Pedagogical concerns in doctoral supervision: a challenge for pedagogy

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Title: Pedagogical concerns in doctoral supervision: a challenge for pedagogy
Author(s): Zeegers, Margaret; Barron, Deirdre
Abstract: Purpose: The purpose of this paper is to focus on pedagogy as a crucial element in postgraduate research undertakings, implying active involvement of both student and supervisor in process of teaching and learning. Design/methodology/approach: Drawing on Australian higher degree research supervision practice to illustrate their argument, the authors take issue with reliance on traditional Oxbridge conventions as informing dominant practices of supervision of postgraduate research studies and suggest pedagogy as intentional and systematic intervention that acknowledges the problematic natures of relationships between teaching, learning, and knowledge production as integral to supervision and research studies. Findings: The authors examine issues of discursive practice and the problematic nature of power differentials in supervisor-supervisee relationships, and the taken-for-grantedness of discursive practice of such relationships. The authors do this from the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution. Originality/value: The paper examines the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution.
Publication type: Journal article
Research centre: Swinburne University of Technology. Faculty of Design
Source: Quality Assurance in Education, Vol. 20, no. 1 (2012), pp. 20-30
Publication year: 2012
FOR Code(s): 13 Education
Keyword(s): Australia; Doctorates; Postgraduate pedagogies; Postgraduates; Research work; Supervision; Supervisors
Publisher: Emerald Group Publishing
ISSN: 0968-4883
Publisher URL: http://dx.doi.org/10.1108/09684881211198211
Peer reviewed