Community Acuity (7) trust your gut: a cautionary tale for the eager new 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. 

This guest post is anonymously shared in the spirit of helping others to learn.

In Business Schools, we get a lot of applications from overseas students with full scholarships from their governments, often with mediocre proposals (think “dull but worthy”) and qualifications that it’s hard to map onto our own more familiar entry requirements. The best of these are invited to take up 4-year programmes where they study a taught Masters in Research and providing they do well, are offered a place on the PhD programme. Continue reading “Community Acuity (7) trust your gut: a cautionary tale for the eager new supervisor”

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 (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”

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.

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