Enhancing the doctoral journey
The Role of Group Supervision in Supporting Collaborative Learning and Creativity
Bibliographic Data
| ID | 4097252 |
|---|---|
| Authors | Lee-Ann Fenge, Lee Ann Fenge (0000-0003-0896-7323, Bournemouth University, corresponding author) |
| Year | 2012 |
| Volume | 37 |
| Issue | 4 |
| Pages | 401-414 |
| Publication date | 2012-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2010.520697 |
| OpenAlex | W2027207339 |
| Language | EN |
| Citations received | 17 |
| References cited | 34 |
This article explores the role of group supervision within doctoral education, offering an exploration of the experience of group supervision processes through a small-scale study evaluating both student and staff experience across three cohorts of one professional doctorate programme. There has been very little research to date exploring mechanisms which might facilitate reflection on such programmes, such as group supervision and cohort-based pedagogies. The article raises important questions concerning what constitutes group supervision, and the opportunities it offers for wider learning opportunities beyond existing models of supervision by developing an enriched learning environment through peer learning. This pedagogical approach enables professional doctorate students to engage reflexively with discursive processes around their identity as researching professionals. Discussion of the findings will explore the impact of peer learning on the doctoral student journey, and whether any benefits of group supervision may have applicability across other kinds of doctoral programmes
Collaborative learning · Creativity · Higher education · Pedagogy · Political science · Professional development · Professional learning community · Doctoral Education Challenges and Solutions · Mentoring and Academic Development · Psychology · Reflective Practices in Education · Social Psychology
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Socialization of Doctoral Students
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The effects of managerialism in higher education on doctoral theorising
Theorising cohortness
Colliding collaboration in student-centred learning in higher education
How can we develop supervisors for the modern doctorate
The importance of collaboration and supervisor behaviour for gender differences in doctoral student performance and early career development
Supervisory styles
Improving doctoral support through group supervision
Leadership and creativity in higher education
Handbook of qualitative research
Communities of Practice
Trends in Peer Learning
Three Magic Letters
Peer Learning and Assessment
Enhancing learning at doctoral level through the use of reflection
Re-theorising experience
Reflexive Inquiry in Organizational Research
Chapter 3
The Supervision of Doctoral Dissertations Using a Collaborative Cohort Model
An Investigation into PhD Supervisory Management Styles
Research Training and Supervision Development
Peer learning' as pedagogic discourse for research education1
Professional Doctorates in England
Conceptualizing the practitioner doctorate
A Gestalt Approach to Group Supervision
An Other Identity
| Unique citing works | 17 |
|---|---|
| Citations per year | 1,55 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 17 |