Institutional promotion of doctoral supervision and research quality
Ahlberg, Anders LU and Sonesson, Anders LU
(2009)
Postgraduate Supervision Conference: Research and Practice
- Abstract
- In our experience, doctoral supervision seminars and training (and associated literature) focus the supervisor-student relationship to an extent largely leaving aspects of learning, enculturation and subject discipline aside. In 2006-2008 we therefore developed and implemented a 3-week programme compulsory for new primary research supervisors (docent degree) with a wider scope, at the faculties Engineering and Natural Sciences, Lund University, Sweden.
The programme include
• Social and legal dimensions of the student-supervisor relationship; where participants share experienced accounts of supervisor-student situations. These were documented and analysed with respect to selected models of social theory.
• Self-analysis of... (More) - In our experience, doctoral supervision seminars and training (and associated literature) focus the supervisor-student relationship to an extent largely leaving aspects of learning, enculturation and subject discipline aside. In 2006-2008 we therefore developed and implemented a 3-week programme compulsory for new primary research supervisors (docent degree) with a wider scope, at the faculties Engineering and Natural Sciences, Lund University, Sweden.
The programme include
• Social and legal dimensions of the student-supervisor relationship; where participants share experienced accounts of supervisor-student situations. These were documented and analysed with respect to selected models of social theory.
• Self-analysis of participants´ written accounts of their research principles and practices, and aspects of research creativity (philosophy of science)
• Participant development of discipline-specific doctoral student learning activities.
• Project management principles and practice, research career analysis
• Research presentation and research situation feedback skills.
The framework aims to develop participants´ integrated meta-perspective on their research and supervisor situation, to increase chances of successful doctoral projects and increase long-term research creativity. The programme (five participant groups of 15-20 participants each 2006-2008) has received supportive participant reactions indicating valuable conceptual change (although some were provoked during self-analysis of their academic practice). The programme will be followed up by alumni focus group interviews three years after programme completion (this fall) in order to understand long-term effects on academic behaviour.
(Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/4437873
- author
- Ahlberg, Anders
LU
and Sonesson, Anders
LU
- organization
- publishing date
- 2009
- type
- Contribution to conference
- publication status
- published
- subject
- keywords
- Doctoral education, Doctoral supervision, Educational development
- categories
- Higher Education
- conference name
- Postgraduate Supervision Conference: Research and Practice
- conference dates
- 2009-04-27 - 2009-04-30
- language
- English
- LU publication?
- yes
- additional info
- Department affilation moved from v1000887 (CED - Centre for Educational Development) to v1000942 (Division for Higher Education Development) on 2016-03-31 08:48:51.
- id
- 5a8ece2a-54e6-4cf1-9f46-bdb72a7236f3 (old id 4437873)
- date added to LUP
- 2016-04-04 14:38:24
- date last changed
- 2018-11-21 21:21:28
@misc{5a8ece2a-54e6-4cf1-9f46-bdb72a7236f3,
abstract = {{In our experience, doctoral supervision seminars and training (and associated literature) focus the supervisor-student relationship to an extent largely leaving aspects of learning, enculturation and subject discipline aside. In 2006-2008 we therefore developed and implemented a 3-week programme compulsory for new primary research supervisors (docent degree) with a wider scope, at the faculties Engineering and Natural Sciences, Lund University, Sweden. <br/>The programme include <br/>• Social and legal dimensions of the student-supervisor relationship; where participants share experienced accounts of supervisor-student situations. These were documented and analysed with respect to selected models of social theory. <br/>• Self-analysis of participants´ written accounts of their research principles and practices, and aspects of research creativity (philosophy of science) <br/>• Participant development of discipline-specific doctoral student learning activities.<br/>• Project management principles and practice, research career analysis<br/>• Research presentation and research situation feedback skills. <br/>The framework aims to develop participants´ integrated meta-perspective on their research and supervisor situation, to increase chances of successful doctoral projects and increase long-term research creativity. The programme (five participant groups of 15-20 participants each 2006-2008) has received supportive participant reactions indicating valuable conceptual change (although some were provoked during self-analysis of their academic practice). The programme will be followed up by alumni focus group interviews three years after programme completion (this fall) in order to understand long-term effects on academic behaviour.<br/>}},
author = {{Ahlberg, Anders and Sonesson, Anders}},
keywords = {{Doctoral education; Doctoral supervision; Educational development}},
language = {{eng}},
title = {{Institutional promotion of doctoral supervision and research quality}},
year = {{2009}},
}