Professor Tony Fell, University of Bradford, UK <a.f.fell@bradford.ac.uk>

1. UKCGE International Annual Conference, Dublin 2014Institutional Strategies: Developing Research Supervisors of Doctoral Candidates in a Cohort-based Structured Programme Professor Tony Fell, University of Bradford, UK <a.f.fell@bradford.ac.uk>

2. Developing Research Supervisors Context Principles of Research Supervisor development Phases of Doctoral Research & Supervisory Styles The Learning Contract & Managing Expectations Structure & Content Programme Delivery Key issues: Completion and the Viva Future Perspectives

3. Context – 1 • Structured Doctorates fulfil needs in STEM areas and Arts – Design – Architecture – Theatre – Music – … • Significant growth in UK & Ireland: • Basis of national schemes for doctoral funding • Doctoral Training Partnerships, Structured PhD Programmes • Facilitate development of high quality skills • Embed personal and interactive skills for the world of work • Cohort-structure encourages team-work skills • Strengthen the independent researcher • Consistent with Life-long Learning agenda

4. Context – 2 • Drivers for Research Supervisor development • Need to ensure consistency of student experience throughout doctoral research journey • Increasing expectations of doctoral candidates • PRES surveys • Expectation for Internal Supervisors to adopt / develop best supervisory practice – with updates on institutional processes • Applies to External Supervisors and Specialist Advisors • Recommended in National Codes of Practice • QAA, Irish Universities Association • Impact of national QAA Audit processes …

5. Developing Research Supervisors Principles of Research Supervisor Development

6. Principles of Research Supervisor Development • Dedicated programmes at Faculty/subject domain level • ‘Generic’ programmes for all scholastic domains across Institution • Mixture of both – with materials (eg Case Studies) focused on specific subject areas • Essential pre-requisite: Top Management seen to give strong support for formalised supervisor training

7. Principles of Research Supervisor Development • Generic programme facilitates inter-disciplinary learning • Programme structured to cover doctoral journey in sequence from recruitment to the Viva voce • Key materials selected to ensure minimum of formal presentations • Case Studies focus discussion in small groups* • Create maximum opportunity for Supervisors to share experiences • Encourage Supervisors to develop their OWN model of research supervision from the materials discussed *Group membership should be balanced to represent all areas

8. Developing Research Supervisors Phases of Doctoral Research & Supervisory Styles

9. Phases of Doctoral Research • Doctoral research training can be considered to fall into 4 Phases: • Phase 1: Getting started – The Initial Phase • Phase 2: Moving forward – The Productive Phase • Phase 3: Writing-up & submission • Phase 4: Preparation for “Surviving the Viva”

10. Supervisory Styles • Blanchard’s Situational Leadership Model* is based on a combination of ‘supportive’ and ‘directive’ behaviour • The model suggests that supervisory style should be progressively adapted and individualised for the needs of each student throughout all 4 phases of the programme • Each research phase maps onto the 4 quadrants of the Blanchard model *Blanchard & Hersey (1986)

11. High 3 2 SUPPORTIVE BEHAVIOUR 4 1 - Directing - Phase 1 Low High DIRECTIVE BEHAVIOUR Supervisory Styles – Directive / Supportive behaviour during a typical Doctorate [A.F. Fell, 2011; adapted from Blanchard & Hersey,1986]

12. High 3 2 -Mentoring -Phases 1&2 SUPPORTIVE BEHAVIOUR 4 1 - Directing - Phase 1 Low High DIRECTIVE BEHAVIOUR Supervisory Styles – Directive / Supportive behaviour during a typical Doctorate [A.F. Fell, 2011; adapted from Blanchard & Hersey,1986]

13. High 3 2 - Coaching - Phase 2 -Mentoring -Phases 1&2 SUPPORTIVE BEHAVIOUR 4 1 - Directing - Phase 1 Low High DIRECTIVE BEHAVIOUR Supervisory Styles – Directive / Supportive behaviour during a typical Doctorate [A.F. Fell, 2011; adapted from Blanchard & Hersey,1986]

