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- Exploring the professional development of doctoral supervisors through workplace learning: a literature reviewPublication . Huet, Isabel; Casanova, DiogoThe professional development of doctoral supervisors is a relatively new area of academic development that is still non-existent in many higher education institutions worldwide. This is particularly relevant to explore as several other studies indicate that the quality of doctoral supervision has a direct impact on the doctoral student progression and attrition rates and on the quality of the student experience. The purpose of this literature review is to explore what has been written about the professional development of doctoral supervisors, with a focus on understanding how learning takes place in the workplace. Through a systematic literature review approach, 20 manuscripts in the social sciences were identified as providing an in-depth exploration of the topic under study. The analysis of these manuscripts was situated within the theories of adult and workplace learning. Professional development occurred in different shapes and forms and is shaped by institutional and national academic cultures. There was a common understanding that learning occurred more often through self-reflection and dialogue, in both formal and informal learning spaces, and that there is a need for focusing more on the pedagogy of the doctorate. The article ends by suggesting a set of institutional recommendations for promoting the professional development of supervisors.
- The professional development of doctoral supervisors through an international lensPublication . Casanova, Diogo; Huet, Isabel; Garcia, FabianneThis chapter aims to explore the different nuances that exist in the professional development of doctoral supervisors worldwide by reflecting on the data collected through a literature review. The discussion is also informed by the personal experiences of the authors as international doctoral supervisors and upon experiences drawn from delivering training for doctoral supervisors in the UK and Portugal. The authors introduce the concept and relevance of professional development in higher education, present the methodology of the study and explore what has been written in the literature about the professional development of doctoral supervisors. Lastly, the authors discuss the case of Brazil in more detail and present the next steps of this research. This conceptual chapter, which emerges from the literature review and autobiographical writing, sheds light on the future of professional development by reinforcing a conversational enquiry approach where learning occurs in the workplace and in communities of practice and where learning emerges as instrumental, dialogic, and self-reflective.
- Exploring the professional development of online and distance doctoral supervisorsPublication . Huet, Isabel; Casanova, DiogoThe supervision of doctoral students has been evolving in the last decade. Supervisors supervise students on campus or at a distance and supervision takes place in formal or informal environments with the latter occurring more often through online encounters. This context of supervision has changed supervisory practices and students’ own approaches to learning. This paradigmatic shift demands a rethinking of how supervisors develop themselves and how they learn to cope with the challenges of ‘modern’ supervision. To date, little has been said or written about the development or training of doctoral supervisors who supervise students online or at a distance. This paper aims to fill this gap by presenting a model for the professional development of supervisors in these contexts. This model can be adapted and implemented by institutions that wish to support supervisors who support students online or at the distance.