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”

giving feedback to – or doing feedback with?

Is your feedback missing the mark? I was awarded a certificate for giving feedback about 18 months ago and it’s fair to say I’m very proud of the recognition (I do wish it came with a Bendy Bully though). I’m pleased to be recognised in this way, because giving feedback that helps people develop is a core competency of being a coach (it’s right here woven through three areas of our competency framework), and being a good coach is something I’ve been striving for in my professonal life. Continue reading “giving feedback to – or doing feedback with?”

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”

what is predoctorbility?

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?

Continue reading “what is predoctorbility?”