Supervision, Monitoring and Assessment: An Introduction

1. Supervision, Monitoring and Assessment: An Introduction Andrzej Krasniewski Conference of Rectors of Academic Schools in Poland & Faculty of Electronics and Information Technology Warsaw University of Technology

2. III. Future challenges and priorities Higher education and research … Considering the need for structured doctoral programmes and the need for transparent supervision and assessment, … Bergen Communique (2005) mandate for EUA to prepare a report for London 2007 Starting Point … a set of ten basic principles … V. The crucial role of supervision and assessment:In respect of individual doctoral candidates, arrangements for supervision and assessment should be based on a transparent contractual framework of shared responsibilities between doctoral candidates, supervisors and the institution (and where appropriate including other partners) Salzburg Recommendations (2005)

3. EURODOC Supervision and Training Charter for ESR (2004) Starting Point Supervision and managerial duties …With regard to their role as supervisors …, senior researchers should build up a constructive and positive relationship with the early stage researchers … Supervision …the proposed supervisors are sufficiently expert in supervising research, have the time, knowledge, experience, expertise and commitment to be able to offer the trainee appropriate support and provide for the necessary progress and review procedures, as well as the necessary feedback mechanisms” Complaints/appeals …appropriate procedures … to deal with complaints/appeals of researchers, including those concerning conflicts between supervisor(s) and early-stage researchers. European Charter for Researchers & Code of Conduct for the Recruitment of Researchers (2005)

4. emerging trends in doctoral training • ‘massification’ • shift to structured training • development of organisational structures (graduate schools, …) • diversification • research/professional degrees • full-time/part-time education • different motivations of candidates • different status of candidates • different admission requirements (BS/MS) • internationalisation (joint degrees, …) • interdisciplinary approach General View national tradition institutional culture SUPERVISION MONITORING ASSESSMENT disciplinary culture

5. … • individual responsibility for quality of supervision, monitoring & assessment • … • … • institutional responsibility for quality of supervision, monitoring & assessment • … General View unstructured doctoral education structured doctoral education

6. General View SUPERVISION role and responsibilities of a supervisor MONITORING & ASSESSMENT conflict resolution formal arrangements models of supervision selection of a supervisor trainingof supervisors qualification requirements for a supervisor

7. individual supervision • supervisor • tutor during the coursework period + research (thesis) supervisor • multiple (team) supervision • two or three supervisors with one principal supervisor • supervisor + committee • collective supervision (double, joint or panel/team supervision) + administration/counselling at the level of programme or institution variety of models of personal relations • What is the best model? • Does it depend on • discipline? • type of degree (research/professional)? • mode of studying (full-time/part-time)? • To what extent external experts should be involved? Models of supervision apprenticeship model variety of arrangements in structured programmes

8. conflict ombudsman complaints/appeals procedures • Are state-level regulations necessary/useful? • Are explicit agreements better than implicit? • What is the best conflict-resolution procedure? Formal arrangements doctoral candidate institution supervisor Formal arrangements determine rights and duties of each party • implicit agreements • regulations at the level of state • regulations at the level of institution/programme • explicit agreements - individual contracts

9. Should a minimum no. of contact hours be guaranteed? • How much supervision is needed? (too much can be counterproductive) • Is supervisor responsible for financial support? • Should supervisor protect the candidate from excessive research-unrelated duties? • Are there specific duties of supervisors of professional doctorates? independence of the candidate must be respected Role and responsibilities of a supervisor • identify training needs of the candidate • ensure that appropriate training is provided (suggest coursework, …) • help to develop the plan of actions • actively guide through the research • provide critical review of research results and progress in research • provide for (facilitate access to) equipment and resources • provide the candidate with an opportunity to present his/her results to different audiences (seminars, conferences, publications) • …

10. Who should define requirements? • Should the requirements be satisfied by all (external) members of the supervisory team? • Special requirements for supervisors of professional doctorates? • How to verify whether or not the requirements are satisfied? • Formal procedure to register as a (principal) supervisor? Qualification requirements for a supervisor defined at the level of state or institution Formal requirements • formal qualifications (PhD, hab., senior tenured position, …) • full-time position • limit on no. of advisees • … Other requirements • expertise in the field of research • current involvement in (international) research projects • qualifications related specifically to supervisor duties

11. Training and assessment of supervisors Training of supervisors • Should the training be mandatory? What in case of team supervision? • What should be the scope and form of training? • How to overcome the resistance of professors? • training for new supervisors • ‘refreshing’ training for experienced supervisors Assessment of supervisors • How and by whom should supervisors be assessed? • Should doctoral candidates be involved? • What should be a consequence of a negative assessment? • periodical review by the programme director/dean of graduate school, … • evaluation by doctoral candidates

12. How often should periodical reviews take place? • Who should be involved (besides the supervisor)? • How to divide responsibilities in case of team supervision? • What examinations should the candidate take? Monitoring and assessment of candidates Documentation Scope • notes • student logs • web-based platforms • progress reports by the supervisor • work plan + timelines • research progress (outcomes) • learning outcomes (incl. transferable skills) Form • critical review of periodical progress reports (submitted by the candidate) • periodical review meetings • ‘milestone’ reviews (thesis proposal, …) • examinations (comprehensive, ...)

13. Explore current issues and recent developments • Show & discuss examples of good practice • Share positive & negative experiences • Identify emerging trends • Reach consensus on recommendations • Identify areas for further discussion SUMMARY AND GOALS different national, institutional, and disciplinary cultures diversification of doctoral training different ideas on supervision, monitoring and assessment of doctoral candidates no ‘one-fits-all’ solution

14. At what stage of training should the thesis supervisor be assigned? • What criteria are used by candidates when looking for their future supervisors? Selection/assignment of a supervisor tutor/guide (guidance during the coursework period) little involvement of the candidate assigned upon admission assigned upon admission or after completion of coursework acceptance of the candidate necessary research (thesis) supervisor procedure for supervisor change