The benefits of using small supervisor-initiated groups to supervise master's research

O’Neil, Sumari; Schurink, W.J.; Stanz, Karel J.

doi:10.20853/30-4-613

Cited by 3 publications

(2 citation statements)

References 30 publications

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“…The PGS literature identifies benefits in the practice in relation to different supervision models and practices (Bitzer and Albertyn, 2011; O'Neil et al , 2016; Rambe and Mkono, 2019; Snowden and Halsall, 2018). This literature, however, does not pay much attention to the benefits we identified as special, which we enjoyed from the CPS the relationships.…”

Section: The Dialectical Space For Colleague Postgraduate Supervisionmentioning

confidence: 99%

“Colleague postgraduate supervision” and the production of space in higher education: a duoethnographic analysis

Madikizela-Madiya

Atwebembeire

2020

QRJ

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PurposeIn this paper we contribute knowledge to the postgraduate supervision discourses by reflecting on our socio-spatial experiences of being supervised by colleagues, a process that we refer to as colleague postgraduate supervision (CPS).Design/methodology/approachWe followed a duoethnographic research design by dialogically presenting and exploring our lived experiences of CPS and critiquing and questioning the meanings we give to those experiences. The experiences shared arose from two different contexts: a contact university and an open distance learning university.FindingsThe reflection suggests that social values of trust, compassion and care in CPS can outrun the spatial constraints for the benefit of the supervisees in the relationship. However, the colleagues in the CPS can also experience some subtle power dynamics and tensions that produce a constraining space, if the CPS process is not well communicated.Originality/valueWhile CPS is a common practice in some universities, there is limited research that pays attention to its socio-spatiality, that is, the interaction between the social and the spatial aspects of this practice.

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Section: The Dialectical Space For Colleague Postgraduate Supervisionmentioning

confidence: 99%

“Colleague postgraduate supervision” and the production of space in higher education: a duoethnographic analysis

Madikizela-Madiya

Atwebembeire

2020

QRJ

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“…However, the traditional apprenticeship supervision model remains dominant (Backhouse, 2010;Pillay & Balfour, 2011), despite critiques and limitations of this model (Heyns et al, 2019;McKenna, 2017;Nkoane, 2014). Various scholars have explored alternative approaches to supervision (Bitzer & Albertyn, 2011;Nkoane, 2014), including supervisor-initiated groups (O'Neil et al, 2016), communities of doctoral scholars (McKenna, 2017), or person-centred supervision (Heyns et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Relationships, power and accountability: Reflections on transformative postgraduate supervision workshops at a South African University School of Public Health, 2014-2020

Rispel

2021

Innovations in Education and Teaching International

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Given South Africa's colonial and apartheid past, postgraduate supervisors are encouraged to explore decolonial and socially just ways of supervision. I draw on Freire's adult education theory and Hackman's tools of social justice education to reflect on transformative supervision workshops held at a South African university School of Public Health. Combining formal and informal evaluation, postgraduate students reported that the workshops facilitated collegiality and supportive relationships; contributed to their personal and professional empowerment; and enhanced individual and peer accountability. The participatory workshops have facilitated the decentring of power from the supervisor. Postgraduate students have realised their own power and that of the collective to inspire, assist or effect change. The workshops have embraced decolonial pedagogy by demonstrating that postgraduate supervision can be done in a collegial and empowering group setting, valorising different forms of knowledge, encouraging diverse approaches to selfreflection, and highlighting the power of mutual and multidirectional learning.

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On becoming a better supervisor: A deconstruction of autoethnography as method for professional development

O’Neil

2018

SAJHE

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Although not often applied, the autoethnographic method lends itself for use in professional development practices. The literature contains a few examples in which autoethnography is used for this purpose, but with the focus solely on the relationship between mentee and mentor that creates the space for professional development to occur. In the current study, I explored, through a reflective account, the possibilities for using analytic autoethnography for professional development by drawing on the theory of transformative learning. Although there are some drawbacks in using autoethnography, the method may be a valuable addition to current professional development tools if used by the individual practitioner.

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The benefits of using small supervisor-initiated groups to supervise master's research

Cited by 3 publications

References 30 publications

“Colleague postgraduate supervision” and the production of space in higher education: a duoethnographic analysis

“Colleague postgraduate supervision” and the production of space in higher education: a duoethnographic analysis

Relationships, power and accountability: Reflections on transformative postgraduate supervision workshops at a South African University School of Public Health, 2014-2020

On becoming a better supervisor: A deconstruction of autoethnography as method for professional development

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