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.

Course Website

• 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.

EDUC8004 Research Supervision consists of four main parts:

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 and on the Wattle site, 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) Engage in regular online discussion through the Wattle site.

4) 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

Participants will be supported during the course through an online discussion and resource facility offered through a course web site on Wattle.

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 and postings and regular online discussions throughout the semester.

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.

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.

See http://researchsuper.cedam.anu.edu.au/

Pearson, M. & Kayrooz, C. (2004). Enabling Critical Reflection on Research Supervisory Practice. International Journal for Academic Development, 9(1), 96-116.

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.

Familiarity with online technologies, particularly Wattle which is used for course delivery.  The Wattle site includes course information, discussion and resources.

Participants in this course may be studying at either Graduate Certificate or Masters Degree level.