Current issues in doctoral supervision practice in the UK

Amanda Thomas*, Rhiannon Packer, Gina Dolan

*Awdur cyfatebol y gwaith hwn

Allbwn ymchwil: Cyfraniad at gyfnodolynErthygladolygiad gan gymheiriaid

16 Wedi eu Llwytho i Lawr (Pure)

Crynodeb

Doctoral study remains the most popular form of research degree globally. The student and supervisor relationship is an integral part of the postgraduate researcher (PGR) experience. Supervisory relationships can be complex and multi-faceted, with differing expectations from both supervisor and PGR. However, comparing different perspectives of the PGR supervisory journey is relatively unexplored. This study aimed to explore how both PGRs and supervisors perceive the evolution of supervisory relationships throughout the doctoral journey. Employing a mixed methods design, the findings indicate that there is a transition in the dynamics of the relationship between the supervisor and the student which changes during this process. The role of the supervisor moves from being a more knowledgeable other operating in an advisory capacity, described by one participant as a ‘balance of expertise’ that ‘swings’ as the relationship evolves. Drawing upon Jindal-Snape’s multiple and multi-dimensional transitional theory, the results suggest that managing expectations, supporting the transition to doctoral study, the role of peer support for PGRs and supervisors are fundamental to a positive supervisory experience. The global pandemic affected the supervisory relationship and research journey posing some challenges for data collection; however, it facilitated opportunities to adapt and evolve supervisory practice.
Iaith wreiddiolSaesneg
Tudalennau (o-i)158-188
Nifer y tudalennau31
CyfnodolynResearch in Post Compulsory Education
Cyfrol29
Rhif cyhoeddi1
Dyddiad ar-lein cynnar18 Ion 2024
Dynodwyr Gwrthrych Digidol (DOIs)
StatwsE-gyhoeddi cyn argraffu - 18 Ion 2024

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