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xvi | |
| Acknowledgements |
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xvii | |
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1 | (23) |
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1 | (2) |
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The importance of demystifying supervision |
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3 | (11) |
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The phenomenon of supervision is opaque, poorly understood |
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3 | (1) |
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Bad supervisory experiences are not uncommon |
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4 | (1) |
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Uncertainty about supervisory roles and expectations |
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5 | (1) |
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Multiple roles and responsibilities of supervisors and supervisees --- and lack of consensus regarding their appropriacy |
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6 | (3) |
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Different supervisees need supervisors to occupy different roles at different times |
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9 | (2) |
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Supervisor-supervisee expectations can differ markedly |
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11 | (1) |
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Supervisor-supervisee miscommunication appears to be a common phenomenon |
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12 | (2) |
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The need to understand supervisory best practice |
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14 | (1) |
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Understanding supervision in context |
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14 | (10) |
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24 | (16) |
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24 | (1) |
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Our methodology: the qualitative, longitudinal case study |
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24 | (1) |
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Our methods and data sources |
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25 | (6) |
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Interviews: strengths and weaknesses |
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26 | (1) |
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27 | (2) |
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29 | (1) |
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30 | (1) |
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31 | (1) |
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Recruiting participants, ethical issues |
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31 | (1) |
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Participants and data collected |
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32 | (4) |
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Coding and analysis of interview data |
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36 | (4) |
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3 `This is not my topic but I'll help as much as possible': Jay and Billy's story |
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40 | (31) |
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40 | (1) |
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40 | (2) |
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Jay decides to study abroad, chooses the UK because of practicality, cost, and on the advice of a friend |
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40 | (1) |
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Jay's undergraduate studies |
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41 | (1) |
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Jay chooses a university for his master's degree |
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41 | (1) |
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42 | (3) |
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Jay feels isolated, lonely |
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42 | (1) |
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Jay learns to produce different written genres |
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43 | (1) |
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Jay acclimatises to the master's programme |
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43 | (1) |
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Jay adjusts to the methods of assessment in UK universities |
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44 | (1) |
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Jay's pre-dissertation performance in the master's programme |
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45 | (1) |
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45 | (19) |
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Jay attends pre-dissertation support workshops, research methods module, benefits from guidance |
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45 | (1) |
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Introducing Billy: Jay's supervisor |
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46 | (1) |
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Early stages of dissertation |
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47 | (1) |
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Jay changes his dissertation topic and methods early on with future PhD in mind |
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47 | (1) |
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Billy allocated as supervisor on basis of Jay's original topic |
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47 | (1) |
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Jay and Billy have favourable impressions of each other; happy for supervisory arrangements to stay the same |
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48 | (1) |
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First supervisory meeting: Billy hands Jay final responsibility for choosing supervisory arrangements |
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48 | (1) |
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Jay begins to find relevant literature from informal adviser, friend |
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49 | (1) |
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Jay struggles with the research methods literature |
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49 | (1) |
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Jay and Billy have worries about data collection methods |
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50 | (1) |
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Jay encounters minor difficulties and delays during data collection |
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50 | (1) |
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Jay temporarily breaks off contact with Billy, falls behind schedule |
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51 | (2) |
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53 | (1) |
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53 | (1) |
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Billy's feedback on Jay's literature review chapter |
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54 | (3) |
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Billy's feedback on Jay's methodology chapter |
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57 | (3) |
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Billy's feedback on Jay's results and discussion chapter |
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60 | (1) |
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Billy's feedback on Jay's conclusion chapter |
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61 | (1) |
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Jay asks friend for last-minute proofreading; regrets this wasn't up to standard |
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62 | (1) |
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Last-minute ideas for enrichment of Jay's analysis |
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63 | (1) |
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Jay's evaluation of his dissertation |
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63 | (1) |
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Billy's evaluation of Jay's dissertation |
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63 | (1) |
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64 | (4) |
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64 | (1) |
