Category Archives: research supervision as pedagogy

Reviewing research supervision/advising pedagogy.

Recently I came across a document detailing intentional teaching practices for teachers working in the Early Years Planning Framework. It highlights the importance of an early start with pedagogy. With a simple shift in terminology, it also highlights the relevance … Continue reading

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Supporting the final (dissertation) chapter

There would appear to be very little written about the last chapter of a dissertation, and even less about how a research supervisor can support the student in this final important effort. There are multiple metaphors of sustaining oneself through … Continue reading

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Specific pedagogies – a review of the Carolyn Baker Memorial lecture

When the research supervision literature talks about research supervision as pedagogy it tends to use this as a general term, rather than nominating specific pedagogies. From reading this blog it may have become evident to you that I have a … Continue reading

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Helping the research student to write a research proposal

Writing the research proposal is an integral part of a research student’s candidature. It often occupies the first phase of candidature and as such is seen as an important milestone. Many research students would attest the belief that the research … Continue reading

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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

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Helping a student with their thesis statement

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

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Facilitating your student’s Reflective Practice of their candidature

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

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Powerpoint – a scaffolding tool for academic writing.

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

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A road less travelled – career pedagogy

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

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Considering Narrative – Stories of research practice

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

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