Category Archives: research supervision as relationship

A research study undertaken by Ingrid Moses (1984), at the time numbers of research students in Australia were increasing, is likely to have established an agenda for the relational aspect of research supervision. This study explored the idea, common in … Continue reading →

Recently I was asked to talk to a group of new research students at the end of their week long orientation course. I was asked to talk about Maintaining the Momentum, which I interpreted as helping to maintain an interest … Continue reading →

In my first blog I wrote about working with a student who was experiencing impostorhood. This is just one of the emotional experiences that can occur in candidature. Another often talked about, but not so well documented emotional experience of … Continue reading →

Research supervision is the predominant teaching method by which a research student learns how to do research and how to write about research. It is based on conversations between the research supervisor and their student and as a teaching method … Continue reading →

There can be a sense when you are a research supervisor that you become all things to all people. An alternative mode of operation is recognising your own limits and knowing when to refer a student to another professional. I … Continue reading →

I was listening recently to the cafe owner where I take my Saturday morning coffee, and his experiences of his house flooding during the Brisbane floods. I was impressed with his resilience that, despite this set back, he not only … Continue reading →

As a supervisor, you build up quite a relationship with your student. You see them in their highs and lows – the lows when they are struggling with the rigor of dissertation writing and the highs at times such as … Continue reading →