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Billy was unsure what mark Jay's dissertation would be awarded by the first marker |
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64 | (1) |
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Jay's evaluation of his learning |
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65 | (1) |
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Billy's evaluation of Jay's learning |
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66 | (1) |
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Billy sees evidence of Jay's reflexive, independent thinking |
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66 | (1) |
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Billy's overall assessment of Jay: `strong', `consistent', `diligent' |
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66 | (1) |
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Jay's evaluation of and feelings towards Billy |
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67 | (1) |
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68 | (3) |
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The alignment of supervisee topic and supervisor knowledge |
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68 | (1) |
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69 | (1) |
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69 | (1) |
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The influence of supervisor profile |
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69 | (2) |
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4 `I've not done this before, I want to be told exactly what to do': Victoria and Harriet's story |
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71 | (19) |
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71 | (1) |
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Background and adjustments |
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72 | (1) |
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Adjusting to US higher education |
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72 | (1) |
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Adjusting to the UK and to UK higher education |
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72 | (1) |
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73 | (2) |
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Readiness to write the dissertation |
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73 | (1) |
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Choosing a dissertation topic; finding a supervisor |
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74 | (1) |
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Introducing Harriet: Victoria's supervisor |
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75 | (1) |
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Supervision: from start to finish |
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75 | (10) |
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Harriet provides Victoria with an off-the-shelf research project |
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75 | (1) |
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Harriet's role in each supervisory meeting |
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76 | (1) |
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Supervisory meeting 1 Harriet provides details of off-the-shelf research project, readings, and instruments |
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76 | (1) |
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Supervisory meeting 2 Harriet installs software, demonstrates processes and procedures |
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76 | (1) |
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Supervisory meeting 3 Harriet resolves teething problems analysing trial data |
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77 | (1) |
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Supervisory meeting 4 Harriet models the data analysis procedure; helps with the statistical analysis |
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77 | (1) |
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Supervisory meeting 5 Harriet provides feedback on Victoria's results chapter |
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78 | (1) |
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Harriet helps Victoria rewrite her hypotheses |
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79 | (1) |
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Limited supervisor guidance on the discussion chapter |
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80 | (1) |
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80 | (3) |
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Evaluation of Harriet's adaptive supervision |
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83 | (2) |
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Working ahead of schedule, Victoria submits dissertation early |
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85 | (1) |
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85 | (5) |
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Overall satisfaction with dissertation --- subject to result |
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85 | (1) |
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A weakness with Victoria's dissertation comes to light after submission |
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85 | (2) |
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87 | (1) |
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87 | (1) |
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The off-the-shelf dissertation format and its effect on supervision |
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87 | (1) |
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Dubious supervisory policies |
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88 | (1) |
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Supervision as uncertainty |
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88 | (2) |
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5 `And I panicked and I couldn't focus and I felt it all crumbling down on me again!': Laura and Rosie's story |
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90 | (28) |
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90 | (1) |
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91 | (2) |
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91 | (1) |
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Laura chooses a master's programme in the UK |
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91 | (1) |
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Laura enters the UK university system |
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91 | (1) |
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Laura's performance in coursework modules: `I haven't understood yet what they want from me. That's why my scores are so small' |
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92 | (1) |
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93 | (4) |
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Laura chooses a dissertation topic on the spur of the moment |
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93 | (1) |
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Laura chooses a non-traditional dissertation pathway to challenge herself |
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94 | (1) |
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Laura receives yet another low mark |
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94 | (3) |
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97 | (15) |
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Laura chooses Rosie as her supervisor, and Rosie is allocated to her |
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97 | (1) |
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Rosie's first impressions of Laura |
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98 | (1) |
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Rosie and Laura have inspiring face-to-face meetings: `We were just bouncing off ideas off each other' |
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99 | (2) |
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Laura and Rosie describe their supervisory relationship: `We just made a good team, I think' |
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101 | (1) |
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Laura gets as much supervision as she needs |
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101 | (1) |
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Laura is puzzled by Rosie's support and wonders if too much support is good for her |
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102 | (1) |
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Laura encounters difficulties filming |
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103 | (2) |
