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Supervisory styles

Supervisory styles. Aim of session: Able to ’ adapt ’ the supervisory style to the current need of the PhD student – at all times in the process Understanding how supervisory styles and techniques interlink

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Supervisory styles

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  1. 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 • Understandinghowsupervisorystyles and techniquesinterlink • Building awareness of how the supervisorystylemayinfluence the relationship

  2. Enhedens navn Supervisor’s toolbox Meta-communication Approaches / styles Feedback and Assessment Perspectives Caps Themes and progression

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

  4. Department of Science Education Gatfield - 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

  5. How can a supervisor then adapt her/his style to need of the PhD student? Department of Science Education Adapting style

  6. How to do… • Mark the spot individually (separately) with an X • Each one explains in turn the rational for the position of X • Compare your positioning of X and discuss with neighbour Exercise Do you think you would need to change style? Try the tool with your PhD students... The whole toolkit given as word file.

  7. 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.

  8. Department of Science Education Control centre - Two levels of communication What did you get from our discussions today? Does this help you to move on? What should we cover today? Process Content ...about the research, the courses, conferences...

  9. Department of Science Education Roles as a supervising technique • To take on different hats • The bloody-minded examiner, • The sceptical reader, • The representative of a competing research approach • The positive and praising • The devil’s advocate • …to make feedback lesspersonal and easier to take in.

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