Science and technology supervision resources

This document is an adaptation of a report submitted to the ALTC in 2009, with additional data collected through subsequent interviews with science supervisors. The organisation of the contents also reflects a development of thought since the original project. The framework presented in this document is intended to provide science and technology supervisors with a range of options with respect to supervisory pedagogy. It has been developed to highlight different aspects of thinking about supervision as a teaching and learning practice; as well as approaches, strategies and roles associated with supervision. It will enable science and technology supervisors to become aware of the diverse options available to them and provide systematic ways of thinking about supervisory practices. Use of this framework will encourage supervisors to make choices based on broader, rather than more limited, repertoires. It will also encourage thinking about supervision as a teaching and learning practice.

[1]  Noela Murphy,et al.  Orientations to Research Higher Degree Supervision: The Interrelatedness of Beliefs about Supervision, Research, Teaching and Learning , 2004 .

[2]  Robert G. Burgess,et al.  Supervision of Doctoral Students in the Natural Sciences: expectations and experiences , 1997 .

[3]  Dianne P. Bills,et al.  Supervisors' conceptions of research and the implications for supervisor development , 2004 .

[4]  Keith Wood.  Changing as a person: the experience of learning to research in the social sciences , 2006 .

[5]  Margaret Zeegers,et al.  'O' for osmosis, 'P' for pedagogy: fixing the postgraduate wheel of fortune , 2002 .

[6]  John Willison,et al.  Commonly known, commonly not known, totally unknown: a framework for students becoming researchers , 2007 .

[7]  G. Gurr,et al.  Negotiating the "Rackety Bridge" — a Dynamic Model for Aligning Supervisory Style with Research Student Development , 2001 .

[8]  M. Pearson.  Changing contexts for research education: implications for supervision development , 2005 .

[9]  Anne Venables,et al.  Differing Ways that Computing Academics Understand Teaching. , 2007 .

[10]  Catherine Manathunga,et al.  Imagining an interdisciplinary doctoral pedagogy , 2006 .

[11]  Constituting information technology research: the experience of IT researchers , 2005 .

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[15]  Christine S. Bruce,et al.  Student resources for the use of supervisors , 2009 .

[16]  Paul C. Burnett,et al.  The supervision of doctoral dissertations using a collaborative cohort model , 1999 .

[17]  Janne Malfroy,et al.  Doctoral supervision, workplace research and changing pedagogic practices , 2005 .

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[19]  David Johnson,et al.  Assessment Matters: Some Issues Concerning the Supervision and Assessment of Work-Based Doctorates. , 2005 .

[20]  Rylan Egan,et al.  Relationships between area of academic concentration, supervisory style, student needs and best practices , 2009 .

[21]  L. Ulriksen,et al.  The implied student , 2009 .

[22]  L. Persson,et al.  A Dynamic Model for Education of Doctoral Students and Guidance of Supervisors in Research Groups , 2005 .

[23]  Christine S. Bruce,et al.  Cases from the technology disciplines , 2009 .

[24]  Yoni Ryan,et al.  Quality in Postgraduate Education. , 1996 .

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[26]  Margaret Kiley,et al.  Threshold concepts in research education and evidence of threshold crossing , 2009 .

[27]  F. Marton,et al.  The University of Learning. Beyond Quality and Competence in Higher Education. , 2013 .

[28]  B. Kamler.  Rethinking doctoral publication practices: writing from and beyond the thesis , 2008 .

[29]  Barbara Kamler,et al.  Driven to abstraction: doctoral supervision and writing pedagogies , 2004 .

[30]  Esat Alpay,et al.  Postgraduate training in student learning and teaching , 2000 .

[31]  Alison Bartlett,et al.  Cooking Up a Feast: Finding Metaphors for Feminist Postgraduate Supervisions , 1999 .

[32]  Shirley Booth,et al.  Expounding on physics: a phenomenographic study of physicists talking of their physics , 2002, physics/0205092.

