Retheorizing doctoral supervision as professional work
A competitive higher education environment marked by increased accountability and quality assurance measures for doctoral study, including the structured training of doctoral supervisors, has highlighted the need to clearly articulate and delineate the work of supervising doctoral students. This art...
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| Veröffentlicht in: | Studies in higher education (Dorchester-on-Thames) 2010-02, Vol.35 (1), p.79-92 |
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| container_end_page | 92 |
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| container_issue | 1 |
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| container_title | Studies in higher education (Dorchester-on-Thames) |
| container_volume | 35 |
| creator | Halse, Christine Malfroy, Janne |
| description | A competitive higher education environment marked by increased accountability and quality assurance measures for doctoral study, including the structured training of doctoral supervisors, has highlighted the need to clearly articulate and delineate the work of supervising doctoral students. This article responds to this imperative by examining the question: in the contemporary university, what do doctoral supervisors do and how might their work be theorized? The response draws on life history interviews with doctoral supervisors in five broad disciplines/fields, working in a large metropolitan university in Australia. Based on empirical analyses, doctoral supervision is theorized as professional work that comprises five facets: the learning alliance, habits of mind, scholarly expertise, technê and contextual expertise. The article proposes that this model offers a more precise discourse, language and theory for understanding and preparing for the work of doctoral supervision in the contemporary university. |
| doi_str_mv | 10.1080/03075070902906798 |
| format | Article |
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This article responds to this imperative by examining the question: in the contemporary university, what do doctoral supervisors do and how might their work be theorized? The response draws on life history interviews with doctoral supervisors in five broad disciplines/fields, working in a large metropolitan university in Australia. Based on empirical analyses, doctoral supervision is theorized as professional work that comprises five facets: the learning alliance, habits of mind, scholarly expertise, technê and contextual expertise. 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| identifier | ISSN: 0307-5079 |
| ispartof | Studies in higher education (Dorchester-on-Thames), 2010-02, Vol.35 (1), p.79-92 |
| issn | 0307-5079 1470-174X |
| language | eng |
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| source | Education Source |
| subjects | Academic profession Accountability Australia Biographies Colleges & universities Competence doctoral advising Doctoral Programs Expertise Foreign Countries Goal Orientation Graduate studies Graduates Higher education Individual Characteristics Interviews Pedagogical Content Knowledge professional work Quality Control research supervision research training Role Supervision Supervisor Qualifications Supervisor Supervisee Relationship Supervisors theoretical framework Training Universities |
| title | Retheorizing doctoral supervision as professional work |
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