Experiencing Higher Degree Research Supervision as Teaching

Autor/inn/en	Bruce, Christine; Stoodley, Ian
Titel	Experiencing Higher Degree Research Supervision as Teaching
Quelle	In: Studies in Higher Education, 38 (2013) 2, S.226-241 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.576338
Schlagwörter	Supervision; Supervisory Methods; Supervisors; Learning Experience; Phenomenology; Foreign Countries; Semi Structured Interviews; Teacher Expectations of Students; Role Perception; Barriers; Performance Factors; Research Projects; Program Implementation; Higher Education; Interdisciplinary Approach; Teaching Experience; Australia + Suchen Sie Ihr Suchwort? Lernerfahrung; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Role conception; Rollenverständnis; Leistungsindikator; Forschungsvorhaben; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Australien
Abstract	This article describes higher degree research supervisors' experiences of supervision as teaching. While research education is considered central to the higher degree research experience, comparatively little is known to date of the teaching lenses adopted by supervisors as they go about their supervision. We worked with 35 supervisors engaged in discipline-specific and interdisciplinary research across architectural design, science, engineering, computer science, information systems and librarianship. Several of these supervisors conducted projects which interfaced with the social sciences and humanities. Nine categories describing supervisors' experiences were constructed through the adoption of a phenomenographic approach. These offer a picture of supervisors' collective awareness of supervision as teaching. Supervision as teaching was experienced as: Promoting the supervisor's development, Imparting academic expertise, Upholding academic standards, Promoting learning to research, Drawing upon student expertise, Enabling student development, Venturing into unexplored territory, Forming productive communities, and Contributing to society. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10