Postgraduate Supervisors’ Conversation 1: Student Perspectives on Supervision
Tue, 1 March (12.00-2.00) in the Upstairs Lounge, WEL Academy of Performing Arts
Discussion
Action Points
1. Doctoral Writing Conversations
Noted:
 Dr M Johnson presented on the Doctoral Writing Conversations (DWC), previously called Thesis Writing Circles.
 DWC is a programme for doctoral students, tailored to student requests and run by Student Learning. It gives students
the opportunity to talk to each other and other academics; discuss research strategies and build friendship networks.
 It is held every Friday in Meeting Rooms A and B, Faculty of Education. A monthly programme is developed based on
themes (refer to PowerPoint).
 DWC is publicized by email to the Postgraduate Students’ Association (PGSA) list of current doctoral students and
through the Student Learning website. The Postgraduate Studies Office (PGSO) informs about new students.
 For more information, refer to the Moodle page for DWC (page 2) and PowerPoint slides (pp 3, 4).
2. Student Perspectives on Supervision – video clips
Overview of discussion/questions raised:
 The first video raised issues of good human relationships and giving respect in terms of time and handling problems.
The essence of supervision is to ask questions and invite a conversation.
 What is the role of the supervisor in ‘pastoral care’? Pastoral care doesn’t involve addressing deep, personal issues, but
checking on the student’s overall well-being.
 Communicating and clarifying expectations early and taking stock on a regular basis are essential. Research journals
are helpful to record cognitive gains and losses. (Refer to article, p 2)
 To what extent do supervisors ‘make use’ of students? This is influenced by the culture of whether you would want to
be an academic. It is up to the faculty to decide whether or not students are involved in teaching.
 Are we colleagues? Knowing boundaries, at what point is that reached?
 Students should be able to articulate: Why do you want to do your PhD? Equally supervisors should be able to
articulate: Why do you supervise?
 Although expectations may be negotiated at the outset, doctoral students face external pressures such as from home
and family. Some international students receive a scholarship from their country and are under pressure to complete
their thesis and return to employment in their own country.
 Is it the supervisor’s responsibility to come up with ideas?
 Students’ intellectual property is owned by the student. Students are encouraged to publish out of their thesis.
Examiners and supervisors should be able to say that it is their own work. Some students may need more support at
the beginning (Zone of Proximal Development).
 Understanding threshold concepts are useful in giving students insight into a subject. Threshold concepts are certain,
core concepts which are central to mastering a subject. (Refer to articles, p 2)
 Waikato University has the second tightest campus in terms of office space. Prof G Byrnes has been making a case for
a dedicated space for postgraduate students.
 Different faculties have different cultures of supervision and new supervisors need to find a place that fits one’s own
style and the established faculty style. The role of the chief supervisor is to provide guidance for younger supervisors.
 There are different expectations and attitudes about the role of the student-supervisor, i.e. students saying, ‘I don’t
know what the supervisor wants from me’ reflects a mental attitude of supervisor-driven research.
 There are different perceptions of the value of qualitative versus quantitative research.
 In different settings, doctoral students have welcomed the opportunity for an outlet and chance to talk to each other.
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Resources/Links:

Supervisors’ Conversations: Doctoral Writing Conversations – Student Learning (PowerPoint – slides attached)

Doctoral Writing Conversations: http://www.waikato.ac.nz/pathways/student-learning/learningsupport/resources/grad_postgrad.shtml
Video clips (available from http://www.waikato.ac.nz/tdu/pgresources.shtml):

Good/bad supervisors: http://www.youtube.com/watch?v=Hf8mjMU5aJk&feature=related

McGill good supervision strategies: http://www.youtube.com/watch?v=6x_Y4m703sI&feature=related

Overseas students talking on relationship and spaces: http://www.youtube.com/watch?v=m6AbXOQhJw&feature=related

Differing expectations in a cross-cultural environment, but more broadly useful:
http://www.youtube.com/user/ccsprojectvideos#p/a/u/2/baEHzMBhqZw

Cross-cultural; absent supervisors: http://www.youtube.com/user/ccsprojectvideos#p/a/u/0/FFYRK0KterY
Articles:

Identifying threshold concepts and proposing strategies to support doctoral candidates (Kiley, M., 2009)

Metalearning capacity and threshold concept engagement (Warda, S.C and Meyer J.H.F., 2010)

The research journal: a tool for promoting and understanding researcher development (Borg, S., 2001)

Next conversation: Tue, 3 May (12.00-2.00) in Upstairs Lounge, WEL Academy
P Pratapsingh
15 March 2010
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Doctoral Writing Conversations
• The Doctoral Writing Conversations (previously known as
the Thesis Writing Circles) is an cross-disciplinary,
collaborative, discussion and writing cohort program for
higher degree candidates at the university.
Student Learning
Faculty of Education
• All doctoral candidates from any Faculty are welcome to
attend.
Supervisors’ Conversations
• Meetings are held weekly on Fridays in the Faculty of
Education, Rooms A & B, from 9:30-noon.
Doctoral Writing Conversations
• Morning tea is provided.
© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
18 March 2011
Doctoral Writing Conversations
• The monthly program consists of:
• First Friday of the month – Invited Guest Conversation– a discussion
session focused around a particular research or writing theme.
Discussion leaders are invited from around the university.
• Discuss their research within a supportive environment,
• Second Friday of the month – Student-led conversation and free
writing time
• Discuss general research strategies,
• Discuss their writing,
• Third Friday of the month – “Talking to write” – Student Learningfacilitated session
• Meet academics from a variety of Faculties / Departments at the
university,
• Fourth Friday of the month – Student-led conversation and free
writing time
• Develop strategies and skills to enhance the research and writing
processes, and
• Develop interpersonal networking skills.
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Doctoral Writing Conversations
• The DWC provides an active, supportive, crossdisciplinary environment in which doctoral candidates can
© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
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• Twice a year (July and November) we host an off-campus
writing day.
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© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
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Schedule for ‘A’ Semester 2011
DWC Moodle Page
Invited guest conversation – Threshold concepts (Kiley,
2009) discussion; invited student panel.
11 & 25 March Student-led discussions and free writing time
18 March
Talking to write – Staying on track
1 April
Invited guest conversation – Connecting with your
audience
8 & 29 April
Student-led discussions and free writing time
15 April
Talking to write – Effective abstracts to fit the purpose
6 May
Invited guest conversation – Crossing the boundaries:
Working in an interdisciplinary team
13 & 27 May Student-led discussions and free writing time
20 May
Talking to write – The four points strategy
3 June
Invited guest conversation – Cross-cultural
conversations; invited student panel.
10 & 24 June Student-led discussions and free writing time
17 June
Talking to write – Refining and developing your writing
4 March
http://elearn.waikato.ac.nz/
15 July
© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
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18 March 2011
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Full-day off-campus writing retreat
© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
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The University of Waikato
Private Bag 3105
Hamilton, New Zealand
0800 WAIKATO
www.waikato.ac.nz
© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
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