EDUC8004 Research Supervision

Offered By	Cntr Educational Development and Academic Methods
Academic Career	Graduate Coursework
Course Subject	Education
Offered in	Second Semester, 2009 and Second Semester, 2010
Unit Value	6 units
Course Description	The course will focus on supervision as the facilitation of research student learning in the context of the research setting. It is intended to encourage supervisors to extend their repertoire of supervisory strategies and their awareness of current issues in research and research training which are impacting on supervisory practices. The course also aims to promote critical reflection and engagement with the scholarship of research education and supervision.
Learning Outcomes	Increased understanding of current issues and developments in doctoral supervision at national and international levels. Heightened awareness and critical appreciation of effective approaches to research supervision. Enhanced capacity to contribute to the process of supervision in mono- or inter-disciplinary fields of study.
Indicative Assessment	EDUC8004 Research Supervision consists of four main parts: 1) Participation in the equivalent of a one-day (3 modules) of a supervision workshop. These workshops might be an induction to supervision, special topics modules, and/or workshops. CEDAM generally conducts a number of full day (3 modules) induction workshops each year. In addition to these workshops, ANU Colleges host workshops on specific topics. These workshops can be attended either prior to enrolment in the course or concurrently with the course. Participants who have attended a similar workshop at another university may be given credit. 2) Undertake a series of mini assignments to assist participants in working through the web site Research Supervision @ ANU Details of the activities will be provided on enrolment, however, examples of the activities include: (a) In conjunction with the Graduate Studies convener for your research field, negotiate a set of questions which you could use when considering/communicating with a potential candidate particularly, keeping in mind international candidates. (b) Seek advice from two experienced supervisors/examiners in your discipline (i.e. who have examined three or more doctoral theses and who have supervised five or more candidates to completion) regarding the criteria they use to select examiners for their own students and how they approach examining theses. 3) Design and undertake an individual or small group project due at the end of the course. The project will relate to an issue in your School/College/discipline (it might be something that the Postgraduate Convener, Dean or Chair of HDR Committee might be interested in identifying with you). This is expected to be a scholarly piece of work which references the literature and where you will be expected to seek empirical information from interviews, surveys, databases etc that addresses the issue. Details of the project will be provided on enrolment, however, examples of projects in previous courses include: HDR selection criteria and enrolment processes within the College Use of mid-term seminars Methods of monitoring progress: Annual review and plan Cross-cultural supervisory relationships Examination processes, selecting examiners Candidates' motivation to undertake a research degree 4) Attend a minimum of four group meetings (during the time enrolled in the course).The first will be to outline the overall course and to discuss passable topics for the project. Second and Subsequent meetings will involve sharing progress and outcomes of the assignements and project. 5) Attend six 2.5 hour face to face discussions with the lecturer. Participants will be supported during the course through an online discussion and resource facility offered through a course web site.
Workload	This course is based primarily upon a web-based learning resource, Research Supervision @ ANU, allowing a substantial degree of self-study. However, participants will be expected to attend the equivalent of a one-day supervision workshop conducted prior to, the semester and six face to face meetings at times on the CEDAM website timetable. See http://cedam.anu.edu.au/study
Course Classification(s)	TransitionalTransitional courses are designed for students from a broad range of backgrounds and learning achievements, which provide for the acquisition of generic skills; or an informed understanding of contemporary issues; or fundamental knowledge for transition to Advanced or Specialist courses.
Eligibility	Participants will typically be expected to be supervising at least one research student (Honours, Coursework Masters, Research Masters or Doctoral), or be a member of a supervisory panel. However, this course will also be relevant to participants who are about to commence supervision.
Requisite Statement
Corequisites	Participation in the equivalent of a one-day (3 modules) workshop on supervision. Workshops might take the form an induction to supervision, special topic modules, and/or other forms of structured training and development. CEDAM generally conducts a number of full day (3 modules) induction workshops each year. In addition to these workshops, ANU Colleges host workshops on related topics. These workshops can be attended either prior to enrolment in the course or concurrently with the course. Participants who have attended a similar workshop at another university may be given credit.
Incompatibility	This course is often conducted at the same time as the course EDUC8002 Learning & Teaching in Higher Education, which forms part of CEDAM’s postgraduate provision in higher education.
Prescribed Texts	http://www.anu.edu.au/CEDAM/researchsuper/
Preliminary Reading	Pearson, M. & Kayrooz, C. (2004). Enabling Critical Reflection on Research Supervisory Practice. International Journal for Academic Development, 9(1), 96-116.
Indicative Reading List	Grant, B. & Pearson, M. (2007). Approaches to Doctoral Supervision in Australia and Aoteroa New Zealand. In C. Denholm & T. Evans (Eds), Supervising Doctorates Downunder, (pp. 11-18). Melbourne: Australian Council for Educational Research. Malfroy, J. (2005). Doctoral Supervision, Workplace Research and Changing Pedagogic Practices. Higher Education Research and Development, 24(2), 165-178. Pearson, M. & Brew, A. (2002). Research Training and Supervision Development. Studies in Higher Education, 27(2), 136-150. Sambrook, S., Stewart, J. & Roberts, C. (2008). Doctoral Supervision. a view from above, below and the middle! Journal of Further and Higher Education, 32(1), 71-84. Sinclair, M. (2004). The Pedagogy of 'Good' PhD Supervision: A national cross-disciplinary investigation of PhD supervision. Canberra: Department of Education, Science and Training.
Technology Requirements	Familiarity with online technologies
Programs	Graduate Certificate in Higher Education and Master of Higher Education
Other Information	Participants in this course may be studying at either Graduate Certificate or Masters Degree level.
Academic Contact	Dr Margaret Kiley

The information published on the Study at ANU 2009 website applies to the 2009 academic year only. All information provided on this website replaces the information contained in the Study at ANU 2008 website.