Supervision Blog

creating a shared way forward with new research students

This is a guest post by Dr Duncan Cross (PFHEA), Senior Lecturer (Education), University of Bolton.

There are a range of complexities involved in effectively supervising PhD candidates that are recognised in the literature. Delany’s (2008) literature review highlights some of those complexities as significant predictors of candidate completionwhich includes demographic data around age, funding and area of subject, and also, importantly, ‘the intellectual environment of the department …’.

Continue reading “creating a shared way forward with new research students”

Community Acuity (6) enabling discussion about students’ state of mind

‘Community Acuity’ blog posts are from supervisors, to supervisors. They share the thoughts, experiences and reflection of the highs and the challenges of supervising doctoral students. 

This is a guest post by Dr Paula Meth, Department of Urban Studies and Planning, University of Sheffield.

This piece explores my personal views on fostering supervision that enables communication between supervisor and student about their ‘state of mind’ (worries, emotional health or mental health). I write this from the position of a supervisor who has both failed and succeeded in supporting students through tough emotional times, ‘writing blocks’, and intellectual confusion which have resulted in their inability to move forwards with their work. Continue reading “Community Acuity (6) enabling discussion about students’ state of mind”

Community Acuity (5) supervising doctoral writing — situated practices

‘Community Acuity’ blog posts are from supervisors, to supervisors. They share the thoughts, experiences and reflection of the highs and the challenges of supervising doctoral students. 

This is a guest post from Dr Amanda French, Associate Professor, School of Education and Social Work, Birmingham City University.

Much of what I do in my supervision sessions is based on what I wish someone had told me when I was a PhD student struggling to make sense world of doctoral education where, or so it seemed to me, everyone else appeared to magically understand what was expected of them. Continue reading “Community Acuity (5) supervising doctoral writing — situated practices”

Democratising Doctoral Education

This is a guest post by Dr David Hyatt, Director of the Doctorate in Education (EdD), University of Sheffield.

My recent research and practice have focussed around the ways in which we establish more collaborative and collegial relationships between supervisors and supervisees on doctoral programmes.  I’m currently teaching on two taught professional doctoral programmes, directing one of them, and so the cohort/group nature of these programmes has become a feature of this work.

Continue reading “Democratising Doctoral Education”

supervising research writing: encouraging group development

This post is by Cally Guerin, senior lecturer at the University of Adelaide, South Australia. She is a co-editor of the DoctoralWriting Blog. 

Recently I was involved in a research project aimed at scoping the range and variety of supervisor development programs offered by centralised academic development units in Australian universities. The research uncovered what we had suspected to be the case – that some universities here offer extensive training, preparation and ongoing development to supervisors, while others provide only the most cursory induction to university policy and requirements. This uneven provision of academic development is a concern: as supervisors find themselves working with more students – and more diverse students – in institutions that are expecting them to do more with less, innovations in supervisory practices become necessary. Continue reading “supervising research writing: encouraging group development”

encouraging robust scholars: how can we encourage students to critically give and receive?

This is a guest post from Dr Steve Hutchinson, a freelance consultant and author on doctoral development and supervision.

Let’s start with two quotes taken from a book called Enhancing the Doctoral Experience. Both quotes are from research students and they highlight a common ingredient in the challenge of growing as a researcher. Continue reading “encouraging robust scholars: how can we encourage students to critically give and receive?”

Community Acuity (4) leading and following: a dance of equals

‘Community Acuity’ blog posts are from supervisors, to supervisors. They share the thoughts, experiences and reflection of the highs and the challenges of supervising doctoral students. See also #comacu on the @predoctorbility Twitter.

This post is by Cristina Devecchi (@dmc_devecchi) Associate Professor in Education, University of Northampton. Continue reading “Community Acuity (4) leading and following: a dance of equals”

Community Acuity (3) taking the ‘super’ out of supervisor

‘Community Acuity’ blog posts are from supervisors, to supervisors. They share the thoughts, experiences and reflection of the highs and the challenges of supervising doctoral students. See also #comacu on the @predoctorbility Twitter.

This post is by Tamara Hervey, Jean Monnet Professor of European Union Law, University of Sheffield. Tamara’s own blog is here.
I don’t recall too much about being a PhD student. It was a wild, unstructured experience which, although fun at the time, in hindsight was not a good preparation for life as an academic. One thing I do recall, though, is my cousin’s drawing of her PhD supervisor (I couldn’t find it so please accept this image of Dr Hank McCoy by Evan Shaner) . He is a geeky superhero, trying his best to save the (PhD) world in which he lives, but obviously totally ill-equipped for the expectations bestowed upon him. Continue reading “Community Acuity (3) taking the ‘super’ out of supervisor”

the importance of creating a nurturing and creative research culture for you and your PhD students

This post is by Dr Rachel Cowen who is a Senior Lecturer at the University of Manchester. She specialises in creating and delivering researcher and academic development programmes nationally and internationally.

Researchers often liken their research experiences to the famous Thomas Edison quote about genius suggesting success is “one percent inspiration, ninety-nine percent perspiration”. Particularly at an early career stage many researchers invest a great deal of sweat and emotion reading huge volumes of literature in their field, doggedly repeating experiments that ‘won’t work’, poorly planning research with an ever expanding scope and going off at a tangent from their original line of enquiry with little thought or discussion. Continue reading “the importance of creating a nurturing and creative research culture for you and your PhD students”

Community Acuity (2) kindness and tough love: interacting with international students

‘Community Acuity’ blog posts are from supervisors, to supervisors. They share the thoughts, experiences and reflection of the highs and the challenges of supervising doctoral students. See also #comacu on the @predoctorbility Twitter.

This post is by Dely ElliotLecturer in Education (Creativity Culture and Faith), University of Glasgow.

I am inspired by articles that I have read as well as a few events that I participated in recently, which impressed on me the idea that PhD supervision style tends to be strongly informed by one’s own experience of being supervised. Often, there are tacit traces of good supervisory examples, which were previously observed from the PhD supervisors’ own supervisors. Continue reading “Community Acuity (2) kindness and tough love: interacting with international students”