We report here on a diagnostic tool for improving doctoral supervision that supervisors in training at Lund University use to develop strategies for supporting their student’s learning. The tool has been developed by combining two theoretical models, an empirically generated model of orientations to doctoral supervision (Lee, 2008) and a meta-perspective on professional learning (Dall'Alba & Sandberg, 2006), with supervision strategies that has emerged in our study of supervisors in training. In this session we will present the tool and how it has been developed in our workshops for supervisors. Such workshops are mandatory for doctoral supervisors at Lund University and are held across all eight faculties as well as within single faculties. The number of supervisors that has attended is exceeding 500. We will also demonstrate how we use the tool to help supervisors explore their supervision strategies and departmental practices for doctoral education. References Dall'Alba, G., & Sandberg, J. 2006. Unveiling Professional Development: A Critical Review of Stage Models. Review of Educational Research, 76.3. 383-412. Lee, A. 2008. How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33. 3. 267-281.
|Publication status||Published - 2010|
|Event||ECER,European Conference on Educational Research, 2010: “Education and Cultural Change" - University of Helsinki, Helsinki, Finland|
Duration: 2010 Aug 23 → 2010 Aug 27
|Conference||ECER,European Conference on Educational Research, 2010|
|Period||2010/08/23 → 2010/08/27|
Bibliographical noteDepartment affilation moved from v1000887 (CED - Centre for Educational Development) to v1000942 (Division for Higher Education Development) on 2016-03-31 08:48:50.
Subject classification (UKÄ)
- Educational Sciences
- Doctoral education
- Doctoral supervision
- Educational development