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RESEARCH SUPERVISION - THE RELATION

RESEARCH SUPERVISION - THE RELATION . Ph.D . symposium Institute of Health and Society Faculty of Medicine May 15th. 2012 Arne Skodvin Group for Faculty and Curriculum Development . Introduction. The Group for Faculty and Curriculum Development

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RESEARCH SUPERVISION - THE RELATION

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  1. RESEARCH SUPERVISION- THE RELATION Ph.D. symposium Instituteof Health and Society FacultyofMedicine May 15th. 2012 Arne Skodvin Group for Faculty and Curriculum Development

  2. Introduction • The Group for Faculty and Curriculum Development • research on higher education • courses - basic pedagogical competence (100 hours) • consulting with various faculties/institutes/individuals • Elective module on ”research supervision” • supervising master students and Ph.D. candiates • (rather than beeing supervised!)

  3. Supervisionmetaphors • to understand theunknown, we must alwayscompare it to somethingknown • metaphore (Greek) meta - via, along or between pherein - carry • is created by figurative speech • when a word or concept is transferred from a knowncontext to an unknowncontext • which is yourfavoritemetaphorontherelationbetween supervisor and candidate?

  4. Director - Follower Master - Servant Guru - Disciple Teacher - Pupil Expert - Novice Guide - Explorer Project manager - Team worker Editor - Author Councellor - Client Doctor - Patient Senior partner - Junior professional Friend - Friend

  5. He - Her Pilot – Shipmaster Mapreader - Driver Coach - Athlete Farmer - Donkey Sheperd – Sheep Gardener - Seed (carniverousplant) Fireplaceblower - Glow Booking office - Bungee jumper

  6. What is supervision? • Colleaguesmay ask oneanother for advice • Instructorsmay be legallyresponsible for actionscarried by candidates during training • Delegationofreponsibilitymay be agreeedupon in hierarchicalrelations • Supervisiondiffers from teaching in thatlearningoutcomescannot be clearlydefinedbeforehand • Supervisiondiffers from therapy in thatthe purpose is to helpsomeone to performbetteracademically, not to bettersomeone’s personal well-being

  7. Teacher – student model • Continuationofschoolresponsibilities • Asymmetricalrelation • Dependabilityupon supervisor • Monologicalcommunication • Feed-back ontexts as corrections • Rewriting as repairingerrors • Lackofexplorativetexts / thought-texts

  8. Master – apprenticemodel • Enculturationinto a professionalculture • Learing by observing a master • Participating in and carryingouttaskswithsomeone more experienced • Several tutors, supervisionas a joint project • Explorativesketchesmay be discussed in a researchgroup

  9. Partnershipmodel • Tendstowardssymmetry • Commonresponsibilities - mutual obligations • Dialogicalcommunicaton • Promotionofindividualthinking • Feed-back open for negotiation • Rewriting as rethinking • Useofexploratorytexts

  10. Somethemes to be discussed • The useofsupervision time • Expectations and roles for supervisor • Expectations and roles for candidate • How to respond to text drafts • How to elaboratetext drafts • Ongoingevaluationofsupervision

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  12. Communication • Utterancesareellipticial – wetend to leaveoutwhat is (tacitly) taken for granted • Utterances er proleptic (anticipatory) – weexpectthem to be understood in an appropriatecontext • Utterancesimply (intuitively) contracts for communicationthatarebasedonassumptionsofsharedpresuppositions • Communicationcontractsare not ‘agreedupon’, and onebecomesawareofthemonlywhenthey break down

  13. Metacommunication • communication that indicates how verbal information should be interpreted • communicate about communication • clarify use of concepts • comment upon roles and relationship • explicate supervision strategy (or a change in supervision strategy) • a tool for clarificationofwhatgoeson during supervision and howthoseinvolvedexperience and understand it.

  14. Ethical guidelines for supervision • Respectfor personal and academicintegrity • Asymmetry in thecontextofsupervision • Double relations • Trust and confidence • Academichonesty • Gifts and remunerations • Invoving a third part in the case ofanydispute

  15. The relationrevisited • Students maintain that “… the heart of a successful supervision process is in the quality of the relationship between the student and supervisor” (Grant & Graham 1999) • Supervisors maintain that … the relationship to the student is by far the most difficult part of being a supervisor (Bergenheim 2001).

  16. The supervisor is probably the more knowledgeable of the two about research, but • The candidate is more knowledgeable about • the candidate’s understanding or misunderstanding of a problem, • what he finds difficult (and how), • how she thinks and feels about her research, her status, her supervisor and herself. • These things are crucial for the supervisor to learn about and relate to in the supervisory tutorial - to make it effective.

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