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Rosie helps adjust Laura's expectations of the textual part of the dissertation |
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105 | (1) |
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Laura has trouble establishing a work routine and goes through several crises |
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106 | (1) |
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Laura writes her first chapter draft |
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107 | (1) |
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Laura receives feedback on her chapter draft |
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108 | (1) |
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Laura still struggles to write about her film |
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109 | (1) |
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Laura encounters difficulties working with source texts |
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110 | (1) |
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Laura enlists the help of various friends to bring her project to completion |
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111 | (1) |
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112 | (2) |
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Assessment of Laura's dissertation project |
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112 | (1) |
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Rosie's reflections on the outcome of Laura's dissertation |
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113 | (1) |
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114 | (1) |
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114 | (4) |
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114 | (2) |
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Demands of the non-traditional dissertation |
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116 | (1) |
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Adaptable supervisory practices |
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116 | (1) |
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Uncomfortable moments of supervision: supervising an unsuccessful dissertation |
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117 | (1) |
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6 `I had this opportunity. So yes --- I took it': Clara's story |
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118 | (31) |
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118 | (1) |
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Background and adjustments |
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119 | (4) |
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Clara acclimatises to undergraduate studies at Manchester |
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119 | (1) |
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Clara chooses a UK university for her master's |
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120 | (1) |
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Clara acclimatises to postgraduate studies and tailors the content of her master's programme |
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120 | (3) |
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123 | (17) |
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Clara researches and chooses a supervisor before she even begins her programme; ensures her dissertation supervision begins well in advance of the norm |
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123 | (1) |
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Dissertation preparation and training: departmental expectations and standards |
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124 | (1) |
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Clara has two `kind of difficult' early supervisory meetings |
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125 | (1) |
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Clara adjusts to her supervisor's laissez-faire supervision pedagogy |
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125 | (3) |
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Clara develops her dissertation design |
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128 | (1) |
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Clara tries to find relevant literature, methods for her dissertation; finds the going difficult |
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129 | (1) |
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Clara consults a lecturer, her literature searching is brought back on track |
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130 | (1) |
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Clara has difficulties analysing her data |
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131 | (1) |
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Clara decides on an advanced analytical method; enrols in summer school programme to learn it, but struggles with the workload |
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132 | (2) |
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Two weeks before submission --- a difficult supervisory meeting |
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134 | (1) |
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Clara receives feedback on her work |
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135 | (2) |
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Clara's evaluation of her dissertation and what she could have done differently |
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137 | (3) |
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140 | (3) |
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Clara evaluates her supervisor positively |
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140 | (2) |
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Clara evaluates the master's programme positively |
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142 | (1) |
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Clara's learning during the programme |
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142 | (1) |
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143 | (1) |
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143 | (1) |
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143 | (1) |
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Clara's supervisor recommends she pursue her PhD at another university, helps her with application |
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143 | (1) |
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Clara to relocate, apply for jobs, gain work, research experience |
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144 | (1) |
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144 | (5) |
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Clara and her non-specialist supervisor |
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144 | (1) |
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Independence, initiative, and the passionate novice researcher |
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145 | (1) |
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Clara's pleasure and passion for learning |
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145 | (1) |
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Clara as a non-performing student |
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146 | (1) |
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The downside of laissez-faire supervision |
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146 | (3) |
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7 `My objective is not to learn how to work without supervision. My objective is somebody can teach me something': Janet's story |
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149 | (32) |
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149 | (1) |
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149 | (8) |
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149 | (1) |
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150 | (1) |
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Janet chooses her MA programme |
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150 | (1) |
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Janet decides to attend the pre-sessional course even though she is not required to |
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150 | (1) |
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Janet writes her first university assignment in English |
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151 | (1) |
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Janet searches for authoritative sources to support her experience-based knowledge |
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151 | (1) |
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Janet feels she has learnt a lot from the pre-sessional course and is well prepared to start her main study |
