Category Archives: advancing your research supervision practice

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 →

Mentoring involves an experienced practitioner guiding a novice or less experienced practitioner. The practice has evolved from the medieval master-apprentice approach to learning and has emerged in many different practices. With research supervision, the practice of mentoring mirrors the research … Continue reading →

Any professional practice can benefit from reflective practice. Finding the time to reflect is always the challenge. Research supervision is the same. The most profound way to advance your practice of research supervision is to make time to reflect on … Continue reading →