A presentation to peers in the HDR Support & Development team at Macquarie University, 29/8/2016

1. A reflection at 12 months in a 3 year change agenda
From “training” to “learning in a digital age”
in an HDR Supervision Enhancement Program
Presentation to HDR Team Peers, 29/8/2016
Dr Merilyn Childs
Associate Professor & Convenor
Supervision Enhancement Program
Merilyn.Childs@mq.edu.au

2. About this presentation
Proposition: “Training” and “registration” dominate
HDR Supervision Enhancement in Australian Universities.
This is a problem.

3. Prequel

4. No studies have been done that test
the assumption that a causal relationship
exists between Supervision Enhancement
Programs/the registration of HDR Supervisors/
and institution-wide quality HDR supervision practice.
It’s highly doubtful such a study could be successfully
conceived or conducted.

5. Even useful developments, such as Luca’s (2014) Good Practice
Framework; the ACOLA Review (2016); James & Baldwin’s
(1999) 11 Practices, lack connectedness to
the broad life of an academic’s work; theories
of cross-institutional cultural change; and thinking about
authentic spaces & places that sustain academic development.
This presentation is hopeful, but understands the limitations of
program level innovation.

6. The training discourse
Higher Education Standards
Framework (Threshold Standards
2015, p.9

7. Eg Ongoing dominance of “first generation” thinking in
Higher Education academic development.
Lack of funding to do anything differently.
The training discourse

8. Content
Didactic, teacher-centred
Process
Dialogic, learner-centred
Directed training (we want you to
be good at supervising, so we’ll
tell you how in mandatory
workshops. And register you)
Normal:

10. Melbourne
Sydney

11. Office of LT funded

12. But – we actually know quite a bit about
academic development, institutional change,
and best practice in CPD

13. For example – we know that an academic’s
stage of career is important to meaningful
CPD
Making Evidence Count

14. We know that academic work is changing

15. We know that signature & discipline
pedagogies shape practice
Examples 1 & 2

16. We know what good practice in induction
looks like

17. We know that academics can learn from
many in complex, networked ways (Ling
2009, Childs et al 2013)

18. We know we are supervising in a digital
age…

19. ..and that HDR supervisors need to
develop digital literacies in “next
generation” spaces.
Goodfellow et alNext Generation

20. We know that academics have strong
professional viewpoints – good! it’s their job!

21. ..and we have known for some time that transfer of
learning is a problem in off-the-job formal training,
especially without purposeful “learning ties”

22. We know what good induction looks likeSo, what else is possible?

23. A balance of connected
strategies

24. Content
Didactic, teacher-centred
Process
Dialogic, learner-centred
Directed learning:
• Mental Health First Aid
• Supervisor’s Toolkit
• Some Faculty based workshops
• Popup (incl peer review and
promotions)
• Annual Forum
• Cultural Competence Module
(case-based learning)
• Self-directed learning
• Social learning (Faculty strategy)
• Problem based learning (Initial SEP)
• Case based learning (Adjuncts)
• Social and interest-based learning
(Faculty strategy)
• Peer support (Faculty Champion)
A balance of connected strategies by December 2018:

25. Introduce self-directed,
ubiquitous “interest-driven”
learning, 2016
Stage 1, 2016

26. Rebuild
Architecture
Stage 1, 2016

27. So far, feedback has been
positive*
*There will be a report at the end of 2016

28. 2017
Stage 2, 2017: Redesign learning, policy &
practice
There will be a report of progress & evaluation mid-2017)

29. Thankyou.
No Wookie was hurt in the transformation of
the Supervision Enhancement Program

30. Thanks to the creative genius of
DocChewbacca for all images in this
presentation
Creative commons license https://creativecommons.org/licenses/by-nc-sa/2.0/

31. Things I said @MerilynChilds during 2016 about #HDR
Supervision

32. For great examples of CPD
scroll on