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Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities
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Yannis Markovits_Seminar_The pedagogy of supervision, planning for effective supervision, their responsibilities

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The pedagogy of supervision, planning for effective supervision, their responsibilities

The pedagogy of supervision, planning for effective supervision, their responsibilities

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  • 1. The pedagogy of supervision, planning for effective supervision, their responsibilities Supervision models     The ways of approaching supervision are limited only by imagination. The traditional model of supervision is that of expert and apprentice. This traditional model may be modified to be: that of mentor/coach and mentoree, a more collaborative approach, though still one-on-one. a collaborative venture among two or more co-supervisors and student, or a principal supervisor and one or more associate supervisors. that of principal and associate supervisors and a bevy of 'advisors' who have little administrative responsibility but are available as experts to assist the student in particular areas, such as research methodology or writing skills.
  • 2. The pedagogy of supervision, planning for effective supervision, their responsibilities Mentoring  The supervisor provides a kind of role model for the student. The functions of a mentor:  Career functions Sponsorship Exposure and visibility Coaching Protection Challenging assignments           Psychosocial functions Role modelling Acceptance and confirmation Counselling Friendship
  • 3. The pedagogy of supervision, planning for effective supervision, their responsibilities  The mentoring relationship may continue beyond the task of completing a research degree and will almost certainly change over time as the student moves from novitiate to competence. The four phases of the relationship:  Initiation: the student 'hero-worships' the supervisor, and the supervisor has high expectations of the student Cultivation: the relationship becomes more realistic. Both supervisor and student benefit from a stimulating and supportive mutual relationship Separation: the student needs the supervisor less as they become more independent. There may be some conflict Redefinition: the mentoring relationship becomes primarily a friendship. Supervisor may continue to provide career mentoring from a distance.   
  • 4. The pedagogy of supervision, planning for effective supervision, their responsibilities Supervision as pedagogy  How does supervision differ from other forms of teaching?  There are a number of differences: the unusual intimacy of the relationship over a number of years the complexity of the power relationship the pedagogy of supervision is known to the supervisor but not to the student there is a large imbalance between supervisor and student in what is at stake personalities play a large role in the relationship     
  • 5. The pedagogy of supervision, planning for effective supervision, their responsibilities Suggestions for Effective Supervision  Be prepared for your Student missionary! Do the following before your Student missionary arrives.  Physically… Have all the logistics confirmed. Have issues related to workspace, job description, and ministry relationships settled and communicated to the missionary. Confirm details related to salary, moving, housing, and transportation.        Spiritually… Have the ministry location and churches in the association pray for your missionary. Pray with your missionary in your pre-arrival conversations. Let them know that others in the area are praying for them as well. Plan a time for you and your missionary to discuss their spiritual growth plans once they arrive on the field.
  • 6. The pedagogy of supervision, planning for effective supervision, their responsibilities         Mentally… Be creative in planning the ministry of your missionary. Seek to utilize the skills, gifts and abilities God has given them. Seek to enhance those areas in which they are strong and strength those areas where they are weak. Intentionally seek ways to provide ongoing growth opportunities for your missionary. This may be through reading assignments, conference participation or other personal development experiences. Be prepared to practice positive conflict resolution. Emotionally… Create in you ministry location and churches in the association a sense of expectation about your Student missionary coming to serve with you. Involve a variety of people from the field of service in helping the missionary feel welcome. Encourage a family in a local church or association to “adopt” the missionary during their term of service. In many cases these young adults have left their family to serve with you. Help them to develop new “family” in your area.
