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Masters by Research Doctorate 2023.pptx
- 1. Masters by Research/Doctorate Supervisory Styles, Roles and Responsibilities
- 2. Who’s facilitating today? Learning and Organisational Development Officer Chris Farrell Professor Joseph Stokes Dean of Graduate Studies
- 3. INTRODUCE YOURSELF - First supervision? - Experience being supervised WELCOME
- 4. “…each time you agree to supervise a new post graduate researcher, you embark on a new relationship, and like any relationship there are expectations, challenges, misunderstandings and reconciliations….” Professor Norman Staines King’s College London (retired)
- 5. A Student’s Experience “I’ve been very fortunate to have had a really good PhD supervisor, followed by an excellent postdoctoral PI. Amongst their characteristics which I valued, were their _____________, ____________ with their research knowledge and ___________ to help out…”
- 6. A Student’s Experience “I’ve been very fortunate to have had a really good PhD supervisor, followed by an excellent postdoctoral PI. Amongst their characteristics which I valued, were their approachability, generosity with their research knowledge and willingness to help out…”
- 7. Part 1: Establishing and maintaining the relationship [Chris Farrell] - Establish the student-supervisor relationship by clarifying expectations - Maintain the relationship through feedback The role of the Supervisor [Joseph Stokes] - Understand the role (s) of the supervisor Part 2: Procedures [Joseph Stokes] - Understand the DCU procedures around supervision
- 8. © HR, Learning and Development 1. Establishing and Maintaining the relationship
- 9. Overview Flexible: Use different roles - depending on the situation Clarify expectations -the importance of the conversation Agree: establish how you and your student will work together Approach – Make no assumptions
- 10. © HR, Learning and Development Communication
- 11. Establishing Good Communications How should this be done? Expectations for written work Time management & meetings Communication between meetings Knowledge & skills Turnaround times Feedback & constructive criticism Research direction
- 12. Establishing the ssupervisor-student relationship The researcher is responsible for decisions regarding the standard of the thesis. There are no right or wrong answers
- 13. Empathy Task The supervisor should insist on regular meetings with the researcher The researcher should work independently and not have to account for how and where time is spent The supervisor is responsible for providing emotional support and encouragement to the researcher
- 14. Establishing Good Communications What does the research say?
- 15. © HR, Learning and Development ‘The Relationship’
- 16. Fundamentals 1. Equals 2. Cooperation 3. Encouragement 4. Knowledge transfer 5. Emotional Intelligence
- 17. Managing the Relationship Knowing who I am in my role(s) Checking in – not making assumptions Knowing who my students are in their role(s) Understanding what I can and can’t do
- 18. © HR, Learning and Development Giving Feedback
- 19. What are the benefits of feedback? •Increases student awareness •Opportunity to change or modify •Enhances goal attainment •Increases motivation •Important throughout PhD
- 20. Giving Feedback to Students What does the research say? Supervisory feedback to postgraduate research students: a literature review
- 21. Balanced Include both good and constructive points Effective Feedback Observed Only give examples of what you have seen the person say or do Objective Be factual, don't attack personality. Focus on actions, not feelings Specific Always use specific examples Timely Give as close to the event as possible
- 23. What is the difference between feedback and criticism?
- 24. Constructive Feedback intended to benefit the receiver, who must be: able to understand it clearly ready and able to accept and own it able to act on it and make changes
- 25. One of the main duties …is to provide feedback on a student’s work. In my experience, this can range from general comments to close editing of sentence constructions and grammar. It can take the form of constructive feedback for improvement, or demoralising sarcasm. …it has had a direct impact on my research. The most negatively couched feedback not only hampered my progress, but left me wondering if I should be doing a PhD at all. Bad PhD supervisors can ruin research. So why aren't they accountable? Anonymous Academic
- 26. © HR, Learning and Development Making Feedback Effective
- 27. The most effective feedback I’ve ever received
- 28. Focusing on Strengths “I feel that a lot of what a PhD supervisors work entails is giving confidence to the student that they can do it, that they can fly on their own (but with guidance)…..” (Russell, 2006)
- 29. Focusing on Strengths o Helping to learn rather than teaching o Developing skills and resourcefulness o Improving performance by concentrating on strengths rather than weaknesses o Focusing on what the person has (Kluger & Nir, 2006)
- 30. Conversing about Strengths Can you think of a time when you were at your best, feeling energised and absorbed in your PhD? What strengths did you use when you were at your best? How can you use your strengths in the next 3 months to help you with your PhD? How can I help you be at your best in the future? What strengths did you use when you were at your best?
