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”.

Præsentationer af emnet: "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”."— Præsentationens transcript:

1 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 October 4 2012 Dias 1 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)Understanding how supervisory styles and techniques interlink 3)Building awareness of how the supervisory style may influence the relationship

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

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 Responsibilities and Boundaries Monday’s discussion on relationships revisited in the light of Tuesday and Wednesday: Has your perception of your role and responsibility as a supervisor changed? How ? Department of Science Education October 4 2012 Dias 3 Supervisors should be available to help the student with all problems that arise during the course of study Supervisors are not trained counsellors and should not attempt to be all things to their research students Where does the supervisor’s responsibility stop? Where are the boundaries? What characterizes a professional relationship? How might the boundaries be connected to the power distance in the relationship?

4 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 Process and Product oriented supervision Product oriented supervision The quality of the end product is in focus. Supervisor has high degree of ownership Supervisor gives suggestions Feedback (corrections) till quality is satisfactory Process oriented supervision The learning process of the student is in focus Supervisor asks questions that facilitates learning Learning is understood as construction of knowledge rather than transfer of knowledge The quality of the product is less important October 4 2012 Dias 4 Department of Science Education Tofteskov (1996)

5 Different supervisor styles Department of Science Education October 4 2012 Dias 5 You’ve got to be prepared to support candidates to run at their own pace … support the student and allow them to develop … most of us get bogged down with other work and our feedback to the students is too slow … Certainly in terms of writing and conceptual skills, you need to support them there … it’s a developing process and, again, you’ve got to work at their pace. The whole process is so undefined … I have a milestones idea in my head. I have ideas of where they’re going and where they need to be up to. I’m pretty much keeping them up to my timetable. … we don’t really write it down … we talk about whether they’re ahead or behind so that we do have a structure there.

6 Different supervisor styles cont. Department of Science Education October 4 2012 Dias 6 I think we drive each other, the students and I. The thing that marks the way that I work the PhD students is fairly high levels of contact…that’s mutual. I try and keep in contact with them … and anticipate and attempt to respond to reasonably high levels of contact from them. I do view them as a priority and so we have pretty high levels of contact … … one of the hardest things that students find is there aren’t those kind of structured goals along the way, so I’ve been working towards changing my practice to put in more structure [like] confirmation of candidature … providing some structure, a clear goal to achieve … twelve months into it they know where they’re going …

7 Styles October 4 2012 Gatfield, T. (2005) An investigation into PhD supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications Dias 7 Department of Science Education Product concern Peopleconcern

8 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 Laissez-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

9 Gatfield Styles October 4 2012 Dias 9 Department of Science Education

10 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

11 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.

12 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 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 5 min 5+5 min 15 min Exercise Do you think you would need to change style? Try the tool with your PhD students... The whole toolkit given as word file.

13 Model of supervisory styles October 4 2012 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 13 Department of Science Education

14 Control centre - Two levels of communication Process Content What should we cover today? Does this help you to move on? What did you get from our discussions today?...about the research, the courses, conferences... October 4 2012 Department of Science Education Dias 14

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 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 less personal and easier to take in. Department of Science Education October 4 2012 Dias 15