DUT Guide on Supervision
DOI:
https://doi.org/10.7146/dut.v16i31.127292Resumé
The aim of this guide is to provide tips for supervisors on how to support students as active, independent and prepared participants who drive their own projects forward. It relates to supervision of projects at bachelor-, master- and PhD level. The underlying basis of the guide is twofold: 1) supervision is an increasingly complex activity that involves a demanding set of competences; 2) a good supervisor is a flexible supervisor who can adapt to different situations, student needs and levels of the curriculum.
Referencer
Agné, H., & Mörkenstam, U. (2018). Should first-year doctoral students be supervised collectively or individually? Effects on thesis completion and time to completion. Higher Education Research & Development, 37(4), 669-682.
https://doi.org/10.1080/07294360.2018.1453785
Ajjawi, R., Kent, F., Broadbent, J., Tai, J. H.-M., Bearman, M., & Boud, D. (2021). Feedback that works: a realist review of feedback interventions for written tasks. Studies in Higher Education.
https://doi.org/10.1080/03075079.2021.1894115
Akister, J., Williams, I., & Maynard, A. (2009). Using group supervision for undergraduate dissertations: a preliminary enquiry into the student experience. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education 4(2) 77-94.
Altekruse, M. K., & Brew, L. (2000). Using the web for distance learning. In J. W. Bloom, & G. R. Walz (Eds.), Cybercounseling and cyberlearning: Strategies and resources for the millennium (pp. 129-141). Alexandria: American Counseling Association.
Anderson, G., Boud, D., & Sampson, J. (1998). Qualities of Learning Contracts. In: J. Stephenson J., & M. Yorke (Eds.), Capability and Quality in Higher Education (pp. 162-173). Kogan Page.
Anderson, C., Day, K. & McLaughlin, P. (2006). Mastering the Dissertation: Lecturers' Representations of the Purposes and Processes of Master's Level Dissertation Supervision. Studies in Higher Education, 31(2), 149-168.
https://doi.org/10.1080/03075070600572017
Baker, M.J., Cluett, E., Ireland, L., Reading, S., Rourke, S. (2014). Supervising undergraduate research: a collective approach utilising groupwork and peer support. Nurse Education Today 34(4), 637-642.
https://doi.org/10.1016/j.nedt.2013.05.006
Baltzersen, R.K. (2013). The Importance of Metacommunication in Supervision in Higher Education. International Journal of Higher Education, 2(2), 128-40.
https://doi.org/10.5430/ijhe.v2n2p128
Barnes, G.P., & Cheng, M. (2019). Working independently on the dissertation proposal: experiences of international master's students. Journal of Further and Higher Education, 43(8), 1120-1132.
https://doi.org/10.1080/0309877X.2018.1450965
Bastalich, W. (2017). Content and context in knowledge production: a critical review of doctoral supervision literature. Studies in Higher Education, 42(7), 1145-1157.
https://doi.org/10.1080/03075079.2015.1079702
Benmore, A. (2016). Boundary management in doctoral supervision: how supervisors negotiate roles and role transitions throughout the supervisory journey. Studies in Higher Education, 41(7), 1251-1264.
https://doi.org/10.1080/03075079.2014.967203
Deuchar, R. (2008). Facilitator, director or critical friend? Contradiction and congruence in doctoral supervision styles. Teaching in Higher Education, 13(4), 489-500.
https://doi.org/10.1080/13562510802193905
O'Donovan, B.M., den Outer, B., Price, M., & Lloyd, A. (2021). What makes good feedback good? Studies in Higher Education, 46(2), 318-329.
https://doi.org/10.1080/03075079.2019.1630812
Duke, D.C., & Denicolo, P.M. (2017). What supervisors and universities can do to enhance doctoral student experience (and how they can help themselves). FEMS Microbiol Lett., May 1;364(9).
https://doi.org/10.1093/femsle/fnx090
Dysthe, O., Samara, A., & Westrheim, K. (2006). Multivoiced supervision of Master's students: a case study of alternative supervision practices in higher education. Studies in Higher education, 31(3), 299-318.
https://doi.org/10.1080/03075070600680562
Dysthe, O. (2006). Rettleiaren som lærer, partnar eller meister? In O. Dysthe, & A. Samara (Eds.), Forskningsveiledning på master- og doktorgradsnivå (pp. 228-248). Abstrakt Forlag.
