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Supervisory styles. Aim of session: Able to ’ adapt ’ the supervisory style to the current need of the PhD student – at all times in the process Understanding how supervisory styles and techniques interlink

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supervisory styles
Department of Science EducationSupervisorystyles

Aim of session:

  • Able to ’adapt’ the supervisorystyle to the currentneed of the PhD student – at all times in the process
  • Understandinghowsupervisorystyles and techniquesinterlink
  • Building awareness of how the supervisorystylemayinfluence the relationship
supervisor s toolbox
Enhedens navnSupervisor’s toolbox

Meta-communication

Approaches / styles

Feedback and Assessment

Perspectives

Caps

Themes and progression

styles gatfield
Department of Science EducationStyles - Gatfield

People concern

Product concern

Gatfield, T. (2005) An investigationinto PhD supervisory Management Styles: Development of a dynamicconceptual model and itsmanagerialimplications

gatfield styles
Department of Science EducationGatfield - styles

People concern

Product concern

Low Support High

Low Structure High

Gatfield, T. (2005) An investigationinto PhD supervisory Management Styles: Development of a dynamicconceptual model and itsmanagerialimplications

how to do
How to do…
  • Mark the spot individually (separately) with an X
  • Each one explains in turn the rational for the position of X
  • Compare your positioning of X and discuss with neighbour

Exercise

Do you think you would need to change style?

Try the tool with your PhD students...

The whole toolkit given as word file.

model of supervisory styles
Department of Science EducationModel of supervisory styles

Gurr, G.M. (2001) Negotiating the “Rackety Bridge” – a Dynamic Model for Aligning Supervisory Style with Research Student Development. Higher Education & Development, 20 (1), 81-92.

control centre two levels of communication
Department of Science EducationControl centre - Two levels of communication

What did you get from our discussions today?

Does this help you to move on?

What should we cover today?

Process

Content

...about the research, the courses, conferences...

roles as a supervising technique
Department of Science EducationRoles as a supervising technique
  • To take on different hats
  • The bloody-minded examiner,
  • The sceptical reader,
  • The representative of a competing research approach
  • The positive and praising
  • The devil’s advocate
  • …to make feedback lesspersonal and easier to take in.