I wish I had a crystal ball
Discourses and Potentials for Developing Academic Supervising
Bibliographic Data
| ID | 4098404 |
|---|---|
| Authors | Sanna Vehviläinen (0000-0003-3698-2061, Tampere University, corresponding author), Erika Löfström (0000-0002-0838-9626, University of Helsinki) |
| Year | 2016 |
| Volume | 41 |
| Issue | 3 |
| Pages | 508-524 |
| Publication date | 2016-03-03 |
| 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 | 10.1080/03075079.2014.942272 |
| OpenAlex | W1987454561 |
| Language | EN |
| Citations received | 16 |
| References cited | 32 |
Academic supervision of PhD dissertations and master's theses has traditionally been conceptualised as the pedagogy of the dyadic relationship between master and apprentice. Recently, researchers have argued for a more systemic approach. Yet, many communities lack practices for sharing the pedagogical responsibility of supervision. Consequently, individual teachers face the challenges of supervision alone. We have been involved in university pedagogical training where these challenges are explored. Data consist of 44 academics' learning tasks, from which we analysed to what extent and how supervision is interpreted as a social activity, and what kind of cultural elements appear in the teachers' discourses. We adopted the sociocultural approach to discourse analysis and treat the academics' experiences as reflections of their wider culture. A traditional supervisory discourse pervaded much of the challenges we identified in the academics' descriptions; however, there was also evidence of an aspiring process-orientated dialogical supervision discourse
Apprenticeship · Collegiality · Dialogical self · Discourse analysis · Higher education · Linguistics · Pedagogy · Political science · Social science · Sociocultural evolution · Sociology · Doctoral Education Challenges and Solutions · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Social Psychology
Towards a Deeper Understanding of the Graduate Student and Faculty-Advisor Relationship
Case studies investigating distorted supervisor-postgraduate relationship and solutions in Chinese universities
Crossing the border from candidate to supervisor
‘A sort of collaboration’
From the other side of the desk
Story-closing in PhD supervisory feedback
Master’s thesis supervision in Hong Kong
Supervision of master’s theses in teacher education
Emotional expression as a powerful strategy
Supervising cohorts of higher degree research students
Multi‐Formed Power and Coordinated Responses in Academic Supervision
Unpacking Advising
Supervisory feedback across disciplines
The implied peer
Doctoral students' well‐being through the lens of social practice theory
Doctoral students' access to non-academic support for mental health
Communities of Practice
Conversation Analysis and Discourse Analysis
Discourse Analysis
Expansive Learning at Work
Laissez-faire in research education — an inquiry into a Swedish doctoral program
Using thematic analysis in psychology
Conflicting Time Perspectives in Academic Work
Tensions between student and institutional conceptions of postgraduate research
Research supervisors' different ways of experiencing supervision of doctoral students
Multivoiced supervision of Master's students
Research Training and Supervision Development
Peer learning' as pedagogic discourse for research education1
The significance of disciplinary differences
Developmental networks and learning
Teaching and Learning in their Disciplinary Contexts
Doctoral experience and learning from a sociocultural perspective
Technology-mediated supervision of undergraduate students' dissertations
| Unique citing works | 16 |
|---|---|
| Citations per year | 2 |
| Citation span | 2018 - 2025 (8) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 15 |