QAA General principles Research environment Promotional information Selection and admission of students Enrolment and registration Information and induction Information and induction Approval of projects Skills training Supervision Assessment Feedback, complaints and appeals Evaluation - quality

  27. “ The mark of an educated man (person) is that he (she) brings to each subject only that degree of precision that is proper to the subject.” Aristotle: Nichomachean Ethics

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