  • 7. The pedagogy of supervision, planning for effective supervision, their responsibilities What do you want from your students? Identify and list the qualities you are looking for in your students: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
  • 8. The pedagogy of supervision, planning for effective supervision, their responsibilities What do you want from your supervisor? Identify and list the qualities you are looking for in your supervisor: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
  • 9. The pedagogy of supervision, planning for effective supervision, their responsibilities Students’ expectations from their supervisors          To be supervised To read their work in advance To be available when needed To be friendly, open and supportive To be constructively critical To have a good knowledge of their research area To structure the tutorial so that it is relatively easy to exchange ideas To have sufficient interest in their research to put more information in the student’s path To be sufficiently involved in their success to help them a good job at the end of it all
  • 10. The pedagogy of supervision, planning for effective supervision, their responsibilities Supervisors’ expectations from their students       To be independent To produce written work that is not just a first draft To have regular meetings To be honest when reporting upon their progress To follow the advice that they give, when it has been given at their request To be excited about their work, able to surprise them and fun to be with
  • 11. The pedagogy of supervision, planning for effective supervision, their responsibilities RESEARCH CODE OF CONDUCT GUIDING PRINCIPLES AND POLICY  Maintaining integrity and high standards is of central importance to the University’s commitment to research, and it is the responsibility of all members of the University’s research community to maintain professional standards. This Code of Conduct prescribes standards of work performance and conduct expected by all persons engaged in research at the University.
  • 12. The pedagogy of supervision, planning for effective supervision, their responsibilities Researchers should, in all aspects of their research:      Observe legal and ethical requirements laid down by the University or any other bodies properly laying down such requirements; Ensure that methods and results should, subject to appropriate confidentiality commitments to individual privacy or commercially protected information, be open to independent scrutiny through appropriate documentation of methods and storing of data; Demonstrate honesty, integrity and professionalism, observe fairness and equity, and avoid, or declare, conflicts of interest; Ensure clear and honest attribution and acknowledgement of the direct and indirect contribution of colleagues, collaborators and others; Ensure the rights, safety and well-being of those associated with the research, both as researchers and subjects of research.
  • 13. The pedagogy of supervision, planning for effective supervision, their responsibilities SCOPE AND RESPONSIBILITIES     The University has general responsibility to ensure compliance with the Code across the University. Heads of Schools have a responsibility to ensure compliance with the Code in their schools. All staff and students undertaking research must familiarise themselves with the Code and ensure that its provisions are observed. The University will ensure all newly appointed researchers and research students are made aware of the Code, and the supervisors of students involved in research will seek to ensure that students comply with the Code.
  • 14. The pedagogy of supervision, planning for effective supervision, their responsibilities RESEARCH PRACTICES    Guidance from Professional Bodies Where available, researchers will observe the standards of research practice set out in guidelines and codes of practice published by scientific and learned societies, relevant research councils, sponsoring charities, regulatory bodies and other relevant professional bodies. All researchers should be aware of the legal requirements which regulate their work.
  • 15. The pedagogy of supervision, planning for effective supervision, their responsibilities Research Methods and Data    There should be clarity at the outset of each research programme as to the ownership of, where relevant, data and samples used or created in the course of the research, and the results of the research. Research methods adopted in the conduct of the research must be fully documented in a manner that would facilitate their replication by independent researchers. Experiments should be conducted in accordance with the University Health and Safety Policy Document.
  • 16. The pedagogy of supervision, planning for effective supervision, their responsibilities   Research data must be recorded in a durable and auditable form so that they can readily be recovered. They must be retained intact normally for a period of at least five years (or the minimum period defined by research sponsors or relevant professional or statutory bodies, whichever is the longer) from the date of any publication based on it. Back-up records should always be kept for data stored on a computer or electronically. Research Groups, Institutes or Schools must establish procedures for retention of research data in a form which would enable retrieval by a third party, subject to any limitation imposed by the confidentiality of individuals or commercially sensitive data. Research data related to publications should be available for discussion with other research workers, except where confidentiality provisions prevail.
  • 17. The pedagogy of supervision, planning for effective supervision, their responsibilities    It is the duty of any principal investigator in any research project to comply with the Data Protection Act, and to ensure that copyright is not breached. Confidentiality provisions relating to publications may apply in circumstances where the University or the research worker has made or given confidentiality undertakings to third parties or confidentiality is required to protect intellectual property rights. It is the obligation of the research worker to enquire as to whether confidentiality provisions apply and of the head of research group/institute, or School to inform research workers of their obligations with respect to these provisions.
