Centre for Higher and Adult Education (CHAE) Supervisor responses to the students' voice...
-
Upload
lorin-stevenson -
Category
Documents
-
view
214 -
download
1
Transcript of Centre for Higher and Adult Education (CHAE) Supervisor responses to the students' voice...
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.)