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Getting students to write

submit a given number of pages at or before every meeting write a one-page synopsis of their thesis at regular intervals free write their way through problems, blocks, and for coming to grips with new ideas

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Getting students to write

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  1. submit a given number of pages at or before every meeting • write a one-page synopsis of their thesis at regular intervals • free write their way through problems, blocks, and for coming to grips with new ideas • write a maximum of two/three pages describing the process of their research, identifying problems, thinking through possible solutions • write a one-page review of everything they read • write a two/three pages review of a number of articles dealing with a particular theme, comparing points of view, commenting on the relevance for their research • write expanded structures (synopses) for the whole thesis or for each of the proposed chapters or articles Getting students to write

  2. Department of Science Education Supervisorystyles Aim of session: • Able to ’adapt’ the supervisorystyle to the currentneed of the PhD student – at all times in the process • Building awareness of how the supervisorystylemayinfluence the relationship

  3. Building relationships • Supervision styles • Clarify mutual expectations • Trust • Co-supervision

  4. Department of Science Education Supervisory styles People concern Product concern Gatfield, T. (2005) An investigationinto PhD supervisory Management Styles: Development of a dynamicconceptual model and itsmanagerialimplications

  5. Department of Science Education Supervisory styles People concern Product concern Low Support High Low Structure High Gatfield, T. (2005) An investigationinto PhD supervisory Management Styles: Development of a dynamicconceptual model and itsmanagerialimplications

  6. Department of Science Education Example of 12 supervisor’s tyles

  7. Department of Science Education Situational supervision - styles Low Supportive supervision High Low Directive supervision High

  8. Department of Science Education Roles

  9. Department of Science Education How PhDs see themselves and their supervisor PhD Student Supervisor

  10. How can a supervisor then adapt her/his style to need of the PhD student? Geoff Gurr developed a toolkit to talk about style with his PhD students. He uses it every 6 months in order to talk about supervision. Department of Science Education Adapting style Gurr, G.M. (2001) Negotiating the “Rackety Bridge” – a Dynamic Model for Aligning Supervisory Style with Research Student Development. Higher Education & Development, 20 (1), 81-92.

  11. Department of Science Education Model of supervisory styles Exercise Gurr, G.M. (2001) Negotiating the “Rackety Bridge” – a Dynamic Model for Aligning Supervisory Style with Research Student Development. Higher Education & Development, 20 (1), 81-92.

  12. Department of Science Education Model of supervisory styles Gurr, G.M. (2001) Negotiating the “Rackety Bridge” – a Dynamic Model for Aligning Supervisory Style with Research Student Development. Higher Education & Development, 20 (1), 81-92.

  13. Department of Science Education Important boundary not to cross Conflict resolution – the conflict stairs Open hostility – finding ways to harm each other Enemy images – they are bad human beings No more conversation – “it is no use anyway” The problem grows – many disagreements and “it is so typical” Making it personal – “it is your fault” Disagreement – “we do not want the same thing” http://konfliktloesning.dk/sites/konfliktloesning.dk/files/ConflictResolution.pdf

  14. Building trust – and undermining it • How do we build trust? • Active listening • Being reliable • Openness • Honesty • Clarity • Some classic ways to undermine your relationship: • Hiding (yourself or real or imagined problems) • Ignoring (feedback you don’t understand or don’t like) • Forgetting (appointments, deadlines) • Mixing (business with personal issues) • Gossiping (about your PhD-student/supervisor or colleagues) • Assuming (what something meant, what you’re entitled to do)

  15. Chapter 6 • Benefits of co-supervision? • Challenges of co-supervision? Department of Science Education Co-supervision Discussquestion p. 76. • Benefits: • Division of labour • Competencies • Good cop><bad cop • Academic integration >< social integration • Process ><content • Accept the differences • Benefit from diversity – bothPhD-student and supervisor

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