- 31. Effects of Strengths • Sparks behavioural change • Creates positive emotions • Fosters bonding • Promotes sharing of new information • Blocks unproductive responses common to feedback: lowering performance, rejecting the feedback message, and giving up
- 32. © HR, Learning and Development Takeaways
- 33. Takeaways From Part 1 No single defined role for research supervisor - need to be adaptable Clarifying expectations & developing communications may be most important aspects of relationship Supervisory techniques, such as feedback & focusing on strengths, are useful additions to the supervisor’s toolkit
- 34. Part 1: Establishing and maintaining the relationship [Helena McCanney] - Establish the student-supervisor relationship by clarifying expectations - Maintain the relationship through feedback The role of the Supervisor [Joseph Stokes] - Understand the role (s) of the supervisor Part 2: Procedures [Joseph Stokes] - Understand the DCU procedures around supervision
- 35. Roles of Supervision 'There is no single defined role for a research supervisor and supervisors need to be adaptable' (Pearson & Brew, 2002) Exploration of five different approaches to supervising a PhD Wright, Murray & Geale (2007)
- 36. The Quality Assurer What they look for o A PhD free of fundamental flaws o Completed within a fixed time period o Structured approach built around clear plans o Regular contact with the student - extensive feedback o Topic selection based on doability and within their area of interest and expertise o A completed PhD o Thesis completion rather than publications o A PhD that will pass through the exam process with few or minor revisions What are their priorities
- 37. The Researcher Trainer What they look for o PhD is seen as the entry point to a career in academia and scholarly research o Thesis that is completed competently and professionally o Enabling the student to become competent, self managed researchers o Publications during and after the PhD (highly ranked journals) What are their priorities
- 38. The Supportive Guide What they look for o Keep student on track o To sustain the student's commitment and enthusiasm throughout the process o To include the student in their own academic network o Being accessible to the student o Providing social support o Encouraging, counselling and good communications o Providing prompt and detailed feedback What are their priorities
- 39. The Mentor What they look for o A team approach to supervision to provide morale and social support o Carving out a research area in a discipline o Co-partnership with the student - performing a championing role o To act as a Coach or Guide rather than teacher or instructor o To lead by example and treat the student as partner or peer What are their priorities
- 40. The Knowledge Enthusiast What they look for o A passion for seeking new knowledge and insight o A PhD as the production of new theory and knowledge o Less directive o Challenge student's assumptions to stimulate their thinking - devil's advocate o Supervisor as facilitator, challenger, provocateur o To enthuse students in the discovery of new ideas o Force students out of their comfort zone by challenging and confusing them o Cause the student to find new areas of knowledge What are their priorities
- 43. The changing role of the Supervisor and Student PhD Year 3 Year 2 Year 1 Managed Self-directed May need to go back to quality assurer to get them to finish!
- 44. References •Staines (2008). Hindsight enhances supervision. UK Grad Bulletin for Supervisors, April 2008 •Pearson & Brew (2002). Research training & supervision development. Studies in Higher Education, 27(2): 135-150 •Kiley, M (2008). Presentation on Research Supervision to the University of Canterbury •Santiago & Einarson (1998). Background characteristics as predictors of academic self- confidence. Research in Higher Education 39(2): 163-198 •Cookes et al (1995). The relationship between graduate student attitudes & attrition. Journal of Psychology 129 (6): 677-688 •Dr Russell (2006). What Makes a Good Supervisor? UK Grad Bulletin for Supervisors, Summer, 2006 •Kluger, A.N., & Nir, D. (2006). Feedforward first – Feedback later. Keynote lecture delivered at the 26th International Congress of Applied Psychology, Athens, Greece (July 2006) •Linley, A. (2008). Average to A+: Realising Strengths in Yourself and Others
- 45. THANK YOU!
Editor's Notes
- Add note to this slide
- Helena. A good supervisor is one who recognises that each supervisory relationship is unique requiring different skills and approaches
- Helena 1. Focus will be on the student – the student is the centre of this 2. This is what makes a memorable experience and what makes a student remember their supervisor who can act as a role model – all about the approach they took
- Helena 1. Focus will be on the student – the student is the centre of this 2. This is what makes a memorable experience and what makes a student remember their supervisor who can act as a role model – all about the approach they took
- Helena In part one, which is this morning, we’re going to cover how to establish and maintain that relationship and the role of the supervisor Joe will be presenting the procedures that support supervision later this afternoon.
