‘I'd Like to Call You My Mother.’ Reflections on Supervising International PhD Students in Social Work

Cree, Viviene E.

doi:10.1080/02615479.2011.562287

Cited by 23 publications

(18 citation statements)

References 13 publications

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“…Several studies specifically address BME students and social work education (Wainwright, 2009;Williams andParrott, 2012, Fairtlough et al, 2014). Cree's (2012) work covers the experiences of international BME social work students and highlights that they have academic, social and cultural differences that impact on their experience of social work education. Cree (2012) argues that educators ought to reconsider how students are supported and valued and points to the challenges that students face including stress, social isolation, financial insecurity, language difficulties and different academic conventions and expectations.…”

Section: Conceptual Contextmentioning

confidence: 99%

“…Cree's (2012) work covers the experiences of international BME social work students and highlights that they have academic, social and cultural differences that impact on their experience of social work education. Cree (2012) argues that educators ought to reconsider how students are supported and valued and points to the challenges that students face including stress, social isolation, financial insecurity, language difficulties and different academic conventions and expectations. She suggests that international students need to be affirmed and supported, acknowledging the additional pressures that they may be facing.…”

Section: Conceptual Contextmentioning

confidence: 99%

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Framing the experiences of BME social work students within a narrative of Educating for a Culturally Diverse Workforce

Hillen

Levy

2015

Social Work Education

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The Scottish Social Services Council (SSSC) has noted that a higher percentage of black and minority ethnic (BME) students fail or take longer to complete their social work degrees, compared with the white majority student population. In response to this and related evidence, a national study was carried out in 2013 to explore this phenomenon and ways to support BME students in social work education in Scotland. BME students from five Scottish universities were interviewed, along with lecturers from six Scottish Universities, and practice educators from around Scotland. The background to the study is discussed and a review of the literature on race, whiteness, diversity and a strengths-based perspective is provided. The methodology of the study is explained, followed by a presentation of some of the key findings covering the themes of cultural difference, discrimination and valuing student strengths. To prepare social work students to practice in a culturally diverse and culturally aware workforce the paper argues for framing of social work education within a strengths-based perspective, of valuing diversity and other knowledges and for this approach to be embedded within a critique of both race and whiteness.

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Section: Conceptual Contextmentioning

confidence: 99%

Section: Conceptual Contextmentioning

confidence: 99%

Framing the experiences of BME social work students within a narrative of Educating for a Culturally Diverse Workforce

Hillen

Levy

2015

Social Work Education

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“…These are not aspects of academic life that are highly valued but cushion us against its less-friendly sides. Supervision has enormous potential to create this culture of care and supervisors have a duty of care to their students (Cree, 2012). Like therapy, supervision peels away layers and replaces them with new perspectives that throw us out of our comfort zones.…”

Section: Resultsmentioning

confidence: 99%

Doctoral research from a feminist perspective: Acknowledging, advancing and aligning women’s experience

Gray

Agllias

Schubert

et al. 2015

Qualitative Social Work

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This paper discusses three feminist research principles through three doctoral studies and their accompanying supervision and support group: (i) capturing women's experience; (ii) improving women's lives; and (iii) equalising power. These guiding principles assisted in understanding the connections between feminist theory and the respective studies on: older people experiencing family estrangement (Kylie); a mentoring program with women from disadvantaged backgrounds (Jennifer); and (iii) arts-based intervention research to raise awareness of domestic violence in a disadvantaged community (Leanne). It discusses the way in which these guiding principles informed the studies and the supervision process from the students' and supervisor's perspective.

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“…Given the importance of the PhD project and the length of a PhD programme, it is not surprising that aims have been characterised not only as 'educational' but also 'moral' (Cree 2012). Pole (1998) points wryly to an early definition by the National Postgraduate Committee (1995) of supervision as: 'a moral contract which lasts until one of the threesupervisor, student or research undertaking -expires' (266).…”

Section: What Is Doctoral Supervision?mentioning

confidence: 99%

“…The growing numbers of students, including international students, pursuing a PhD degree in a UK university (Cree 2012;Hockey 1997;Peelo 2010) has necessitated increasing national, institutional and practitioner attention to supervision. Our observations as a PhD supervisor and PhD supervisee suggest that supervision is also widely acknowledged by PhD students themselves as extremely important in both the quality of their thesis 1 and its timely submission, as well as in the whole PhD process, and it is acknowledged similarly in the literature (Hockey 1997;Wisker 2005).…”

Section: Introductionmentioning

confidence: 99%

Doctoral supervisors’ and supervisees’ responses to co-supervision

Olmos-López

Sunderland

2016

Journal of Further and Higher Education

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With the increasing demand for doctoral education, co-supervision, understood as the formally agreed supervision of a research student by two or more academics in doctoral programmes, has become common practice in postgraduate circles in the UK. If supervision with one supervisor is complex due to personal, academic, ethical and sometimes crosscultural issues, having two supervisors makes this process sufficiently challenging in practice to be specifically investigated in research, not least because of the additional communication issues. However, co-supervision is under-explored in the academic literature. In this article we look at the experience of co-supervision as reported by co-supervisors and those supervised by them in a UK University Department within an Arts and Social Sciences Faculty, and aim to contribute to the literature on co-supervision by considering cosupervisors' and their supervisees' perspectives on co-supervision practices. Amid a general welcoming of the practice, with both parties seeing co-supervision entailing learning opportunities-for co-supervisors, learning from colleagues; for the supervisees, learning from two experienced researchers-we report shared and specific concerns of these two groups. Time is a concern for both groups, but in different ways. Particularly interesting is the issue of harmony between the co-supervisors, including in feedback, the desirability of which will be perceived differently within any co-supervisor-supervisee relationship. The need for awareness-raising for co-supervisors as regards what their supervisees may feel but may not articulate may be greater for co-supervision than solo-supervision arrangements, given the additionally complex web of institutional and interpersonal relationships co-supervision entails.

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‘I'd Like to Call You My Mother.’ Reflections on Supervising International PhD Students in Social Work

Cited by 23 publications

References 13 publications

Framing the experiences of BME social work students within a narrative of Educating for a Culturally Diverse Workforce

Framing the experiences of BME social work students within a narrative of Educating for a Culturally Diverse Workforce

Doctoral research from a feminist perspective: Acknowledging, advancing and aligning women’s experience

Doctoral supervisors’ and supervisees’ responses to co-supervision

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