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152 | (1) |
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Initially, Janet is disappointed with studying in her department |
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152 | (4) |
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Janet learns about assignment writing and is happy with her marks |
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156 | (1) |
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Janet develops an understanding of the `British system' and begins to like it |
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156 | (1) |
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157 | (19) |
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Departmental preparation for dissertation |
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157 | (1) |
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Janet chooses a dissertation topic related to her work experience on the advice of a lecturer |
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158 | (1) |
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158 | (1) |
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The first supervisory meeting |
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158 | (1) |
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Janet spends a month in her country during term time, mostly reading |
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159 | (1) |
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Janet reflects on the links between the literature and her work experience |
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159 | (1) |
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Janet encounters difficulties while writing her first draft and seeks her supervisor's advice |
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160 | (2) |
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Janet chases her supervisor to get feedback, and when she does get it, it is too vague |
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162 | (3) |
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Janet doesn't get guidance from her supervisor on conducting research |
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165 | (3) |
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Janet receives the final round of feedback, but is convinced her supervisor hadn't read her draft |
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168 | (3) |
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Janet completes her dissertation with the support of her network |
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171 | (1) |
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Janet evaluates the supervision she experienced |
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172 | (1) |
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Janet compares her experience to that of her peers: `Maybe they are good supervisor, but they are too busy' |
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173 | (1) |
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Janet questions the departmental definition of student independence |
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174 | (1) |
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Despite her misgivings, Janet is satisfied with what she learnt from her master's programme |
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175 | (1) |
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175 | (1) |
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176 | (5) |
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Communication and miscommunication |
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176 | (1) |
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Level of feedback specificity: the mismatch between the student's needs and the supervisor's response |
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176 | (1) |
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Differences in the supervisory practices within the same department |
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177 | (1) |
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Alternative sources of support |
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177 | (1) |
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Supervision, learning, independence |
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178 | (1) |
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The supervisor --- a case of benign neglect? |
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179 | (2) |
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8 Discussion and conclusion |
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181 | (24) |
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Understanding supervision |
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181 | (6) |
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Supervision as an emotional journey: pleasure, pain, uncertainty |
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181 | (2) |
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A variety of supervisory practices and perceived supervisory roles |
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183 | (2) |
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The dangers of miscommunication |
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185 | (2) |
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Supervisees' social networks |
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187 | (3) |
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Understanding the dissertation |
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190 | (5) |
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Dissertation as a process |
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190 | (2) |
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Dissertation as an outcome |
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192 | (1) |
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The benefits of supervision |
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193 | (2) |
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Implications for departments and university policy makers |
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195 | (5) |
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195 | (1) |
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195 | (2) |
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Alignment of supervisor expertise and dissertation topic |
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197 | (2) |
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International students, transition, and enculturation |
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199 | (1) |
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Coda: problematising `experiencing' supervision |
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200 | (1) |
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201 | (4) |
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205 | (30) |
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Appendix A Sample interview schedule for supervisees |
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206 | (5) |
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Appendix B Sample interview schedule for supervisors |
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211 | (6) |
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Appendix C Writing log instructions |
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217 | (2) |
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Appendix D `Talk-aloud' instructions |
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219 | (1) |
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Appendix E Information sheet for participants |
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220 | (2) |
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Appendix F Coding: independently summarising interviews |
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222 | (1) |
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Appendix G Refining start list of codes: an excerpt from the record of disagreements, problems, and action taken |
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223 | (2) |
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Appendix H Examples of refinements of the start list of supervisee codes using Word's Track Changes |
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225 | (1) |
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Appendix I Final list of codes: supervisee interviews |
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226 | (5) |
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Appendix J Final list of codes: supervisor interviews |
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231 | (4) |
| Author Index |
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235 | (3) |
| Subject Index |
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238 | |