  • 18. The pedagogy of supervision, planning for effective supervision, their responsibilities Ethical Practice     Research involving Human participants Approval from the University Research Ethics Committee is required prior to any research involving human subjects unless already approved by the Ethical Committee of an alternative acceptable body. Approval from other regulatory bodies such as the Human Fertilisation and Embryology Authority or the Gene Therapy Advisory Committee should also be sought where necessary. Researchers should ensure the consent of participants in research, along with the confidentiality of any personal information, and that the research fulfills any legal requirements of the Data Protection Act.
  • 19. The pedagogy of supervision, planning for effective supervision, their responsibilities Supervision    It is the responsibility of Heads of Schools to ensure that appropriate direction of research and supervision of researchers is provided. Training in supervisory skills should be provided where appropriate. Supervision of research must be in accordance with the University’s Code of Practice for Research Degrees and with any requirements which may be prescribed from time to time by the Senate through its Quality and Standards Sub-Committee. A person must decline appointment as a supervisor of a research student unless that person expects to be able to discharge the responsibilities set out in the Codes of Practice.
  • 20. The pedagogy of supervision, planning for effective supervision, their responsibilities Publication of Results    Anyone listed as an author on a publication should accept responsibility for ensuring that he/she is familiar with the contents of the paper and can identify her/his contribution to it. The practice of honorary authorship is unacceptable. Any person who has participated in a substantial way in conceiving, executing or interpreting at least part of the relevant research should be given the opportunity to be included as an author of a publication derived from that research. A publication must contain appropriate reference to, and acknowledgement of, the contributions made by all participants who have made what might reasonably be regarded as a significant contribution to the relevant research. In particular the work of research students, research staff and support staff should be recognised in any publication derived from research to which they have made a significant contribution.
  • 21. The pedagogy of supervision, planning for effective supervision, their responsibilities Conflict of Interest   A conflict arises when a person’s judgement concerning a primary interest, such as scientific knowledge, could be unduly influenced by a secondary influence, such as financial gain or personal advancement. A researcher must make full disclosure of any personal potential or actual conflict of research interest. Conflict of interest includes any personal or close family affiliation or financial involvement with any organization sponsoring or providing financial support for a research project undertaken by a research worker. Financial involvement includes direct personal financial interest, provision of personal benefits (such as travel and accommodation) and provision of material or facilities for personal use. The provision of sponsored studentships, or elements of travel/accommodation for a student, is excluded from this definition.
  • 22. The pedagogy of supervision, planning for effective supervision, their responsibilities   A disclosure of a personal conflict of interest must be made to the Head of School as soon as reasonably practicable. A researcher must comply with a direction made by the Head of School in relation to a personal conflict of interest in research. Heads of Schools may seek advice from the Secretary-Registrar in cases of doubt.
  • 23. The pedagogy of supervision, planning for effective supervision, their responsibilities Misconduct in Research     Misconduct in research is constituted by a failure to comply with the provisions of the Code, and includes, but is not limited to, the following: Fraud: deliberate deception, including fabrication or falsification of research data, and the omission from analysis and publication of inconvenient data Plagiarism and piracy: the copying or deliberate exploitation of another person’s ideas, work or research data, without appropriate acknowledgement The University has a separate policy and Code of Conduct covering misconduct. This code must be adhered to at all times
  • 24. The pedagogy of supervision, planning for effective supervision, their responsibilities Responsibilities of Supervisors and of Students    The principal responsibilities of the Supervisors are: To read and comply with University Regulations dealing with ethics, intellectual property rights and health and safety. They must ensure that the student is aware of regulations which affect his/her conduct and/or work. To ensure that a student on initial enrolment, i.e. during their probationary period is introduced to staff and the local environment; local facilities, both technical and social; other University facilities such as the library, the Student's Union, the Health Centre and refectories and is made aware of safety procedures and fire evacuation routes.
