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Collaborative supervision: Collaborative learning Déirdre Ní Chróinín; Elaine Murtagh, Richard Bowles, Liam Clohessy Arts Education and Physical Education,

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Presentation on theme: "Collaborative supervision: Collaborative learning Déirdre Ní Chróinín; Elaine Murtagh, Richard Bowles, Liam Clohessy Arts Education and Physical Education,"— Presentation transcript:

1 Collaborative supervision: Collaborative learning Déirdre Ní Chróinín; Elaine Murtagh, Richard Bowles, Liam Clohessy Arts Education and Physical Education, Faculty of Education

2 “I think it was really good that I had three quite different supervisors, because, imagine that I only had one? Then I would be like a clone of that supervisor” Quote from a PhD graduate (Kobayashi et al, 2013)

3 Collaborative / joint / team / panel co- supervision! North American has longer tradition More common in the Sciences than Humanities or Social Sciences (Manathunga, 2012) Little research has been devoted to co- or joint supervision and its role in doctoral research and the writing of the thesis (Olmis-López & Sunderland, 2013)

4 Figure 1 from Kobayashi et al, 2013 PhD student’s research sits at the interface between 2 or more distinct groups PhD student’s research utilises 2 or more distinct methodologies

5 Possible pitfalls Receiving diverse feedback (Guerin & Green, 2013) “Operations of power” (Manathunga, 2012) Problematic for students to “manage” their supervisors (Kobayashi et al, 2013) Problematic if no-one in the team can take an overall view of the thesis (Spooner-Lane etal, 2007)

6 Pros Broadens the range of experiences and the opportunities for the student to benefit from different points of view Suite of specialised expertise for interdisciplinary projects Junior academics can learn from more experienced supervisors Supervisor absences can be accommodated Bourner & Hughes, 1991; Guerin & Green, 2013;

7 Can collaborative supervision develop more positive working relationships ?

8 My story began 2 years ago…

9 I had little experience of the ‘research’ world and wasn’t sure about what to expect I had heard about supervisors, however,…

10 The PE department were supportive and listened: I had contact with several lecturers. We discussed my ideas and they helped to refine them. s began to be shared and it was suggested that I would have 2 supervisors.

11 How it works in practice Including everyone on all communications Everyone attends each meeting Piece of written work ed one week before meetings Agenda written by me sent to supervisors in advance Individual written feedback/comments from each supervisor Discussion and multiple perspectives gained Student as chair Record of meeting

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13 My experience of co-supervision (so far!) ‘Many hands make light work’

14 “A great supervisor oversees your academic work, is passionate about your subject area and invested in your success”.

15 Lee, A (2008) Supervision Teams: Making them work, Society for Research into Higher Education. PROFESSIONALPERSONAL

16 FUNCTIONAL Directing/ Project management Progression through tasks: acquiring resources/ monitoring Student: organised/ responsive Roles (e.g. contact/ lead/ cc both) Responsibilities (e.g. deadlines/ agenda)

17 ENCULTURATION Opportunities for participation within the discipline ‘legitimate peripheral participation’ Gatekeeping Student: Apprenticeship/ Role model Teaching assistant/ Conferences/ Meeting attendance

18 CRITICAL THINKING Socratic method/ Constructive inquiry Evaluate/ Challenge Student: Inquiry – synthesis of literature/ making an argument What would Mary think/ say now? What do I think? Expectations (e.g. feedback schedule)

19 EMANCIPATION Disorientation/Confusion …transformation Mentoring/ Support/ Challenge Student: Critical reflection/ Personal Growth/ Reframing/ Owning the argument

20 RELATIONSHIP DEVELOPMENT Supporting the emotional dimension Relationship outside of supervisory meetings Support/ Good team member Student: Good team member

21 (Lee, 2008,p.35) Supervisor learning? “Doctoral supervision is the peak of the teaching experience for academics” (Lee, 2008)

22 Supervisor Learning “becoming a supervisor” is rooted in pedagogical relationships (Halso, 2011 p.568) Complex and multi-faceted process

23 Supervisor supports How to be a supervisor ▫Own experience ▫Graduate school ▫Research Office Linking to wider networks and supports ▫Advice on research design PE PAYS Research Centre Supervisor identity in the wider academic community ▫Networking at conference

24 Supervisor – student relationship is a critical factor in successful doctorial outcomes Defining roles and responsibilities: getting the balance right COMMUNICATION Supervisor SupervisorsStudent (Guerin & Green, 2013)

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26 For further information


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