14. High 3 2 - Coaching - Phase 2 -Mentoring -Phases 1&2 SUPPORTIVE BEHAVIOUR 4 1 - Delegating - Phases 3&4 - Directing - Phase 1 Low High DIRECTIVE BEHAVIOUR Supervisory Styles – Directive / Supportive behaviour during a typical Doctorate [A.F. Fell, 2011; adapted from Blanchard & Hersey,1986]

15. Supervisory Styles • Every supervisor has their own preferred style • An effective supervisor adapts their style interactively for each individual student – • Depending on: • the student’s situation & needs • their innate ability • their stage of academic development • Taking care to maintain equity among other research students

16. Supervisory Styles • The Blanchard model clarifies the changing relationship between research candidate and supervisor over time • For talented researchers the supervisory style quickly moves to quadrants 3 & 4 Þ coaching-delegating • Whereas … for some candidates the supervisory style remains in quadrants 1 & 2 Þ strongly directive • Issues arising in multidisciplinary teams across HEIs or DTCs should be identified and discussed in mixed groups • Bottom line: No supervisory style is always right – “One size doesn’t fit all ”

17. Developing Research Supervisors The Learning Contract & Managing Expectations

18. The Learning Contract & Managing Expectations – 1 • Make the ‘Psychological Contract’ explicit • Initial meeting with supervisory team is key • Assess candidate’s aspirations/motivation for research • Identify the expectations Supervisors have of the candidate – and the student’s of the Supervisors • Clarify arrangements for meetings: • when, how often & where • Explore student’s needs as learners • eg for overseas candidates – EFL • Clarify formal review processes & requirements

19. The Learning Contract & Managing Expectations – 2A • Clarify training / modular requirementsfor cohort • Induction at 3 levels • Cohort • Group • Institution • Access to relevant Generic & Transferable Skills mapped onto RDF Planner* • Interactive development activities for Cohort * Researcher Development Framework – Vitae

20. The Learning Contract & Managing Expectations – 2B • Outline the intended research programme • Big picture – locate project in wider programme • Develop initial plans jointly (eg literature background) • Identify milestones and research objectives – short/medium term • Key: Support engagement and ownership of research programme by student • Revisit the Learning Contract periodically • Where possible/appropriate discuss student’s experience of supervision

21. The Learning Contract & Managing Expectations – 3 • Strategic use of Questionnaire* for clarifying the roles, responsibilities and expectations – of the student and of the supervisor • Small groups assess the relative responsibility of Supervisors and Students across 12 categories on a scale of 1 – 5 • Outcomes are compared and discussed in plenary session * Ingrid Moses, 1985, Higher Education Research and Development Society of Australasia. Adapted by Margaret Kiley and Kate Cadman, 1997, Centre for Learning & Teaching, University of Technology, Sydney

22. Developing Research Supervisors Structure & Content

23. Structure & Content • Overview PPt presentations on key stages & issues in supervision • Small group discussions on a range of issues drawing on experience of participants • Development and discussion of Case Studies illustrating best practice in research supervision at key stages – including role play scenarios • General principle: Design the programme with emphasis on discussion of key issues among participants – with minimum of formal lecture presentations

24. Structure & Content*Typical Case Studies – 1 • Mismatch of expectations • Conflicting advice: Jack & Jill / Ali (Y1) • Arrogance & the 7-day week syndrome: Hamish & Anita (Y1) • Neglect – “Itinerant Professor syndrome” • Stella & Amy (Y1) • Neglect – ineffective supervision by Work-based supervisor • Percival & Danny (Y2/3) • Conflict of Interest • Huw & Jane (Y3) * Developed at University of Bradford and HEIs in UK, Ireland and mainland Europe over the past 15 years