Gurr, G.M. (2001). Negotiating the "Rackety Bridge" - a Dynamic Model for Aligning Supervisory Style with Research Student Development. Higher Education Research & Development, 20(1), 81-92.
https://doi.org/10.1080/07924360120043882
Halse, C. (2011). 'Becoming a supervisor': The impact of doctoral supervision on supervisors' learning. Studies in Higher Education, 36(5), 557-570.
https://doi.org/10.1080/03075079.2011.594593
Handal, G., & Lauvås, P. (2006). Forskningsveilederen. Cappelen Akademisk Forlag.
Harwood, N., & Petrić, B. (2020). Adaptive master's dissertation supervision: a longitudinal case study. Teaching in Higher Education, 25(1), 68-83.
https://doi.org/10.1080/13562517.2018.1541881
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
https://doi.org/10.3102/003465430298487
Hockey, J. (1996). A contractual solution to problems in the supervision of PhD degrees in the UK. Studies in Higher Education, (21)3, 359-371.
https://doi.org/10.1080/03075079612331381271
Janssen, S., Vuuren, M.v & de Jong, M.D.T. (2020). Sensemaking in supervisor-doctoral student relationships: revealing schemas on the fulfillment of basic psychological needs. Studies in Higher Education.
https://doi.org/10.1080/03075079.2020.1804850
Jensen, T. W. (2019). DUT Guide om akademisk skrivning. Dansk Universitetspædagogisk Tidsskrift, 14(26), 115-124.
https://doi.org/10.7146/dut.v14i26.112219
Kumar, S., & Johnson, M. (2019). Online mentoring of dissertations: the role of structure and support. Studies in Higher Education 33(1), 59-71.
https://doi.org/10.1080/03075079.2017.1337736
Kumar, S., Kumar, V., & Taylor, S. (2020). A Guide to Online Supervision. UK Council for Graduate Education. Retrieved from http://www.ukcge.ac.uk/media/download.aspx?MediaId=2268
Laustsen, S., Wichmann-Hansen, G., Aagaard, H., Bahrami, G., & Dreyer, P. (2012). Brugen af vejlederbrev til universitetsstuderende - en diskussion af dets betydning i vejledningsprocessen. Dansk Universitetspædagogisk Tidsskrift, 7(12), 46-57.
https://doi.org/10.7146/dut.v7i12.5854
Lee, A. (2020). Successful Research Supervision. Advising students doing research. Routledge.
https://doi.org/10.4324/9781351234986
Lélis, C. (2020). It's milestone, Not limescale! Milestoned group supervision as an approach to descale postgraduate projects. New Vistas 6(1), 26-31.
https://doi.org/10.36828/newvistas.109
Lichtfouse, R. (2013). Scientific Writing for Impact Factor Journals. Nova Science Publishers, Inc.
Lindsay, D (2011). Scientific writing = Thinking in Words. CSIRO Publishing. ISBN: 9780643101579
https://doi.org/10.1071/9780643101579
Lovitts, B. (2008). The Transition to Independent Research: Who Makes It, Who Doesn't, and Why. The Journal of Higher Education, 79(3), 296-325.
https://doi.org/10.1080/00221546.2008.11772100
Magnusson, J. (2021). Handledarens frågor: Att möjliggöra självständighet i ett handledningssamtal. Högre utbildning, 11(1), 56-75.
https://doi.org/10.23865/hu.v11.2296
Mahoney, P., Macfarlane, S., & Ajjawi, R. (2018). A qualitative synthesis of video feedback in higher education. Teaching in Higher Education, 24(2), 157-179.