- Overview of how to establish and maintain the relationship Later Joe will be looking at the different approaches to supervision
- HELENA But no matter what approach you take, communication is KEY to maintaining a productive relationship. These are some of the areas that need to be addressed: 1. Research direction – how much direction do you expect to provide to the student in relation to their research and how much direction do they expect you to provide? (for example in terms of the selection of the research topic, the theoretical framework and the method used?) 2. Knowledge & skills – what knowledge and skills do you expect the student to have? Does the student expect to be taught by you or do they expect to find things out on their own? 3. Time management & meetings – how often do you expect to meet with the student and how much does the student expect to meet you? 4. Feedback – how often do you expect to provide feedback to the student and what is the student’s expectations? The timing will add value in terms of whether the student is ready to hear. Are they at a stage where they can hear it 5. Turnaround times – how quickly do you expect to be able to provide feedback and how quickly does the student expect you to provide feedback on the work submitted 6. Communication between meetings – how to you expect to communicate between meetings and how often? 7. Expectations for written work – how do you expect to receive work (in chunks or complete section)? (do you expect drafts to be works in progress or fairly polished pieces almost ready for publication) (at what intervals do you expect a student to submit work?) (would you rather receive documents electronically or by hard copy)
- The graduate studies office will have sent around the original version of this poll. It’s very helpful in finding out what your style is. FIRST POLL - On slide 11 - Helena's section: POLL – from Expectations in Supervision RATE Strongly agree Somewhat agree Neither agree nor disagree Somewhat disagree Strongly disagree Have participants RATE these statements – then share the full survey doc and discuss: It is the supervisor’s responsibility to select a research topic. Researchers should decide which theoretical framework or methodology they wish to use. The supervisor should insist on regular meetings with the researcher. The researcher should work independently and not have to account for how and where time is spent. The supervisor is responsible for providing emotional support and encouragement to the researcher. The researcher is responsible for decisions regarding the standard of the thesis.
- •To summarise•Margaret Kiley spoke in DCU in September 2018 on this topic. •My First Template
- HELENA 1. What are my roles in the relationship? How will I approach this and maybe flex my style? What can I bring to this particular supervisory relationship? 2. What have I noticed about the student, how they approached the conversation, how they structure the conversation, what are their feelings and emotions behind it, check in, Where are people energised, what do they avoid? 3.. Constantly check in 4. Setting limits of what people can expect of you is important. What I can and can’t do. We often reach beyond our boundaries and find ourselves stressed and unable to cope
- HELENA Providing effective feedback to postgraduate research students is often a challenge for supervisors. Poor feedback leads to a negative supervisory experience for postgraduate research students. It can create tension in the supervisor-student relationship and impede learning and achievement
- •Type in the comments – What are the benefits of feedback? Increases student awareness: Feedback can help us become more aware of what we do and how we do it. Opportunity to change or modify: Receiving it gives us an opportunity to become more effective. Enhances goal attainment: Bring us closer to our goals Increases motivation: Increase our motivation – the power of positive feedback Important throughout the PhD: Need for a continuous conversation and it also needs to be a quality conversation
- Ritesh Chugh, Stephanie Macht & Bobby Harreveld (2021): Supervisory feedback to postgraduate research students: a literature review, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2021.1955241
- HELENA BOOST – handy First-letter mnemonic READ SLIDE FIRST Its is important to remember that people sometimes don’t hear feedback particularly if it’s negative. To make it easier for people to hear it keep it short picking 2 areas that people need to focus on – also people may justify what has happened, may explain, deny or become angry or hurt. Need to be prepared for these kind of responses. Start as you mean to go on - engaging – establishing the relationship – because when the relationship gets a bit tougher people will accept it more easily
- HELENA
- Add note to this slide
- HELENA I’ll put you into pairs. BREAKOUT ROOMS - 5 mins in room 3 mins discuss in group (backup Roleplay scenario) https://docs.google.com/document/d/1oFh7AdouPneG1O8AI-LBlIjD8egpcDKrw0qsSJoOB34/edit?usp=sharing Although you and your student have a mutual interest in the subject being researched, you do not seem to be getting on well. The student misses meetings and does not give an explanation as to why. They also tend to contact you at awkward times and they make unrealistic demands on your time. For example they request books, articles and extra supervision. You need to give feedback to the student about how you will work together going forward.