  • 25. The pedagogy of supervision, planning for effective supervision, their responsibilities    To give assistance to students in defining and planning the research topic and the associated timetable. Supervisors are also expected to reinforce advice and guidance, including: research design and planning; research methods, including literature searches, sources and referencing; the presentation of academic work; ethical and legal matters including plagiarism and intellectual property rights. To maintain regular contact through formal, scheduled meetings held with students which should be set at the start of each academic year. The whole supervision team should meet with the student at least once a year.
  • 26. The pedagogy of supervision, planning for effective supervision, their responsibilities   The principal responsibilities of the student are: To study the University documents as are relevant to their work including those dealing with ethics, intellectual property rights and health and safety. Students must comply with these documents.
  • 27. The pedagogy of supervision, planning for effective supervision, their responsibilities      As soon as possible after enrolment to discuss and agree with their First and Second Supervisors the following aspects of their work: The general area and specific topic or focus of the proposed work and its aims and objectives. The schedule of work and associated broad timetable, taking into account holidays and any proposed times of absence from the institution. The methodology to be employed for the work recognising the need for this to be kept under review as the project proceeds. The constitution of the supervisory team for the research degree programme, identifying the First Supervisor, Second Supervisor(s) and any Advisors.
  • 28. The pedagogy of supervision, planning for effective supervision, their responsibilities     To inform the Research Office of any alterations or amendments to the enrolment or registration details in consultation with the First Supervisor. To ensure that the institution through the Research Office, Faculty and First Supervisor is able to make contact with him/her when he /she is not on campus. To take ultimate responsibility for his/her research activity and candidacy for the degree and to appreciate that this will require a commitment to give sufficient time and effort to the research programme until it is completed. The student must maintain the progress of the work in accordance with the stages agreed with supervisors, including, in particular, the presentation of written material as required in sufficient time to allow for comments and discussion before proceeding to the next stage. This will include providing reports on his/her work as required. To work to the highest professional and ethical standards, seeking guidance from ethical codes where appropriate via the First Supervisor.
  • 29. The pedagogy of supervision, planning for effective supervision, their responsibilities   To have regular interactions with the Supervisors (especially with the First Supervisor) throughout the programme of work, having established at the outset a schedule of formal meetings. The frequency of these should be in accord with the stipulated University minimum values (normally once per month for full-time students and once every two months for part-time students). A thorough preparation for these meetings is expected from students. They should heed the advice and any matters which arise from such meetings and accept the importance of being frank and honest about perceived difficulties as and when they occur. One of the objects of such meetings is to prevent more serious problems from arising later in the research programme. Students must therefore take the initiative in raising problems or difficulties, however elementary they may seem; Student and supervisors will also be in contact via ad hoc and informal discussions as the need arises.
  • 30. The pedagogy of supervision, planning for effective supervision, their responsibilities    To keep a detailed, full record of the research and notes. Supervisors will require these records as part of their monitoring of the student's progress. To decide the time for the submission of the thesis for examination in consultation with the First Supervisor within the time stipulated by the regulations. To pass to the first supervisor by the end of the examination procedures and before graduation, material such as laboratory notebooks, computer coding and studio maquettes produced as a necessary part of the project remain the property of the Institution and must. If appropriate, the supervisor may authorise, on behalf of the University the production of copies of such material for the student's subsequent use.
  • 31. The pedagogy of supervision, planning for effective supervision, their responsibilities Records of Discussions between Research students and supervisors  Research students and their supervisors must discuss their work regularly as an essential part of the teaching and learning contract between the student and the University.  Research supervisors must be able to show evidence that not only have regular discussions taken place, but also that the main points of discussion have identified the present stage of a student's research programme and advice has been given upon how to proceed.  The Record form identifies the important parameters for such discussion. Such a discussion can be conducted between supervisor and student by electronic or other means, providing such discussions are recorded. Such formal discussions should occur normally at intervals no longer than one month for full-time research students and normally no longer than two months for part-time students.
  • 32. The pedagogy of supervision, planning for effective supervision, their responsibilities Thank for your time, patience and participation Yannis Markovits, Ph.D. WOP Email address: yannis.markovits@otenet.gr

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