1. Aspects of PhD Supervision A Student Perspective Research and Education in Nursing University of Maribor 16/06/16 Paul Turner and David Nelson MH 2 aSC Research Group

2. Contents PhD in School of Health and Social Care Background How did we get here? Aspects of PhD supervision Supervisory Relationship Conclusion References

3. PhD in School of Health & Social Care Independent study (part-time or full-time) supported by supervision with additional research training opportunities. Programme is supported by experienced research supervisors across the College of Social Sciences The School has long standing partnership links to industry, research organisations and the NHS. Assessed through a written thesis (approx. 80,000 words) and viva voce examination.

4. www.lincoln.ac.uk Background Obtaining a doctorate is a complex process, and critical success factor is the supervisory relationship (Sambrook et al, 2008; Zhao et al, 2007). The purpose of supervision is to steer, guide and support students through the process of completing a doctorate (Sambrook et al, 2008). The supervisor’s main task is to provide both technical and emotional support (Easterby-Smith et al, 2002). Wisker (2001) highlights the need ‘to be available when needed…to be friendly, open and supportive and to be constructively critical’.

5. How did we get here? Two very different backgrounds prior to studying for a PhD in Health

6. Aspects of supervision (Easterby et al, 2002) PaulDavid Technical Expertise, or general knowledge of research topic and relevant methods may be more useful than narrow specialism? 43 Personally active as a researcher, belonging to international networks 54 Set regular, realistic deadlines, but avoid interfering with the detail of the work 66 Responsive style to encourage student to become autonomous and independent, and respond rapidly to immediate problems 32 Receive, read and return work (e.g. draft chapters) in 1-2 weeks. 15 Availability!21

7. The supervisory relationship The need for the student to develop confidence and independence. Supervisors should be sensitive to this especially in the beginning. Developing and maintaining a supportive, positive, constructively critical relationship over time is essential (Wisker, 2001). The need to balance a personal relationship with an academic one. Not just about supervisor managing student but also about how the student manages the supervisor!

8. Conclusion Availability and feedback are important through out the study Work turnaround is more important in later stages, but student must own the work plan Relationships and ability to develop students are more important than technical knowledge of subject area.

9. References Easterby-Smith, M., Thorpe, R., Lowe, A. (2002) Management research: An introduction. 2 nd ed. London: SAGE. Sambrook, S., Stewart, J. & Roberts, C. (2008) Doctoral supervision…a view from above, below and the middle! Journal of Further and Higher Education, Vol. 32, No. 1, 71-84. Wisker, G. (2001) The postgraduate research handbook. Basingstoke: Palgrave. Zhao, CM., Golde, CM., & McCormick, AC. (2007) More than a signature: How advisor choice and advisor behaviour affect doctoral student satisfaction. Journal of Further and Higher Education Vol. 31, No. 3, 263-81.

10. Thank you for listening! Any questions or comments? Paul Turner pturner@lincoln.ac.ukpturner@lincoln.ac.uk David Nelson dnelson@lincoln.ac.ukdnelson@lincoln.ac.uk Follow us on Twitter @MH2aSC_UoL