- HELENA Building on the theme of boost - Another technique that you can use is to focus on the student’s strengths ‘A strength is a pre-existing capacity for a particular way of behaving, thinking or feeling that is authentic and energising to the user and enables optimal functioning, development and performance’ EXAMPLES OF STRENGTHS Enthusiasm. Trustworthiness. Creativity. Discipline. Patience. Respectfulness. Determination. Dedication. Why focus on strengths? – when students have hit a wall you may need to try something different
- •Focus on strengths when you have the time. When you are looking to develop the student•No Time•When there is only one acceptable answer which you know and they don’t•When something else is the highest priority – conveying information•When the skills development is irrelevant•When you haven’t patience•When they haven’t the resources to solve the challenge •My First Template
- Type in the comments – Why focus on strengths? •Useful to use this technique when a student is hitting a wall or wants to give up – could get them back on track•Elicit a story of when the student was at their best – looking at when they have been good – performance•How you feel when doing it matters also•How often you get to do it also matters•Have a conversation with the person beside you about when you have been at your best – describe the situation, what did you feel and what strengths did you use. Is there a situation coming up in the future where you can use your strengths • Discover the conditions that allowed them to be at their best • Identify the emotions associated with the situation •What strengths did you use when you were at your best? •How do you recognise this?•What you can’t not do•Enjoyment •My First Template
- •Positive emotion effects•Expands attention•Sparks behavioural change – people may behave in a different way when focused on their strengths•People become open to information and sharing information•Creativity (unusual thought patterns)•Open to information•Preference for variety•Undoes negative emotions •Default position in academia is to focus on the why or why not – this is another string to your bow HELENA Focus on strengths when you can. When you are looking to develop the student Help people understand and use their talents to produce positive results
- Helena In part one, which is this morning, we’re going to cover how to establish and maintain that relationship and the role of the supervisor Joe will be presenting the procedures that support supervision later this afternoon.
- JOE Fairly obvious – there’s no single defined role. It’s an evolving relationship. But ultimately, no matter how well you get on you should want the best for every candidate. But in this training, we’ll give you a framework for that. Providing effective templates – approaches - to how you can supervise. And in a time-short world, we all need templates.
- JOE PhD seen as an entry point and at the beginning of a career in academia PhD seen as an apprentice where you enter the trade of academia (different to quality assurer) Enable the student to become a competent self managed researcher – may begin the process by managing the student but the aim is to equip them with the skills to become self managed and independent researcher Need to publish during and after the PhD given that academic norms measure quality through publications in highly ranked journals
- JOE Accessible and keep the student on track like quality assurer See their primary role as providing social support Encourage the student giving them time, empathising with them & establishing and maintaining good communications Include student in own academic network Question – providing emotional and social support – any views on that – yes distance is important – can’t cut them off but not a trained counsellor
- JOE PhD is a series of learnings and is about specialising in an area they are passionate about Mentor engages in a co-partnership with student and performs a championing role Mentor leads by example and student is treated as a partner or peer (less authoritarian than quality assurer) Favours a team approach to supervision to provide morale and social support Differs from researcher trainer in that the mentor acts as a coach or guide rather than a teacher or instructor
- JOE Goal of knowledge enthusiast is to enthuse the student in the discovery of new ideas and new understanding of existing phenomenon Less directive than the quality assurer and more encompassing than the trainer Move beyond the mentor to challenge student assumptions – acting as devil advocate – tell me why? By forcing the student out of their comfort zone – can cause the right student to find out new areas of knowledge but in the wrong student can confuse and frustrate them. Part of the skill of the knowledge enthusiast is in selecting like minded students
- SECOND POLL - On slide 32 - Joe's section: Which style/s of supervision that most closely describes your preferred style/s? Quality Assurer Supportive Guide Researcher Trainer Mentor Knowledge Enthusiast Do you use the same style with every student? Yes/ No
- JOE Present a model of the roles of the supervisor. This is one model – there are many more This model examines 5 roles of the supervisor They range from the highly structured/ supportive to the more detached and everything else in between
- JOE Principally going from managed to self directed but this depends on the needs and progress of the student Will feel comfortable using one style but will find yourself in situations where you will have to adapt to some other styles Model – not a sequential process – will have to go back – more self directed learner at year 3 but will have to go back to quality assurer to get them to finish the PhD
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