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• W2099223859 abstract "Introduction The quality of postgraduate supervision continues to be an issue for all parties involved in the process. For universities which are increasingly more aware of their accountability to external groups, attrition rates and completion rates of postgraduate students are becoming statistics of vital concern (Burgess, 1994; NBEET, 1989). With the gradual introduction of fees for postgraduate study, students––now often paying clients––are becoming more vocal about the quality of their experience within postgraduate programs, and horror stories sometimes surface about problems associated with postgraduate research. In the newer universities, the move towards greater involvement in postgraduate programs has meant that more and more of their academic staff are being called upon to assume the roles of supervisors of postgraduate students––something which they have often had limited experience in the past. Particularly in these newer universities, the rush to induct new supervisors into the role has been associated with conscious efforts to establish a research climate in which supervisors and postgraduate students receive adequate support and are provided with a lively intellectual environment for their work. In order to support both this growing involvement in postgraduate supervision within newer universities and the established involvement in those institutions which have a long tradition of postgraduate research, there has been a range of standard professional development responses. In some institutions, inexperienced supervisors are teamed up with their experienced colleagues as associateor co-supervisors, in the hope that they will learn about supervision through informal mentoring or modelling processes. In most universities, there are attempts at workshops or seminars related to postgraduate supervision. Sometimes these are ‘in-house’ affairs while, in other cases, input from outside speakers is invited. Topics for discussion at these programs include such aspects of supervision as the skills of providing feedback to students, supporting postgraduate writing, developing a supportive climate for postgraduate students, research skills, resources available for students and supervisors, departmental or university policies and procedures, ethical issues, and working with international postgraduate students (Moses, 1992; Zuber-Skerritt, 1992a). In some cases, workshops have been preceded by formal data collection to provide attendees with information such as student completion rates and student perceptions of supervision to act as a stimulus for discussion (Powles, 1988). Some workshops have also used a ‘train the trainer’ approach, with participants expected to take responsibility for disseminating the ideas and for the professional development of colleagues back in their respective departments (Zuber-Skerritt, 1992b). Although many events involve activities for postgraduate supervisors and students separately, some forums are attended by postgraduate students and supervisors together. Postgraduate student associations have also joined the scene, organising orientation and other support activities for students, and sometimes including input from supervisors. In general, where these activities to improve postgraduate supervision are part of the institutional procedures, they take place as ‘one-off’ or infrequent events. They are based on the assumption that, once introduced to the knowledge and skills of postgraduate supervision, academics will go away and incorporate new practices into their repertoire, with the aim of enhanced quality duly achieved. After relatively intensive exposure to the concepts, the participants are expected to become better supervisors, and sometimes they are even expected to support the development of enhanced supervisory practices among their colleagues. The assumption underlying many of these approaches is that the process of supervision can be learned by reading, listening and talking about the theories and practices of others. Even with workshops modelled on an action learning approach, the time allocated for bringing supervisors together is short and the site is usually remote from that in which the actual supervision takes place. That is, supervisors from different contexts are brought together for a workshop program which allows little time for implementing new skills or ideas and reflecting on the results of changing one’s own practice. To a large extent, all of these professional development approaches assume a traditional mode of transmission of knowledge. Rarely are they part of a more long-term strategy which takes account of the nature of supervision and what this suggests about how its practice might best be improved." @default.
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• W2099223859 title "Professional development for postgraduate supervision" @default.
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