I teach professional practices in coaching and mentoring* in an education context and have developed some short workshops for academic supervisors and principal investigators that focus on the relational aspects of research leadership and use coaching techniques as the basis for conversations that help people develop their thinking and understanding. Continue reading “coaching myths and coaching legends”
Every so often someone opens their mouth in a meeting and out tumbles “but we mustn’t ‘spoon-feed’ our PhD students – they have to be independent.”Recently, I’ve been wondering in some detail what’s behind this reaction, and how, in my role, I can interpret what this means for researcher and supervisor development. Continue reading “spoon-feeding PhD students – extending the metaphor for supervisory practice”
This is a part 2 of 2, looking at what uncertainty and vulnerability might look like from a supervisor perspective. Part 1, the student angle is here. In this post I am again considering how trust may be a marker of a ‘good quality’ supervision relationship.
Trust is often mentioned as an important part of ‘good’ supervision relationships but the literature is fairly vague on what we mean by ’trust’.