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U of Alberta

Enhancing doctoral education: A collaborative endeavour? Lynn McAlpine, Oxford University Cheryl Amundsen, Simon Fraser University (As you get settled) Please respond to Part A of the handout and discuss with the person next to you. U of Alberta. A global focus. Doing a doctorate …. ?.

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U of Alberta

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  1. Enhancing doctoral education: A collaborative endeavour? Lynn McAlpine, Oxford University Cheryl Amundsen, Simon Fraser University (As you get settled) Please respond to Part A of the handout and discuss with the person next to you. U of Alberta

  2. A global focus

  3. Doing a doctorate …. ?

  4. Why do a doctorate? I wanted to pursue personal intellectual interests. I wanted to increase my knowledge in my field of study. I needed a doctorate to enter into or advance in my field. A faculty member recommended I pursue a doctorate. *All options chosen: top to bottom most common whether full or part-time

  5. The personal …

  6. Doctoral activities

  7. Doctoral-academic work … practice

  8. Reading/ knowing the literature What students reported Other Reflection Writing

  9. Relationships: Who do students interact with ? Who is most important?

  10. Interactions: Day-to-day and most important

  11. Another view of relationships (Mack & Passet, 1993)

  12. What do students expect of supervisors?

  13. What do students expect of supervisors? • Expertise, experience, most informed about ‘my work’ • Concrete constructive timely feedback on work (writing, design, data collection, analysis) • Feedback on overall progress • Available (meeting at least once a month) • Ethical advice (co-authorship, referreeing fairly, appropriate use of research funds) • Dealing with bureaucratic tangles and regulations ** Shifts in frequency and nature of need over time ** Rarely mentioned: career planning, reading

  14. Other challenges: Why some students take longer

  15. Supervisory relationship • Absence • Lack of intellectual investment • Conflict Other challenges: Why some students take longer • Concurrent chronic family/ personal issues • When students seek help • Lack of information (including who to see) about issue • Lack of consistent response

  16. Moving forward: an agenda

  17. Moving forward: an agenda What is working What is missing

  18. Moving forward: an agenda Our ideas: Policies Our ideas: Practices • Critical review – scanning the landscape, e.g., U of A report • Codes of practice for supervision, e.g., Oxford • Exit survey of all doctoral students who leave including those not graduating, e.g., SFU • Institutional regular reporting structures (students and supervisors), e.g., Oxford electronic report • Review institutional resources: • Oxford, Career Services academic mentoring program • McGill, Counselling Service self help group • Ensure visibility of resources: • SFU, Faculty of Education Handbook for Students and Supervisors • McGill, Faculty of Education ‘ABCs of the PhD’ workshops • Oxford, research supervision website

  19. Contacting us lynn.mcalpine@learning.ox.ac.uk lynn.mcalpine@mcgill.ca camundsa@sfu.ca

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