Experiencing higher degree research supervision as teaching

Bruce, Christine, and Stoodley, Ian (2013) Experiencing higher degree research supervision as teaching. Studies in Higher Education, 38 (2). pp. 226-241.

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This article describes research higher degree supervisors' experiences of supervision as a teaching and learning practice. While research education is considered central to the HDR experience, comparatively little is known to date of the pedagogical lenses adopted by supervisors as they go about their supervision. We worked with 35 supervisors engaged in discipline-specific and interdisciplinary research across architectural design, science, engineering, computer science, information systems and librarianship. Several of these supervisors conducted projects which interfaced with the social sciences and humanities. The pedagogies, constructed through the discussions and phenomenographic analysis, offer a picture of supervisors' collective awareness of supervision as a teaching and learning practice. Supervision as a teaching and learning practice was experienced as: Promoting the supervisor's development, Imparting academic expertise, Upholding academic standards, Promoting learning to research, Drawing upon student expertise, Enabling student development, Venturing into unexplored territory, Forming productive communities, and Contributing to society.

Item ID: 55433
Item Type: Article (Research - C1)
ISSN: 0307-5079
Keywords: higher degree research; supervision; pedagogy; experience; phenomenography; HERN
Copyright Information: Copyright 2011 Taylor and Francis
Date Deposited: 12 Sep 2018 03:14
FoR Codes: 13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 50%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified @ 100%
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