Retheorizing doctoral supervision as professional work

Halse, Christine; Malfroy, Janne

doi:10.1080/03075070902906798

Cited by 223 publications

(195 citation statements)

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“…This diversity of students with different expectations, needs, concerns and interests has led to a reflection on the goals, effectiveness and preparation that doctoral programs effectively give, as well as lead to rethinking supervision practices (Lee, 2009;Lee & Green, 2009;Halse & Malfroy, 2010;Smyth, 2010 andLee & McKenzie, 2011;Lafont, 2014;Baptista, 2015;Mello, Fleisher & Woehr, 2015).…”

Section: Challenges Of the Third Cycle In Times Of Changementioning

confidence: 99%

Doctoral Supervision At Nova Lisbon University: An Exploratory Study

Ribau¹,

Alves²

2017

European Proceedings of Social and Behavioural Sciences

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Since the implementation of the Bologna process and the Lisbon strategy, there has been an increase of the interest in higher education and in doctoral education in Europe. This political process aims to create not only a European area of higher education, but also research European area. Doctoral education is considered to be one of the keys to innovation and to the development of societies. The implementation of the proposals that emerged from the meetings of the ministers responsible for higher education (MMHE) and the European association universities (EUA), brought a new look to the third cycle (Dublin descriptor, 2004; Bergen framework of qualifications, 2005), and to the Doctoral education and supervision (ten principles of Salzburg, 2005). Within this context elements such as doctorate completion time, student's profile, skills and competence acquired in that period and mobility between institution assumed a greater importance (London Communiqué, 2007;Leuven Communiqué, 2009).In Portugal, it was only during the last decade that researchers began to publish papers whose object study is doctoral education, the quality of supervision of doctoral research, supervisor and student profile and relationship. In this context, these research article pretend to characterize and analyse how the two aspects of doctoral education, monitoring and evaluation, are institutionally implemented in the third cycle at NOVA Lisbon University (UNL) and what implications may have on the success rate and completion time. The regulations of the third cycle in the nine schools that constitute the UNL and public annual reports will be analyses enabling to highlight some data.

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Section: Challenges Of the Third Cycle In Times Of Changementioning

confidence: 99%

Doctoral Supervision At Nova Lisbon University: An Exploratory Study

Ribau¹,

Alves²

2017

European Proceedings of Social and Behavioural Sciences

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“…In terms used by Collinson and Wilson (2006) and Nordberg (2007), less attention may be given to tapping the latent knowledge that might be found through regular and close interaction between student and supervisor, one of the themes identified in the literature as related to what Tierney (2003) and Halse and Malfroy (2010) refer to as the romanticized golden age of intellectual life. The process of research degrees then begins for the next student with the final stage of the SECI model of Nonaka, the process they call internalization and research supervisors and students know as the literature review, when explicit knowledge is accumulated and made tacit.…”

Section: Knowledge Creation Through Supervisionmentioning

confidence: 99%

“…In their research with research supervisors, Halse and Malfroy (2010) liken supervision to Aristotle's virtue technê, or craft knowledge. They write of the need to match the needs of the candidate for skills and methods at different stages in the process with the specific technical skills of supervisors, and note that "technê involves more than technical expertise because the supervisor is a master craftsman (technitês) who knows not only how to do something but also the reasons for doing so " (2010, p. 87).…”

Section: Supervision As Craftmentioning

confidence: 99%

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Institutional Logics in Research Supervision

Nordberg

2011

SSRN Journal

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According to Halse and Malfroy (2010) research supervision should be viewed as a profession. Professions have their own institutional norms, of course; explicit norms are what makes something a profession, rather than a craft. But in the world of contemporary higher education, where the word "institution" is often used to denote the organization of the university and the bureaucracy of HE policy-making, the institutionalized aspects of professional life can get lost. This paper examines the growing literature on research supervision through the lenses of a) knowledge theory, with its tacit, explicit and latent dimensions; and b) new institutional theory, with its focus on the diffusion of norms of social practices through isomophorism. It identifies three competing institutional logics: the traditional "craft" approach, an emerging "factory" mentality of measurable outcomes and target, and a middle way -a "professional" logic. The paper concludes with a discussion of the role of accountability and how it influences the legitimacy of these competing institutional logics.

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“…Effective communication between students and supervisors has been shown to be of importance for a high quality doctoral education by many pedagogical studies (Manathunga [1], Delamont et al [2], Halse and Malfroy [3], Bergnéher [4]). When it comes to supervising the thesis writing process, researchers (Appel and Bergenheim [14], Handal, Lauvås and Andersson [15], Delamont et al [2], Brodin et al [10]) emphasize the importance of taking four aspects into account: The thesis addressee (For whom does one write?…”

Section: Introduction: the Thesismentioning

confidence: 99%

Discussing the Thesis Writing - How Do Doctoral Students and Supervisors Communicate?

Cariboni¹

2017

EDULEARN Proceedings

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Effective communication between students and supervisors has been shown to be of importance for a high quality doctoral education by many pedagogical studies (Manathunga [1] [4]). This contribution focuses on communication between supervisors and doctoral students with regard to the writing of the doctoral thesis. When it comes to supervising the thesis writing process, researchers emphasize the importance of taking four aspects into account: The thesis addressee (For whom does one write?); The kind of texts to be discussed during supervisory meetings (How preliminary should they be?); Writing planning (Is it necessary or not?); Feedback (What kind?). These aspects become even more crucial when the thesis is written in a foreign language, which is the case in the present study, based on empirical data collected within third-cycle education in foreign languages (specialization in French and Italian linguistics) at Lund University in Sweden.With the aim of investigating whether and how the four topics above were actually discussed during the supervisory meetings, four supervisors and their respective doctoral students, having completed their education, were interviewed individually. This contribution accounts for and analyzes their testimonies.The testimonies provide evidence of varying degrees of effectiveness in the communication. The results show that there are no given answers to the four questions above, which in itself proves that they need to be discussed. More importantly, the results clearly indicate that such a discussion is essential to achieve the goals of a doctorate, namely a thesis of an excellent scientific standard and the recognition of an autonomous researcher. From the analysis of the participants' answers it emerges that the communication must be open (not based on assumptions), on a regular basis (since different decisions can be made at different phases of the writing process) and constructive (selfconfidence being a major quality of the independent researcher).

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Retheorizing doctoral supervision as professional work

Cited by 223 publications

References 41 publications

Doctoral Supervision At Nova Lisbon University: An Exploratory Study

Doctoral Supervision At Nova Lisbon University: An Exploratory Study

Institutional Logics in Research Supervision

Discussing the Thesis Writing - How Do Doctoral Students and Supervisors Communicate?

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