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’.
This site is based in the data collected from a project investigating the vulnerabilities and tensions in the relationship between doctoral students and their supervisors. It asked about the quality of that relationship: what constitutes ‘quality’, what does quality mean for learning, and how do you get a quality relationship, and how would you recognise if and when you have it?
This page was used to collect data to inform phase 1 of the Trust me! project. The page and comments section remain open for your reflections, and for you to be able to read the stories of others.
If you would like to, you can still use the comments box to share your experiences of doctoral supervision.
Doctoral students, I’m interested in hearing about what your supervisor does that impacts on you, what makes all the difference, how are/aren’t you supported, what does good/poor supervision look like, how do you and your supervisor interact, how did/didn’t you come to trust each other, is your relationship typical?
Supervisors, what’s your approach, where did you learn about supervision, how is it working for you, what does good supervision look like, what are the essentials for supervision, where does trust come from, how do you interact with your students?
Information on this study can be found here. Ethical approval was granted by the University of Sheffield Ethics Committee on 11 May 2016.