Category Archives: advancing your research supervision practice

This blog has been written by Dr. Gerald Feldman one of the academic staff at Birmingham City University. He undertook a practitioner inquiry in the context of a community of practice around research supervision in his faculty and used an … Continue reading →

Reflective practice (Schön, 1983) is seen in almost, if not all, professions as something which enhances professional practice. It helps professionals understand problems encountered in their practice from others’ perspectives (Ferry and Ross-Gordon, 1998; Yanow and Tsoukas, 2009; Kilminster, Zukas, … Continue reading →

The idea of improving research supervision arose from studies undertaken at around the time that the funding formula for university based research changed to focus on completion rather than enrolment (Ingrid Moses, 1984). This shifted the emphasis for universities from … Continue reading →

In some parts of this blog I have looked at a set of analytical tools for ascertaining your student’s progress. In the professional capacity of being a research supervisor it is also important to ascertain your own progress as a … Continue reading →

Some professional practices come with an established and documented set of practices. When I read Accounting in my undergraduate studies, Bookkeeping seemed a little like that. Research supervision practice is part of a broader arena of academic practice and sits … Continue reading →

When academics move into the realm of research supervision as part of their professional practice, they do so with an established body of knowledge about this aspect of academic practice, which they have acquired through their own experiences of undertaking … Continue reading →

In these blogs about advancing research supervision practice I have emphasised the importance of reflecting on practice. Another way to make use of the process of reflecting on one’s professional practice is to formalise it into what I describe as … Continue reading →

The notion of a community of practice is often credited to Etienne Wenger (1998: page 2). It involves groups of practitioners coming together to learn and share their practice. A community of practice defines itself along three dimensions: What it … Continue reading →