Supervising and managing student research

This course has been validated as an optional module on Westminster Institute of Education's MA in Education. It can also be taken as an extension to work on the First Three Years programme or as a freestanding module. It is designed to help you to integrate your roles in supervising and managing student research. This encompasses promoting student involvement in research and the specific skills appropriate for supervising undergraduate dissertations and postgraduate research degrees. The module reflects the increasing calls nationally for the training of research students and their supervisors, and is a collaborative effort between the Research Training Co-ordinator and OCSLD.

This is a work-based learning module, where you will attend structured learning sessions and carry out an individual project based on your own work in supervising and managing student research.

This module is available free to all Brookes staff involved in learning and teaching.

Aims and learning outcomes

This module promotes the view that supervision is a form of teaching, and doctoral research a form of learning (after Wisker et al, 2003).

By the end of the course, we expect that you will have demonstrated how you have

  • Critically examined the work of a research student against institutional and national standards.
  • Demonstrated a critical awareness of the requirements of effective research supervision.
  • Critically evaluated research supervision policy and practices.
  • Planned an appropriate strategy for improving student research within your own context.
  • Reflected on your own practice as a supervisor of research students and planned your own continuing professional development.

Indicative content

You will be expected to take a critical and scholarly approach to your examination of the pedagogy of postgraduate research, including:

  • The elements of good supervision, including the student-supervisor relationship, structuring supervision sessions, giving and receiving feedback, encouraging students to write and examining research degrees.
  • Recent research identifying critical elements of the supervision process such as dialogue, conversation, dissonance and managing expectations.
  • Meeting the needs of particular students including part-time, international, distance students.
  • The current nature, types and funding of research degrees and the implications for the design of research projects and programmes.
  • Policy and best practice in the management of research degree programmes, including recruitment and selection of research students, student induction, monitoring and progression, the quality assurance of research degree programmes and dealing with appeals and complaints.

Indicative reading

Over the last ten years the exploration of the supervisory process has expanded considerably and you will be encouraged to access research pertaining to your project area. You will be expected to identify readings appropriate to your own field of study, in addition to the following introductory text:

Wisker, G (2005) The good supervisor: supervising postgraduate and undergraduate research for doctoral theses and dissertation, Palgrave Macmillan, Basingstoke

Teaching and learning experience

This is a work-based learning module, where you will attend three workshops run by the Graduate School and a series of lunchtime seminars and carry out individual projects embedded in your own work as an academic engaged in research, teaching and supervising.

Assessment

The course has been validated as a 20-credit masters module, and this is reflected in the assessment. There are two separate assignments for this module. Passes in both are required for successful completion of the module.

  • A critical report of an intervention undertaken to improve the practice of undergraduate or postgraduate research within the context of your school. This must include a critical appraisal of current processes leading to an informed rationale for recommendations for their improvement. (2000 words, 60%)
  • An essay based on a reflective journal that you will keep on the development of your research supervisory skills, drawing on relevant literature and research and showing how this has been applied to your own work situation. (Minimum 1000 words, 40%)