https://doi.org/10.1080/13562517.2018.1471457
Manathunga, C. (2019). 'Timescapes' in doctoral education: the politics of temporal equity in higher education. Higher Education Research & Development, 38(6), 1227-1239.
https://doi.org/10.1080/07294360.2019.1629880
Marnewick, A.L. (2020). A supervision approach to facilitate learning during the master's research journey. Teaching in Higher Education.
https://doi.org/10.1080/13562517.2020.1811223
Masters K.S., & Kreeger, P.K. (2017). Ten simple rules for developing a mentor-mentee expectations document. PLoS Comput Biol 13(9): e1005709.
https://doi.org/10.1371/journal.pcbi.1005709
McAlpine, L., Castello, M., & Pyhaltö, K. (2020). What influences PhD graduate trajectories during the degree: a research-based policy agenda. Higher Education 80, 1011-1043
https://doi.org/10.1007/s10734-019-00448-7
McAlpine, L., & McKinnon, M. (2013). Supervision - the most variable of variables: Student perspectives. Studies in Continuing Education, 35, 265-280.
https://doi.org/10.1080/0158037X.2012.746227
Moxham, L., Dwyer, T., & Reid-Searl, K. (2013). Articulating expectations for PhD candidature upon commencement: ensuring supervisor/student 'best fit'. Journal of Higher Education Policy and Management, 35(4), 345-354.
https://doi.org/10.1080/1360080X.2013.812030
Müllen, R. von. (2019). DUT Guide: Peer-Feedback. Dansk Universitetspædagogisk Tidsskrift, 14(27), 188-196.
https://doi.org/10.7146/dut.v14i27.114933
Nash, C. (2021). Improving Mentorship and Supervision during COVID-19 to Reduce Graduate Student Anxiety and Depression Aided by an Online Commercial Platform Narrative Research Group. Challenges, 12, 11.
https://doi.org/10.3390/challe12010011
Nielsen, T.A., & Wichmann-Hansen, G. (2019). Supervision of students' projects: How to support and increase flexibility and efficiency by use of web 2.0 technologies? In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1757-1761). https://www.learntechlib.org/primary/p/210200/.
Nordentoft, H. M., Thomsen, R., & Wichmann-Hansen, G. (2013). Collective academic supervision: a model for participation and learning in higher education. Higher Education, 65(5), 581-593.
https://doi.org/10.1007/s10734-012-9564-x
Nordentoft, H.M., Hvass, H., & Mariager-Anderson, K. (2019). Kollektiv Akademisk Vejledning. Fra forskning til praksis. Aarhus Universitetsforlag.
Pyhältö, K., Vekkaila, J., & Keskinen, J. (2015). Fit matters in the supervisory relationship: doctoral students and supervisors' perceptions about the supervisory activities. Innovations in Education and Teaching International, 52(1), 4-16.
https://doi.org/10.1080/14703297.2014.981836
Rienecker, L., & Jørgensen, P.S. (2017) The Good Paper. A handbook for writing papers in higher education (2nd ed.). Frederiksberg, Samfundslitteratur.
Rienecker, L., Wichmann-Hansen, G., & Jørgensen, P.S. (2019). God vejledning af specialer, bacheloropgaver og projekter. Frederiksberg, Samfundslitteratur.
Robert, L.D., & Seaman, K. (2018). Good Undergraduate Dissertation Supervision: Perspectives of Supervisors and Dissertation Coordinators. International Journal for Academic Development, 23 (1), 28-40.
https://doi.org/10.1080/1360144X.2017.1412971
Robertson, M. J. (2019). Power and Doctoral Supervision Teams: Developing Team Building Skills in Collaborative Doctoral Research. Routledge.
https://doi.org/10.4324/9780429202162
Rooij, E. Van, Fokkens-Bruinsma, M., & Jansen, E. (2019). Factors that influence PhD candidates' success: the importance of PhD project characteristics. Studies in Continuing Education.
https://doi.org/10.1080/0158037X.2019.1652158
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.
https://doi.org/10.1080/03098770701781473
Sverdlik, A., Hall, N., McAlpine, L., & Hubbard, K. (2018). The PhD experience: a review of the factors influencing doctoral students' completion, achievement, and well-being. International Journal of Doctoral Studies, 13, 361-388.
