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Supervisor responses to the students' voice

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.

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Supervisor responses to the students' voice

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  1. 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

  2. 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)

  3. 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

  4. 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 • 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) Objectives

  5. 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

  6. 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

  7. Findings:SURVEY (Student needs)

  8. General skills: Difficult aspects • Writing • Using computer programmes • Receiving feedback • Interpreting feedback • Time management

  9. Supervision needs Be more ‘hands on’ and involved i.e. “bug” students for the next chapter MPhil student

  10. Supervision needs

  11. Supervision needs • Helping develop arguments logically in scientific writing • Extending vocabulary through feedback • Assisting in developing reading and editing skills • Motivation • Counselling • Emotional support

  12. 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

  13. Benefits • I think I have developed more self-confidence and assertiveness but not enough. (MPhil student) • My studies provided that independence and also self-confidence 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) • 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 single-handed 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)

  14. ACADEMIC PROFESSIONAL PROFICIENCY INTRINSIC OUTCOMES EXTRINSIC OUTCOMES PROCESS Meta Cognition Recognition PROFESSIONAL IDENTITY FORMATION PROFESSIONAL DEVELOPMENT Critical reflection Competence Confidence Application Skills Knowledge Inherent personal characteristics Work place characteristics CONTEXTUAL NATURE

  15. 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

  16. 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

  17. 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)

  18. 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

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