[33]  Jan H. F. Meyer,et al.  Students' Conceptions of Research. I: A qualitative and quantitative analysis , 2005 .

[34]  Angela Brew,et al.  Supervision development and recognition in a reflexive space , 2008 .

[35]  Alison Bartlett,et al.  Postgraduate Research Supervision: Transforming (R)Elations , 2001 .

[36]  S. Booth,et al.  Trusting results - An exploration of physicists' conceptions of their own and others' research , 2005 .

[37]  Susan Gasson,et al.  A review of the conversations and their content , 2009 .

[38]  Gilbert Drouin,et al.  Innovative Measures To Improve Performances And Supervision In Post Graduate Studies , 1996 .

[39]  Barbara A. Adkins,et al.  PhD pedagogy and the changing knowledge landscapes of universities , 2009 .

[40]  Angela Brew,et al.  The nature of research : inquiry in academic contexts , 2001 .

[41]  B. Crossouard.  Developing alternative models of doctoral supervision with online formative assessment , 2008 .

[42]  Ross Deuchar,et al.  Facilitator, director or critical friend?: contradiction and congruence in doctoral supervision styles , 2008 .

[43]  Caroline Baillie,et al.  Building knowledge about the interface , 2001 .

[44]  Christine S. Bruce,et al.  A pedagogical framework for the technology disciplines , 2009 .

[45]  Anne Lee,et al.  How are doctoral students supervised? Concepts of doctoral research supervision , 2008 .

[46]  Christine S. Bruce,et al.  Fellowship plan and conceptual framework , 2009 .

[47]  James Cumming.  Representing the complexity, diversity and particularity of the doctoral enterprise in Australia , 2007 .

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[49]  Ian Stoodley,et al.  Constituting the significance and value of research: views from information technology academics and industry professionals , 2004 .

[50]  P. Green,et al.  Collaborative knowledge management and the art of coaching: reflections on the diverse roles of the successful supervisor , 2005 .

[51]  Joanne W. McClure.  Preparing a laboratory-based thesis: Chinese international research students’ experiences of supervision , 2005 .

[52]  P. Burnard,et al.  The student-supervisor relationship in the phD/Doctoral process. , 2008, British journal of nursing.

[53]  Mona Chung,et al.  Cultural issues in commencing the supervision of Chinese Research students , 2009 .

[54]  Johanna Hakala,et al.  Socialization of junior researchers in new academic research environments: two case studies from Finland , 2009 .

[55]  Ruth Neumann,et al.  Policy and practice in doctoral education , 2007 .

[56]  Adrian Ratkic,et al.  Dialogue seminars as a tool in post graduate education , 2008, AI & SOCIETY.

[57]  Alison Bartlett,et al.  Reconceptualising Discourses of Power in Postgraduate Pedagogies , 2000 .

[58]  Mara Wasburn,et al.  Creating Community: A Pilot Program For Doctoral Students , 2002 .

[59]  A. Brew.  Conceptions of Research: A phenomenographic study , 2001 .

[60]  Christine S. Bruce,et al.  Doctoral students’ experience of information technology research , 2009 .

[61]  Ekrem Manisali,et al.  Assessing supervision requirements of PhD students: The case of construction management and engineering in the UK , 2000 .

[62]  Gail Craswell,et al.  Deconstructing the skills training debate in doctoral education , 2007 .

[63]  John Hockey,et al.  Motives and Meaning amongst PhD Supervisors in the Social Sciences , 1996 .

[64]  Elaine Martin,et al.  University academics’ experience of research and its relationship to their experience of teaching , 2008 .

[65]  Margaret Kiley,et al.  Discipline-related Models for a Structured Program at the Commencement of a PhD , 1999 .

[66]  Marie Clarke,et al.  Coursework master’s programmes: the student’s experience of research and research supervision , 2009 .

[67]  Jill Jameson.  Intuitive expertise in ICT graduate supervision , 2002 .