Todd, M.J., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11((2), 161-173.
https://doi.org/10.1080/13562510500527693
Taylor, S., Kiley, M., & Humphrey, R. (2018) Handbook for Doctoral Supervisors. 2nd Edition. Routledge, 2017.
https://doi.org/10.4324/9781315559650
Taylor, S. (2019). Good supervisory practice framework. UK Council for Graduate Education. Retrieved 27.05.2021 from https://supervision.ukcge.ac.uk/good-supervisory-practice-framework/
Wichmann-Hansen, G., & Herrmann, K.J. (2017). Does external funding push doctoral supervisors to be more directive? A large-scale Danish study. Higher Education, 74(2), 357-376.
https://doi.org/10.1007/s10734-016-0052-6
Wichmann-Hansen, G., Herrmann, K.J., Bager-Elsborg, A., & Andersen, P. (2018). Hvad er konsekvensen af Fremdriftsreformen for specialevejledning? [Paper presentation]. DUN Konferencen, Denmark, https://dun-net.dk/media/489845/pa13-hvad-er-konsekvensen-af-fremdriftsreformen-for-specialevejledning.pdf
Wichmann-Hansen, G., & Jensen, T.W. (2015). Supervision: Process management and communication. In L. Rienecker, P.S. Jørgensen, J. Dolin, G.H. Ingerslev (Eds.), University Teaching and Learning (pp. 327-492). Forlaget Samfundslitteratur.
Wichmann-Hansen, G., & Nielsen, T.A. (2019). Online vejledning. In L. Rienecker, G. Wichmann-Hansen, & P.S. Jørgensen, God vejledning af specialer, bacheloropgaver og projekter (pp. 211-219). Forlaget Samfundslitteratur.
https://doi.org/10.7146/dut.v14i27.114710
Winstone, N. E., & Carless, D. (2019). Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach. Routledge.
https://doi.org/10.4324/9781351115940
Winstone, N.E., Ajjawi, R., Dirkx, K., & Boud, D. (2021). Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys. Studies in Higher Education.
https://doi.org/10.1080/03075079.2021.1916909
Wisker, G. (2012) The Good Supervisor. Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations (2nd ed.). Palgrave Macmillan.
Woodhouse, J., & Wood, P. (2020). Creating dialogic spaces: developing doctoral students' critical writing skills through peer assessment and review. Studies in Higher Education.
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
DUT udkommer elektronisk via Statsbibliotekets Open Journal System (Tidsskrift.dk) og DUNs hjemmeside (DUN-net.dk) forår og efterår. Det er gratis og frit tilgængeligt at læse og downloade artikler fra tidsskriftet.
Det er ikke muligt at abonnere på Dansk Universitetspædagogisk Tidsskrift, DUT, men hvis du er medlem af DUN, får du tilsendt en nyhedsmail med link til udgivelsen, når den nyeste udgave er online. Linket vil også være tilgængeligt her på siden, så snart tidsskriftet er publiceret.
© Copyright
Artikler publiseret i Dansk Universitetspædagogisk Tidsskrift, DUT, må bruges (downloades) og genbruges (distribueres, kopieres, citeres) til ikke-kommercielle formål med reference til forfattere og Dansk Universitetspædagogisk Tidsskrift.
Artikler indsendt til Dansk Universitetspædagogisk Tidsskrift må ikke publiseres i andre tidskrifter.
Betingelser
Artikler i Dansk Universitetspædagogisk Tidsskrift, DUT, er omfattet af ophavsretsloven, og der må citeres fra dem.
Følgende betingelser skal dog være opfyldt:
- Citatet skal være i overensstemmelse med „god skik“
- Der må kun citeres „i det omfang, som betinges af formålet“
- Ophavsmanden til teksten skal krediteres, og kilden skal angives ift. ovenstående bibliografiske oplysninger.
