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1 Supervision, Monitoring and Assessment: An Introduction Andrzej Krasniewski Conference of Rectors of Academic Schools in Poland & Faculty of Electronics.

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Presentation on theme: "1 Supervision, Monitoring and Assessment: An Introduction Andrzej Krasniewski Conference of Rectors of Academic Schools in Poland & Faculty of Electronics."— Presentation transcript:

1 1 Supervision, Monitoring and Assessment: An Introduction Andrzej Krasniewski Conference of Rectors of Academic Schools in Poland & Faculty of Electronics and Information Technology Warsaw University of Technology

2 2 … a set of ten basic principles … V. The crucial role of supervision and assessment : In respect of individual doctoral candidates, arrangements for supervision and assessment should be based on a transparent contractual framework of shared responsibilities between doctoral candidates, supervisors and the institution (and where appropriate including other partners) Starting Point Salzburg Recommendations (2005) III. Future challenges and priorities Higher education and research … Considering the need for structured doctoral programmes and the need for transparent supervision and assessment, … mandate for EUA to prepare a report for London 2007 Bergen Communique (2005)

3 3 Supervision and managerial duties …With regard to their role as supervisors …, senior researchers should build up a constructive and positive relationship with the early stage researchers … Supervision …the proposed supervisors are sufficiently expert in supervising research, have the time, knowledge, experience, expertise and commitment to be able to offer the trainee appropriate support and provide for the necessary progress and review procedures, as well as the necessary feedback mechanisms” Complaints/appeals …appropriate procedures … to deal with complaints/appeals of researchers, including those concerning conflicts between supervisor(s) and early-stage researchers. Starting Point EURODOC Supervision and Training Charter for ESR (2004) European Charter for Researchers & Code of Conduct for the Recruitment of Researchers (2005)

4 4 General View national tradition SUPERVISION MONITORING ASSESSMENT institutional culture disciplinary culture  ‘massification’  shift to structured training  development of organisational structures (graduate schools, …)  diversification  research/professional degrees  full-time/part-time education  different motivations of candidates  different status of candidates  different admission requirements (BS/MS)  internationalisation (joint degrees, …)  interdisciplinary approach emerging trends in doctoral training

5 5 General View unstructured doctoral education structured doctoral education  …  individual responsibility for quality of supervision, monitoring & assessment  …  institutional responsibility for quality of supervision, monitoring & assessment  …

6 6 General View role and responsibilities of a supervisor models of supervision formal arrangements selection of a supervisor training of supervisors qualification requirements for a supervisor conflict resolution SUPERVISION MONITORING & ASSESSMENT

7 7 Models of supervision variety of arrangements in structured programmes  individual supervision  supervisor  tutor during the coursework period + research (thesis) supervisor  multiple (team) supervision  two or three supervisors with one principal supervisor  supervisor + committee  collective supervision (double, joint or panel/team supervision) +administration/counselling at the level of programme or institution variety of models of personal relations apprenticeship model  What is the best model?  Does it depend on  discipline?  type of degree (research/professional)?  mode of studying (full- time/part-time)?  To what extent external experts should be involved?

8 8 Formal arrangements  implicit agreements  regulations at the level of state  regulations at the level of institution/programme  explicit agreements - individual contracts doctoral candidate supervisorinstitution determine rights and duties of each party  Are state-level regulations necessary/useful?  Are explicit agreements better than implicit?  What is the best conflict- resolution procedure? ombudsman complaints/appeals procedures conflict

9 9 Role and responsibilities of a supervisor  identify training needs of the candidate  ensure that appropriate training is provided (suggest coursework, …)  help to develop the plan of actions  actively guide through the research  provide critical review of research results and progress in research  provide for (facilitate access to) equipment and resources  provide the candidate with an opportunity to present his/her results to different audiences (seminars, conferences, publications)  … independence of the candidate must be respected  Should a minimum no. of contact hours be guaranteed?  How much supervision is needed? (too much can be counterproductive)  Is supervisor responsible for financial support?  Should supervisor protect the candidate from excessive research- unrelated duties?  Are there specific duties of supervisors of professional doctorates?

10 10 Qualification requirements for a supervisor Formal requirements  formal qualifications (PhD, hab., senior tenured position, …)  full-time position  limit on no. of advisees  … Other requirements  expertise in the field of research  current involvement in (international) research projects  qualifications related specifically to supervisor duties defined at the level of state or institution  Who should define requirements?  Should the requirements be satisfied by all (external) members of the supervisory team?  Special requirements for supervisors of professional doctorates?  How to verify whether or not the requirements are satisfied?  Formal procedure to register as a (principal) supervisor?

11 11 Training and assessment of supervisors Training of supervisors  training for new supervisors  ‘refreshing’ training for experienced supervisors Assessment of supervisors  periodical review by the programme director/dean of graduate school, …  evaluation by doctoral candidates  Should the training be mandatory? What in case of team supervision?  What should be the scope and form of training?  How to overcome the resistance of professors?  How and by whom should supervisors be assessed?  Should doctoral candidates be involved?  What should be a consequence of a negative assessment?

12 12 Monitoring and assessment of candidates Scope  work plan + timelines  research progress (outcomes)  learning outcomes (incl. transferable skills) Form  critical review of periodical progress reports (submitted by the candidate)  periodical review meetings  ‘milestone’ reviews (thesis proposal, …)  examinations (comprehensive,...)  How often should periodical reviews take place?  Who should be involved (besides the supervisor)?  How to divide responsibilities in case of team supervision?  What examinations should the candidate take? Documentation  notes  student logs  web-based platforms  progress reports by the supervisor

13 13 SUMMARY AND GOALS no ‘one-fits-all’ solution different national, institutional, and disciplinary cultures diversification of doctoral training different ideas on supervision, monitoring and assessment of doctoral candidates  Explore current issues and recent developments  Show & discuss examples of good practice  Share positive & negative experiences  Identify emerging trends  Reach consensus on recommendations  Identify areas for further discussion

14 14 Selection/assignment of a supervisor assigned upon admission or after completion of coursework tutor/guide (guidance during the coursework period) research (thesis) supervisor little involvement of the candidate acceptance of the candidate necessary procedure for supervisor change assigned upon admission  At what stage of training should the thesis supervisor be assigned?  What criteria are used by candidates when looking for their future supervisors?

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