The learning alliance : ethics in doctoral supervision

Halse, Christine and Bansel, Peter 2012, The learning alliance : ethics in doctoral supervision, Oxford review of education, vol. 38, no. 4, pp. 377-392, doi: 10.1080/03054985.2012.706219.

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Title The learning alliance : ethics in doctoral supervision
Author(s) Halse, Christine
Bansel, Peter
Journal name Oxford review of education
Volume number 38
Issue number 4
Start page 377
End page 392
Total pages 16
Publisher Taylor & Francis
Place of publication Oxford, England
Publication date 2012-08
ISSN 0305-4985
1465-3915
Keyword(s) Doctoral education
Doctorate
Supervision
Ethics
Summary This paper is concerned with the ethics of relationships in doctoral supervision. We give an overview of four paradigms of doctoral supervision that have endured over the past 25 years and elucidate some of their strengths and limitations, contextualise them historically and consider their implications for doctoral supervision in the contemporary university. Two common threads across the four paradigms are a view of doctoral supervision as pedagogical practice and that supervisors have primary responsibility for the supervision of doctoral students. We challenge these assumptions. In their place, we propose that the goal of doctoral supervision is praxis and that this involves a learning alliance between multiple institutional agents grounded in a relational ethics of mutual responsibility.
Language eng
DOI 10.1080/03054985.2012.706219
Field of Research 130103 Higher Education
Socio Economic Objective 930103 Learner Development
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2012
Copyright notice ©2012, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30051622

Document type: Journal Article
Collection: School of Education
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Citation counts: TR Web of Science Citation Count  Cited 12 times in TR Web of Science
Scopus Citation Count Cited 16 times in Scopus
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Created: Thu, 21 Mar 2013, 13:11:20 EST by Christine Halse

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