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Nature & Process
Graduate student supervision involves a lengthy personal and professional
relationship between student and supervisor that includes selecting a
research topic, planning the research, identifying and acquiring the necessary
resources, managing the project, actively conducting the research, carrying
out the literature review, analysis and interpretation of the data, writing
the thesis, defending it, publication of the thesis, and finding a position.
This demanding process, usually stretching over several years, is made
more complex by the increasing numbers and diversity of graduate students.
Consequently, the supervisory process requires constant adjustment, great
sensitivity, and interpersonal skill on the part of both professor and
student.
Given the length and complexity of graduate student supervision, it
is understandable that various difficulties may arise (Brown & Adkins,
1988; Moses, 1995) due to organisational, professional, or personality
factors. Organisational factors could include policies and procedures
established (or not established) for graduate student supervision, the
manner in which these are communicated to supervisors and students, the
number of students being supervised, the supervisor’s inability
to manage a research group effectively, and inadequate support services
and/or equipment. Among the professional factors would be a misinformed
or inadequately prepared supervisor or a supervisor whose research interests
are different from those of the student. Personality factors might involve
personality clashes, barriers to communication from age, cultural, or
language differences, or personal differences in approach to work.
Brown & Adkins (1988) have suggested that graduate student supervision
is probably the most complex and subtle form of teaching in which professors
engage. To supervise effectively, one has to be a competent researcher,
and be able to reflect on research practices and analyse the knowledge,
techniques, and methods that make them effective. The supervisor must
help students acquire research skills without stultifying their intellectual
and personal development.
Despite the obvious importance and complexity of graduate student supervision,
only recently has there been substantial analysis of issues surrounding
this topic. What follows is a fairly representative sampling of western
literature in the area. The focus is on post-1985 books, monographs, or
book chapters, as well as websites of possible interest and value to both
supervisors and students. Because of the international interest in supervision,
I have chosen resources from various countries.
Written Resources
Australian
- Moses, I. (1985). Supervising Postgraduates. Green Guide No.
3. Australia: Higher Education Research and Development Society
of Australia, c/o University of South Wales.
Reprinted in 1991, 1994, and 1995, this classic resource identifies
problem areas in research supervision, and discusses the supervisor’s
role and the responsibilities of students within an Australian context.
It also contains a useful, if dated, bibliography.
- Andresen, L.W. (1997). Highways to Postgraduate Supervision:
A Compilation of Resources for Those Who Supervise Postgraduate Research
Students at the University of Western Sydney, Hawkesbury. Hawkesbury,
Australia: The Staff Development Centre, UWS.
An experienced instructional development professional, Andresen thoroughly
reviews issues in graduate supervision and lists resources for those who
supervise students. Yet another useful Australian document, particularly
for students, is:
· Powles, M. (1988). How’s the Thesis Going? Melbourne,
Australia: Centre for the Study of Higher Education.
United Kingdom
- Brown, G. & Adkins, M. (1988). Effective Teaching in Higher
Education. London: Routledge.
The ‘Effective Research and Project Supervision’ chapter
carefully explores graduate supervision and reviews research and official
reports on supervision, and their implications. They provide a model of
factors involved in supervision and consider the role of supervisors and
the problems faced by students.
- Phillips, E.M. & Pugh, D.S. (1994). How to Get a Ph.D.: A
Handbook for Students and Their Supervisors (2nd ed.). Buckingham:
Open University Press.
Though useful for both students and supervisors, the main focus is to
advise students on how to succeed in their studies. Two other similar
books are:
- Cryer, P. (1996). The Research Student’s Guide to Success.
Buckingham: Open University Press.
- Delamont, S., Atkinson, P. & Parry, O. (1997). Supervising
the PhD: A Guide to Success. Buckingham, UK: The Open University
Press.
More recent is an edited volume:
- Wisker, G., & Sutcliffe, N. (Eds.). (1999). Good Practice
in Postgraduate Supervision. Seda Paper 106, Birmingham: Seda Publications.
This publication considers good practice in supervision from the students’
and supervisor’s viewpoints, as well as issues and programmes for
the training of academics new to supervision. There are also essays on
working with overseas students or those for whom English is not a first
language. One chapter focuses on the ethical underpinnings of graduate
supervision.
North America
- Madsen, D. (1992). Successful Dissertations and Theses: A Guide
to Graduate Student Research From Proposal to Completion (2nd ed.).
San Francisco: Jossey-Bass.
