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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.
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author
organization
publishing date
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
language
English
LU publication?
yes
id
5a8ece2a-54e6-4cf1-9f46-bdb72a7236f3 (old id 4437873)
date added to LUP
2014-08-12 16:00:24
date last changed
2016-10-14 14:37:55
@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},
  keyword      = {Doctoral education,Doctoral supervision,Educational development},
  language     = {eng},
  title        = {Institutional promotion of doctoral supervision and research quality},
  year         = {2009},
}