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?”

ally with your stressed students

I guest posted here on the Supervision Whisperers’ blog a couple of weeks ago on how we might ‘design-in’ self-care strategies for doctoral students. In response a few supervisors have been in touch to ask about how they might approach a student they believe to be stressed, without making things worse. Visible stress symptoms:

Continue reading “ally with your stressed students”

October is coming…

Dear doctoral supervisor,

“I was blissfully unaware how long it would take me to write up. To be honest I would have preferred a more clear marker from my supervisor, or from the department, saying stop doing experiments now and write! I was expecting someone to say when I had enough data, because I never felt I did, so instead I kept going much longer than I needed in the lab because I didn’t know how much was enough. I feel pretty annoyed about that.”

The 31st of October is coming. I mention this date as we have around 1100 third year doctoral students whose theses are due on that date*. With still 6 months to go, now is a perfect time to make sure that your thesis writers know it’s time to spend some time each week — an hour a day, every day? — writing. Continue reading “October is coming…”

PhD –> postdoc no sweat, or posthoc regret?

I work a lot with stuck and panicking PhD researchers near the end of their time here, and from them I have some intel to share. Bear in mind then that what follows doesn’t represent an ever so typical experience, but it does represent an important and keenly felt negative experience. One we can all learn from as colleagues in researcher development: be your role full time academic superhero and supervisor, or like mine, a specialist learning and development role, I think this will be relevant to you. Continue reading “PhD –> postdoc no sweat, or posthoc regret?”

coaching myths and coaching legends

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”

spoon-feeding PhD students – extending the metaphor for supervisory practice

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”

supervisors: a willingness to accept uncertainly and make oneself vulnerable in the face of insecurity

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’ as a phenomenon can be understood as “willingness to accept uncertainly and make oneself vulnerable in the face of insecurity” (Hope-Hailey et al., 2012).

So, where could uncertainty and vulnerability exist in for doctoral supervisors? Some ideas from interviews with doctoral supervisors are below:

Recruitment practices. Supervisors frequently speak of restrictive rules related to the recruitment of doctoral students. Specifically, being expected to take on any and all self-funded students, was a major cause of increased workload, tension and conflict in the supervisory relationship.

Management and leadership are inherently difficult. Supervisors report feeling pressure to be a good supervisor and to ‘get it right’ for the student. Most spoke of the need to be flexible and try different approaches with different students whilst maintaining equity and not ‘showing favouritism’. Supervisors who have received supervisor ‘training’ are still in the minority and those who have received no support to performing this difficult role, feel the university has a responsibility to provide this.

Complicated processes and checkpoints on the doctorate. A key vulnerability is the complex administration and regulation of doctoral programmes (e.g. statements of expectations, codes of practice, handbooks, supervision policies, progression criteria) — this often leaves supervisors feeling lost about how to best advise their student.

Accountability. The pressure of being accountable for good research practices, and for delivering published outputs from doctorates that have attracted funding could be acutely felt. The tension between ‘rushing them through in three years’ and ‘making the research actually worth funding’ is a common uncertainty.

The value of doing supervision well. Supervisors often find that talking about the more ‘tricky’ (relational) aspects of supervision with others is impossible, or at least not formally required or facilitated. The lack of formal spaces or requirements for talking about supervisory practice makes things difficult. Supervision is not always a common feature of institutional promotion, or other reward and recognition processes, and it instead relies on intrinsic motivation to do a good job.

Supervisory teams, and supervisory ‘mentoring’. As students also reported, the tensions involved in working as supervisory teams can be acutely felt. Supervisors describe being paired with a more experienced colleague as a supervision ‘mentor’, but felt it was done so ‘the dept. could cover their backs’ rather than as a genuine developmental mentoring opportunity.

I am interested to know how you as supervisors negotiate all this? Do you personally see these things as challenges? What good supervisory methods have you developed? What would you disagree with, and what would you add to that list?