An excellent book and personal favourite, this practical volume offers
examples of outlines, research proposals, and bibliography cards. It is
most suitable for students and supervisors in the humanities and social
sciences.
The graduate student, who is a teaching/research assistant, and his/her
supervisor should check:
- Nyquist, J.D., & Wulff, D.H. (1996). Working Effectively
with Graduate Assistants. Newbury Park, CA: Sage.
The following volumes are student-oriented, but can profitably be read
by supervisors too:
- Locke, L.F., Spirduso, W.W., & Silberman, S.J. (1993). Proposals
that Work: A Guide for Planning Dissertations and Grant Proposals (3rd
ed.). Newbury Park, CA: Sage.
- Ogden, E.H. (1993). Completing Your Doctoral Dissertation or
Masters Thesis in Two Semesters or Less (2nd ed.). Lancaster, PA:
Technomic Publishing.
- Rossman, M.H. (1995). Negotiating Graduate School: A Guide for
Graduate Students. Newbury Park, CA: Sage.
- Rudestan, K.E. & Newton, R.R. (1992). Surviving Your Dissertation:
A Comprehensive Guide to Content and Process. Newbury Park, CA:
Sage.
The next document is the result of a department-wide student survey
by the UCLA Psychology Graduate Student Association, followed by a special
forum of faculty and students to discuss mentoring relationships. The
resulting guidelines to promote productive and mutually enjoyable partnerships
between students and professors are relevant in other disciplines as well.
- Gill, D. (1995). UCLA Guidelines for Student-Faculty Relationships.
Psychology Graduate Student Association, UCLA.
Canadian graduate supervision resources include two highly recommended
journal articles.
- Donald, J., Saroyan, A., & Denison, B.D. (1995). ‘Graduate
Student Supervision Policies and Procedures: A Case Study of Issues
and Factors Affecting Graduate Study’. The Canadian Journal
of Higher Education, XXV (3) 71-92.
This study stresses the great variation among departments in adopting
policies and procedures for graduate student supervision, in the manner
and extent to which the policies and procedures are communicated to supervisors
and graduate students, and in the importance accorded to a variety of
factors which contribute to the process of supervision (e.g. supervisor’s
knowledge of field, time to degree completion, sensitivity to student
problems). The authors also highlight the ambiguity in the definition
of graduate student supervision, and hence in the delineation of corresponding
responsibilities.
- Holdaway, E.A., Dubois, C., & Winchester, I. (1995). ‘Supervision
of Graduate Students’. The Canadian Journal of Higher Education,
XXV (3), 1-29.
The authors report on ten practices perceived to be the most important
in assisting students to successfully complete theses in an appropriate
time and pass the final oral examination.
Other Useful Resources
In North America, the UK, and Australia, national bodies have been concerned
about graduate study and supervision, and have published helpful documents/reports.
One such publication is:
· The American Council on Graduate Schools (1990). Research
Student and Supervisor: An Approach to Good Supervising Practice.
Washington, D.C.: Council of Graduate Schools.
Adapted from one with the same name published in the UK by the Science
and Engineering Research Council, it was modified to make it more relevant
to the North American context and to broaden it beyond the sciences and
engineering. The booklet provides a handy checklist on ‘Good Supervisory
Practice’ and a useful list of further readings. The Council of
Australian Postgraduate Associations has produced a similar set of guidelines.
My two favourite websites concerning graduate student supervision include:
An entire section of the postings on this listserv/website, Tomorrow’s
Professor, is concerned with the supervision and direction of graduate
students and would interest both supervisors and students. Tomorrow’s
Professor can help you stay abreast of developments in the area. The other
is:
This website provides a graduate student survival kit of value to both
student and supervisor.
A useful resource on graduate supervision is an excellent series of videotaped
scenarios on aspects of supervision that promote discussion of issues
and problems in graduate supervision. The video entitled Supervision
Scenes: Identifying Keys to Success can be purchased from:
Centre for Teaching and Academic Growth
University of British Columbia
Vancouver, British Columbia V6T 1Z2
Canada
Last but not least, the University of Ottawa’s Centre for University
Teaching, for example, organises workshops and discussion sessions focused
on graduate student supervision each year. The purpose is to foster communication
and mutual understanding of all aspects of supervision and to develop
and clarify a framework for supervision and learning which will facilitate
student development and enhance supervising practice. Perhaps your instructional
development centre or graduate school provides similar opportunities.
If so, be sure to make use of such resources.
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