Research-based doctoral supervision development programme: Learning through peer learning, reflection and case studies

ABSTRACT

Supervisors play a crucial role in helping doctoral students to successfully complete their degree. Current practice in the development of doctoral supervisors is mostly focused on regulatory issues rather than on pedagogical topics. Existing research suggests a range of successful strategies for supervisor training including the development of professional and personal skills. This paper discusses the design and piloting of a blended research-based development programme for supervisors, which aimed to expand the institutional capacity and engage supervisors in developing their skills. The evaluation of the programme showed that although participants felt that the modules did not offer ‘new content’, the discussion of case studies, the sharing of experiences with peers and more experienced supervisors, and the reflection on practice were regarded as their most valuable components. Additionally, the modules influenced their practice and perspectives, offering developers an effective strategy on how to support supervisors.

KEYWORDS:

• Supervisor development
• professional development
• peer learning
• case studies
• reflection

Disclosure statement

No potential conflict of interest was reported by the authors.

Ethical approval for this study was obtained through the university’s ethics process.

Additional information

Notes on contributors

Magdalena Jara

Magdalena Jara, PhD, SFHEA. Lecturer in Research Capability & Development and Researcher Development Officer at Coventry University, where she currently leads the Doctoral Supervision Programme. Her academic work relates to higher education development on teaching and learning, and online education design and delivery.