Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling,

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1 Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod 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 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

2 Overskrift her Navn på oplægsholder Navn på KU- enhed For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Department of Science Education Dias 2 Supervisory styles Aim of session: 1)Able to ’adapt’ the supervisory style to the current need of the PhD student – at all times in the process 2)Building awareness of how the supervisory style may influence the relationship

3 Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Building relationships  Supervision styles  Clarify mutual expectations  Trust  Co-supervision

4 Supervisory styles Gatfield, T. (2005) An investigation into PhD supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications Dias 4 Department of Science Education Product concern Peopleconcern

5 Supervisory styles Pastoral Candidate: Personal low management skills but takes advantage of all support on offer Supervisor: Considerable personal support but not in a task-driven directive capacity Contractual Candidate: Highly motivated and able to act on own initiative Supervisor: Good management skills and interpersonal relationships Laisser-faire Candidate: limited levels of motivation and management skills (gets: responsibility and freedom) Supervisor: non-directive and not committed to high levels of personal interaction Directional Candidate: Highly motivated, engages in structural activities without taking advantage of institutional support Supervisor: Regular meetings, but avoids non-task issues Low StructureHigh LowSupport High Gatfield, T. (2005) An investigation into PhD supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications Product concern Peopleconcern Department of Science Education

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

7 Situational supervision - styles Supporting Listening, Waiting Letting PhD student process ideas and solve problem Coaching Asking for opinions and suggestions Asking for explanations and justifications Two way communication Delegating PhD student initiates PhD contacts supervisor when in need PhD takes decisions Directing Instructing, Initiating Telling, Criticising Supervisor takes decisions One way communication Low Directive supervision High LowSupportive supervision High Department of Science Education

8 Roles Department of Science Education Dias 8

9 Department of Science Education How PhDs see themselves and their supervisor PhD StudentSupervisor Dias 9

10 Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Adapting style 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 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 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. Dias 11 Department of Science Education Exercise

12 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. Dias 12 Department of Science Education

13 Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Conflict resolution – the conflict stairs Department of Science Education Sted og dato Dias 13 Important boundary not to cross Disagreement – “we do not want the same thing” Making it personal – “it is your fault” The problem grows – many disagreements and “it is so typical” No more conversation – “it is no use anyway” Enemy images – they are bad human beings Open hostility – finding ways to harm each other http://konfliktloesning.dk/sites/konfliktloesning.dk/files/ConflictResolution.pdf

14 Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod 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 Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Co-supervision Chapter 6 Benefits of co-supervision? Challenges of co-supervision? Department of Science Education Sted og dato Dias 15 Benefits: Division of labour Competencies Good cop><bad cop Academic integration >< social integration Process ><content Accept the differences Benefit from diversity – both PhD-student and supervisor Discuss question p. 76.