Category Archives: research supervision as pedagogy

By far the most dominant discourse in the research supervision literature is the discussion about research supervision as pedagogy. Although not using the term ‘pedagogy’, Connell (1985) established this strand of thinking about research supervision in her personal account of … Continue reading →

The term thesis is often associated with research reports. It is derived from a Greek word (θέσις) meaning position and in a modern vernacular becomes synonymous with the idea of an argument. If we adopt a view of a research … Continue reading →

In the very early stages of my own research career I was introduced to Schon’s (1983) the Reflective Practitioner. It was a text and a concept that underpinned my academic life, in that all of the subjects I taught embraced … Continue reading →

The invention of Powerpoint caused a sigh of relief for presenters who previously had painstakingly prepared overhead slides for their talks. It also caused derision in some circles of adult education, generating the critical comment ‘Death by Powerpoint’ , which … Continue reading →

There was a time with research practice that all a research student needed to do was finish their research degree and this would set them up in a post research degree career. This career was often in academia as a … Continue reading →

Narrative as pedagogy involves the use of stories as a teaching device. The teacher either uses stories to teach or elicits stories from their pupils. It is a powerful pedagogy and one which has a provenance back to the early … Continue reading →

The term research supervision as pedagogy has challenged thinkers in the research by degree education field, in that while the term makes generic sense, practitioners often ask what specifically it means in terms of research supervision practice. In attempting to … Continue reading →

With ever increasing numbers of research students, research supervisors are having to look outside the square for solving research supervision problems. One such square is the models of research supervision. Traditionally research supervision has been modelled on the Ancient Greek … Continue reading →

The general reason for providing feedback to research students on their samples of academic writing is to advance their knowledge and quality in academic writing.  Given that most research is assessed by means of a written research report or dissertation, … Continue reading →

Many research supervisors that I know, comment that learning research skills is the easy part of doing a research degree – learning to write about your research is the hard part. For many research supervisors, if all you were exposed … Continue reading →