Models of Postgraduate Supervision
Roles, models and styles
• How are roles, approaches/styles and models of PG
supervision distinguished in the literature?
• Possible understandings:
– roles (the various tasks a supervisor must
accomplish),
– styles or approaches (the ways in which a
supervisor interacts with the student)
– models (the particular structure of supervision –
whether singular, project based, co-supervision
etc)
• How do they affect each other?
Models of supervision
•
•
•
•
•
•
One-on-one
Supervisor and co-supervisor
Panel supervision
Project supervision
Doctoral Programme/School
Other?
Supervision models
APPROACHES
CHARACTERISTICS
Traditional
•
•
•
•
Candidate groups
(Cohort model?)
• Interaction relates to quality (Lovitts 2008)
• Sense of community (Malfroy 2005)
• Enculturation and doctoral identity formation (Samara
2006)
• Distributed power (Guilfoyle 2006)
Supervisory teams/
panels
•
•
•
•
‘Mixed’ approach
• Variation in supervisory roles and responsibilities (Wisker
et al. 2009)
• Developing supervisor planning frameworks (Bitzer &
Albertyn 2011)
Isolation (Manathunga 2005)
Limited numbers, distance, diversity (Wisker et al. 2007)
‘Atlas complex’ and power (Pearson & Kayrooz 2004)
Coaching and mentor roles (Gardner 2008; Kamler
2008)
Experience mix (Nulty et al. 2009)
Flexibility (Croussard 2008)
Delegation and acquiring supervisory skills (Lee 2009)
Distributed management challenges (Bitzer & Albertyn
2011)
Different kinds of supervisor – different kinds of
supervision
Disciplinary
pedagogy
Departmental
practices
Institutional
processes
Full
time/
P/T
Supervisor
/
cosupervisor
Funders’
requirements
PhD/
Masters
How does each
of the following
affect
supervision?
Two kinds of approach to supervision
(Wisker 2005)
Technicalrationality
-emphasizes
technique
Negotiated order
-emphasizes
changes in
process
Typology of Disciplines
(Muller, 2008: 12)
Abstract, strong
‘classification’
Biglan
(1973)
Hard pure
Kolb
Abstract
Agreement
on
(1981)problem
reflective
identification
ExamplesandNatural
methodology
sciences
Practical, real
world
Soft pure
Hard
applied
Concrete
Abstract
Range of active
Reflective
possible
problems and
Social
Sciencemethodologies
sciences
based
professions
Soft
applied
Concrete
active
Social
professions
Cultural Style of Tribes
(Muller 2008: 12)
Hard pure
Competitive,
gregarious,
politically wellorganised, task
oriented, high
publication rate
Hard applied
Soft pure
Soft applied
Entrepreneurial, Individualistic,
Status anxiety,
cosmopolitan,
loosely
prey to
role oriented,
organised,
intellectual
patents rather person oriented, fashions, power
than
low publication
oriented, low
publications,
rate, funding
publication rate,
contract work
less important
vulnerable to
funding
pressures
Cognitive style of Tribes
(Muller 2008:13)
Hard pure
Cumulative,
iterative;
Atomistic;
Pursuit of
universals;
Quantities and
simplification;
Discovery/
explanation.
Hard applied
Soft pure
Soft applied
Purposive;
Reiterative;
Functional;
Pragmatic;
Holistic;
Utilitarian;
Know-how via
Pursuit of
Know-how via
hard knowledge;
particulars;
soft knowledge;
Mastery of
Qualities and Enhancement of
environment;
complication;
practice;
Products/
Understanding/
Protocols/
techniques.
interpretation.
procedures.
Implications for supervision
(Muller 2008, Boughey 2010)
• Because the ‘hards’ enjoy more social
connectedness, teaching tends to be more
collaborative and what is taught tends not to be
contentious. As a result, ‘hards’ have more time
to devote to research.
• Research and supervision in ‘hard’ disciplines
tends to be highly integrated. This means that
less time is spent on supervision (Smelby 1996,
2000) -‘hards’ spend less than a quarter of the
time spent by ‘softs’ on supervision.
• Extent of ‘identity work’ a factor in supervision
process (Harrison 2010)
Approaches to Supervision
Anne Lee (2008)
Functional
Enculturation Critical
Thinking
Emancipation
Relationship
Development
Supervisor’s
Activity
Rational
progression
through tasks
Gatekeeping
Master to
apprentice
Evaluation
Challenge
Mentoring,
supporting
constructivism
Supervising
by
experience,
developing a
relationship
Supervisor’s
knowledge &
skills
Directing,
project
management
Diagnosis of
deficiencies,
coaching
Argument,
analysis
Facilitation,
Reflection
Managing
conflict
Emotional
intelligence
Possible
student
reaction
Organised
Obedience
Role
modelling,
Apprenticeship
Constant
inquiry, fight
or flight
Personal
growth,
reframing
A good team
member.
Emotional
intelligence
What does a supervisor do?
• If you had to represent a supervisor in a picture, what
would she look like?
– Think about the multiple roles of the supervisor
– Are these all included in your institution's policy on
supervision?
Selection and Appointment of
Supervisors
• Who chooses the supervisor?
• When and how are they officially appointed?
• What model of supervision is preferred in
your department / faculty / discipline?
• What support is provided to supervisors?