25. Structure & Content*Typical Case Studies – 2 • Financial pressures • Jack & Jon / Freddie (Y3) • Plagiarism • Inadvertent: Pietro & Li (Y3) • Non-inadvertent: Mary & Bernardo (Y4) • Non-inadvertent: Nic & Jenny (Post-Doc) • Problematic PhD Exam • Prof Charles & Dr Eva / Steve (Y3) • Prof Rotblatt (External) & Dr Roberto (Internal) / Rebecca (Y3) * Developed at University of Bradford and HEIs in UK, Ireland and mainland Europe over the past 15 years

26. Developing Research Supervisors Programme Delivery

27. Programme Delivery – 1A • Structured doctoral training programmes vary between HEIs across UK and within Ireland: • Balance of generic & transferable skills in programmes • Mode & flexibility of delivery to cohort in a DTC • Role of Supervisory Team in delivering research skills • Role of specialist trainers • ECTS credit rating of modules & transferability between programmes / centres • Inclusion of related mini-project – or not • Continuation of training elements into 2nd, 3rd etc years • Mode and impact of modular assessment on PhD outcomes

28. Programme Delivery – 1B • Impact of training on research outcomes • Quantum of research output • Efficiency/effectiveness of Researcher • Relevance for employability – EU Transcript for PhD

29. Programme Delivery – 2 • The IUA scheme (2012) for training supervisors recommends: • 4 linked Workshops covering the 4 ‘Lifecycles’ or phases of a typical PhD • supplemented by discussion covering institutional issues & current issues in supervision • Supervision Lifecycle – 1: Initial Phase • Supervision Lifecycle – 2: Moving forward • Supervision Lifecycle – 3: Progress to completion • Supervision Lifecycle – 4: Demystifying the Viva • The scheme has been successfully adopted by Universities in Ireland and Institutes of Technology.

30. ExampleWorkshop 3: Supervision Lifecycle – 3Progress to completion • Supervision Lifecycle – 3: Progress to completion • Closure – managing project completion • Developing effective writing skills • Facilitating timely completion of Thesis • Selection of External (and Internal) Examiners • Preparing for the PhD Viva

31. ExampleWorkshop 4: Supervision Lifecycle – 4Demystifying the Viva – and beyond . . . • Purpose, Process, Preparation • 10 Strategies for Survival • Mock or Practice Viva • Case Studies: Typical Viva scenarios and outcomes. • . . . And beyond … • Life Post-Viva • Preparing for a Post-Doc Career & Publication • Relationships • Moving on to Supervision • In the academic context – and in Industry

32. Developing Research Supervisors Key issues

33. Thesis Completion and Examination • Best practice for successful completion • Models of supervisorial support for thesis writing • Develop Generic Thesis Planner • Clarify Thesis submission process • Clarify selection of Examiners and Viva process • ‘Balanced’ team – experience, independence, expertise • Roles of External / Internal Examiners & Chair of Board • Clarify the Viva voce process • Value of Practice or ‘Mock’ Viva • Independent pre-Viva Reports (required in UK) • The Viva – How long … ? • Outcomes – joint Report / independent Reports & Approval • Approval of Thesis corrections

34. Generic Thesis Planner – 1

35. Generic Thesis Planner – 2

36. Future Perspectives • Trend (in UK) towards academics studying part-time for academic HE teaching qualification – including module on Research Supervision – PGC(HE) • Emerging practice (in UK) for Institutional or external accreditation of Supervisors • Institutional policies required on: • Retraining/refresher programmes – inc. “Backwoodsmen” • How to extend / develop PGRS / ESR / Post-Doc skills • Management of Intellectual Property Rights (IPR) • Increasing trend for PGRS appeals & complaints: • ‘Age of litigation’ >> UK “Office of Independent Adjudicator” • Need for transparency / comparability in doctoral training across and between HEIs

37. Developing Research Supervisors Context Principles of Research Supervisor development Phases of Doctoral Research & Supervisory Styles The Learning Contract & Managing Expectations Structure & Content Programme Delivery Key issues: Completion and the Viva Future Perspectives