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 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

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

Styles - Gatfield October Gatfield, T. (2005) An investigation into PhD supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications Dias 3 Department of Science Education Product concern Peopleconcern

Gatfield - 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 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

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? Department of Science Education

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

Model of supervisory styles October Gurr, G.M. (2001) Negotiating the “Rackety Bridge” – a Dynamic Model for Aligning Supervisory Style with Research Student Development. Higher Education & Development, 20 (1), Dias 7 Department of Science Education

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 Department of Science Education Dias 8

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 Dias 9