'Becoming a supervisor' : the impact of doctoral supervision on supervisors' learning

Halse, Christine 2011, 'Becoming a supervisor' : the impact of doctoral supervision on supervisors' learning, Studies in higher education, vol. 36, no. 5, pp. 557-570, doi: 10.1080/03075079.2011.594593.

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Title 'Becoming a supervisor' : the impact of doctoral supervision on supervisors' learning
Author(s) Halse, Christine
Journal name Studies in higher education
Volume number 36
Issue number 5
Start page 557
End page 570
Total pages 14
Publisher Routledge
Place of publication Oxon, England
Publication date 2011-08-10
ISSN 0307-5079
1470-174X
Keyword(s) doctorate
PhD
supervisor
learning
pedagogy
Summary The doctorate is an educative process for students but what is its impact on supervisors' learning about the practice of doctoral supervision? Internationally, there is an increased emphasis on formal training, monitoring and accountability of doctoral supervisors. Yet there is a striking silence about what doctoral supervisors learn through supervising doctoral students, and how the impacts on supervisors might be theorised. The aim of this article is to begin to address this gap in the doctoral education literature, based on a thematic analysis of two complementary interview studies of a cross-disciplinary sample of experienced doctoral supervisors. The analysis illustrates the significant impact of doctoral supervision on the learning and knowledge of doctoral supervisors, particularly in relation to how supervisors engage with/in the social and political context of their university, understand themselves and their students, and how the contemporary context of supervision affects the sort of pedagogical relationships supervisors establish with their doctoral students. Regardless of supervisors' discipline, position in the academic hierarchy or supervisory experience, the analysis indicates that supervisors' learning experiences shape their subjectivities and identities, and that supervision is an ongoing ontological process of ‘becoming a supervisor’. The importance of integrating a theory of ‘becoming a supervisor’ into supervisor professional development is proposed.
Language eng
DOI 10.1080/03075079.2011.594593
Field of Research 130103 Higher Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2011, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30035157

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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