Centre for Higher and Adult Education (CHAE)Centre for Higher and Adult Education (CHAE)

Supervisor responses

to the students' voice

Postgraduate Supervision Conference27-30 April 2009

Eli Bitzer & Ruth Albertyn Centre for Higher and Adult Education

Stellenbosch University

Introduction

• Global changes and internationalisation have influenced the postgraduate landscape in higher educational institutions (McAlpine & Norton, 2006; Barnett, 2004; Gibbons et al., 1994)

• Transitions in modes of learning (Dall’Alba & Barnacle, 2007; Pearson, 2005, Taylor & Beasley, 2005) influence the process and product of learning at a postgraduate level

• Increasing focus on and demand for accountability (Van Tonder, Wilkinson & van Schoor, 2005)

• Hence the importance of reflective practice of inquiry into professional practice(s) and the contexts in which they are embedded (Manatunga, 2005 ; Schön, 1987)

According to Golde (2000) students are central to

postgraduate studies yet theirs is the voice that is

least heardResearch of the experiences of

postgraduatestudents could help to improve

provision ofpostgraduate programmes

Context

• to identify the students' needs (survey)• to investigate their experiences of

postgraduate studies (follow-up study) to identify possible ways supervisors can

improve their practice of postgraduate supervision (study and reflection)

Qualifications at master’s and doctoral level in field ofhigher and adult education • 2007: Exit & alumni survey to scrutinise

experiences of graduates from these programmes• 2008: Follow-up qualitative study

Objectives

Survey

• Sample• Students registered between 2001 and 2006

• Graduated and discontinued• 78 students

• Measuring instrument• Based on questionnaire designed for previous

study (Centre for Higher and Adult Education)• Adaptations made to include constructs identified

in the studies of Manathunga, (2005), McCormack (2005) and Lindén (1999)

• Peer reviewed• Biographical, study information, Likert-scale

questions on students' needs and supervision needs, and open-ended questions on students' postgraduate experience

Follow-up study

Students/graduates between 2001-2006Selection criteria: employed in higher educational

institution (tenparticipants)

• 3 current MPhil (Higher Education) students• 3 MPhil graduates• 4 PhD graduates

E-mail conversation (Meho, 2006; Houston, 2007)

Key themes to guide conversation:• background of participant• motivation for study • influence of studies in the workplace• effect of studies on scholarship • impact of studies on other aspects of their lives

Findings: SURVEY (Student needs)

RESEARCH COMPONENT: Difficult aspects

MPhil PhD

Writing a research proposal 75% 20%

Research methodology 75% 50%

Research design 63% 50%

Data analysis 63% 50%

Data management 63% 50%

Preparing a title 63% 0

General skills: Difficult aspects

•Writing•Using computer

programmes•Receiving feedback•Interpreting feedback•Time management

Supervision needs

MANAGERIAL INPUT: Important aspects

MPhil PhD

Directing the student 75% 20%

Monitoring 75% 60%

Helping reach research objectives 63% 60%

Organising 63% 60%

Helping set realistic time frames 40% 60%

Planning 63% 40%

Be more ‘hands on’ and involved i.e. “bug” students for the next chapter

MPhil student

Supervision needs

RESEARCH INPUT: Important aspects MPhil PhD

Advice regarding topic selection 88% 40%

Providing criteria for proposals 88% 40%

Referring to statistician 63% 20%

Advice on appropriate research method 63% 60%

ACADEMIC INPUT: Important aspects MPhil PhD

Discipline/subject expertise 90% 40%

Assessing progress 80% 100%

Evaluating regarding quality 90% 100%

Mentoring 50% 80%

Supervision needs

LANGUAGE INPUT: Important aspects

• Helping develop arguments logically in scientific writing

• Extending vocabulary through

feedback• Assisting in

developing reading and editing skills

INTERPERSONAL INPUT: Important aspects

• Motivation• Counselling• Emotional support

Themes:• Learning process

• Impact on:• Professional knowledge and skills• Application of various scholarships• Critical reflection

• Benefits: • Intrinsic outcomes

• Confidence• Metacognition

• Extrinsic outcomes• Competence• Recognition

Findings: FOLLOW-UP STUDY (experiences)

BenefitsINTRINSIC:

Confidence, metacognition

• I think I have developed more self-confidence and assertiveness but not enough. (MPhil student)

• My studies provided that independence and also self-confidence have given me a better understanding of who I am and why I function in a certain way. (PhD graduate)

• I think the studies made me more aware that I actually know a little and that a person always remains a student. (PhD graduate)

EXTRINSIC: Competence, recognition

• My input at the various committees (local and international) has been significant in terms of my gained knowledge. (MPhil student)

• …the extrinsic is nice. I had comments such as: You have single-handed changed the culture in the university……… I have received an additional two increments in the first year and after 18 months my post was re-evaluated and changed to that of PL back dated to the same date as the increments. (PhD graduate)

ACADEMIC PROFESSIONAL PROFICIENCY

Critical reflection

Knowledge

Skills

Application

Meta Cognition

Confidence Competence

Recognition

CONTEXTUAL NATURE

PR

OFES

SIO

NA

L ID

EN

TIT

Y

FO

RM

ATIO

N

PR

OFES

SIO

NA

L

DEV

ELO

PM

EN

T

Inherent personal characteristics

Work place characteristicsPROCESS

INTRINSICOUTCOMES

EXTRINSICOUTCOMES

Supervisor responses (study and reflection)

• Power dynamics• Power over, power to, power with• Surveillance, empowerment

• Integrated skills• Research skills• Generic skills (including professional

socialisation)• Scholarship

• Supervising strategy• Transformational learning• Threshold learning• Empowerment

• Facilitation and support

Summary, implications and significance

Student needs:• Varying research supervision needs

for MPhil and PhD students• Research component is most

difficult aspect of postgraduate studies

• Feedback, assessing and evaluation most important academic supervision need indicated

Experiences:• Pace and nature of professional development

varies for individual participants. • Most important variables: individual characteristics and

contextual factors• Needs to be accounted for in future programme planning

• Research-focused nature of programmes stimulate advanced learning and professional development in various ways. • One way to maintain stimulation is to ensure that

research topics are as relevant as possible to the professional contexts of the participants. This inevitably needs much co-supervision and co-operation

• Participation in higher degree programmes seem to contribute to participants’ integrated and holistic views of the academic profession and building communities of practice (Brew 2003; Le Grange 2007)

Summary, implications and significance (cont.)

Supervisor responses:• Supervisors need to develop a strategy of

supervision practice and not just rely on apprenticeship model of supervision

• Student involvement beyond the PhD• Cognisance should be taken of the power

dynamics implicit on multiple levels in postgraduate supervision

• Multiple skill development is needed for relevance to meet knowledge requirements of graduate in the global era

Summary, implications and significance (cont.)