Monthly Archives: March 2013

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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Analytical Tools for ascertaining student progress

The idea of having analytical tools to ascertain whether research students are advancing in the ways in which we hope and would like, arose out of a question put to me at a seminar for research supervisors. The question was … Continue reading

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