1. Research Supervisor Training Programme Approaches to Supervision

3. Some research Lee, A. (2007) Developing effective supervisors: Concepts of research supervision South African Journal of Higher Education, 21 (4): 680-693 (http://epubs.surrey.ac.uk/492/)http://epubs.surrey.ac.uk/492/ Lee, A. (2008) How are doctoral students supervised? Concepts of doctoral research supervision, Studies in Higher Education 33 (3): 267-281 (http://epubs.surrey.ac.uk/info_sci/10/).http://epubs.surrey.ac.uk/info_sci/10/ Lee, A (2010) New Approaches to Doctoral Supervision: implications for educational developers. London. SEDA. 11.2 Lee, A. (2012) Successful Research Supervision: Advising students doing research, Routledge: London.

4. FunctionalEncultur- ation Critical thinking Emancip- ation Relationship Development Supervisor Activity Rational progression through tasks Gate- keeping Evaluation; Challenge Mentoring; supporting Supervising by experience; developing a relationship Supervisor knowledge & skills Project management Coaching; diagnosis of deficiencies Argument; Analysis Facilitation; reflection Emotional intelligence Student reaction Obedience Organised Role- modelling Constant inquiry; fight or flight Personal growth; reframing Emotional intelligence

5. FunctionalEncultur- ation Critical thinking Emancip- ation Relationship Development Advantages Clarity; consistency; monitoring of progress Encourages standards; identity and community; participation Rational enquiry; fallacy exposed Personal growth; ability to cope with change Lifelong working partnerships; enhanced self esteem Disadvantages RigidityLow tolerance of difference Denial of creativity; can belittle student “Toxic mentoring” Potential for harassment, abandonment, rejection