Deuchar, R. (2008) Facilitator, director or critical friend? contradiction and congruence in doctoral supervision styles. Teaching in Higher Education, 13 (4). pp. 489-500. ISSN 1356-2517Full text not available in this repository. (Request a copy from the Strathclyde author)
This paper explores the current issues relating to doctoral research supervision and candidature, set within the context of the neo-liberal and consumerist agendas and the pressures of the Research Assessment Exercise. The paper opens up discussion about the extent to which the discourse of performativity may be having an influence on supervision styles, and explores some of the barriers that may prevent the realisation of effective supervisor/student relationships. The paper highlights the evidence arising from a critical review of literature into current supervision styles and candidate needs, explores the way in which these issues may be applied to education and provides illustrative examples of the way in which principles are currently being translated into practice in the Faculty of Education of one Scottish university.
|Keywords:||research, supervision, relationships, Higher Education, Education|
|Subjects:||Education > Theory and practice of education > Higher Education|
|Department:||Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education|
|Depositing user:||Strathprints Administrator|
|Date Deposited:||01 Jun 2010 14:21|
|Last modified:||04 May 2016 15:23|