Student-oriented, supervisor-led, or externally-driven : balancing the supervision a modern doctorate
Doctoral education in the technical fields has several distinct features, such as, the research is often projectbased, interdisciplinary, dependent on external funding, and affiliated with an industry. In other words, the epitome of a “modern doctorate” (Fillery-Travis, 2017; Lee, 2018). While liter...
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ftulundlup:oai:lup.lub.lu.se:3b5c244e-0572-4198-82d2-7e92b03523d2 2023-05-15T17:09:14+02:00 Student-oriented, supervisor-led, or externally-driven : balancing the supervision a modern doctorate Kyrö, Riikka Walsh, Noelle Martin, Tina D'Agostino, Carmelo 2019 https://lup.lub.lu.se/record/3b5c244e-0572-4198-82d2-7e92b03523d2 eng eng https://lup.lub.lu.se/record/3b5c244e-0572-4198-82d2-7e92b03523d2 Other Engineering and Technologies not elsewhere specified Educational Sciences Doctoral Supervision modern doctorate supervisor development supervision pedagogy Research education contributiontoconference/abstract info:eu-repo/semantics/conferenceObject text 2019 ftulundlup 2023-02-01T23:37:42Z Doctoral education in the technical fields has several distinct features, such as, the research is often projectbased, interdisciplinary, dependent on external funding, and affiliated with an industry. In other words, the epitome of a “modern doctorate” (Fillery-Travis, 2017; Lee, 2018). While literature on doctoral supervision in general is abundant (see e.g. Gatfield, 2005; Gurr, 2001; Ives & Rowley, 2005; Kobayashi, Grout, & Rump, 2015; Lee, 2008, 2012; Lindén, 2005; Lindén, Ohlin, & Brodin, 2013), supervision specifically in the technical fields has received less discussion. Haksever & Manisali (2002) study discrepancies between the expected and received supervision in an engineering field in the UK, and conclude that effective communication is critical. Grevholm, Persson, & Wall (2005) present a supervision model developed andused in Luleå University of Technology. Smit (2010) discusses the access to research community in engineering sciences, and sees it affected by the requirement of independence and power relations. Finally, two Danish studies focus on supervision practices in the context of international PhD students in engineering (Bøgelund & Graaff, 2015; Kolmos, Kofoed, & Du, 2008). This study attempts to fill the research gap with empirical evidence, focusing on factors influencing supervision style specifically in the technical fields. The study employs a qualitative research approach, and utilizes semi-structured interviews. Altogether 24 interviews were conducted during spring 2019 at institutions linked to Lund University. As the ambition was to capture the perspectives of both supervisors and students, the informants comprised 13 supervisors and 11 doctoral candidates. Interviews focused on communication practices, and the supervisory relationship. The interview protocol was followed loosely to allow important issues to emerge from an open discussion. The study identifies several influencing factors, that may be roughly divided into three categories. Factors ... Conference Object Luleå Luleå Luleå Lund University Publications (LUP) Persson ENVELOPE(-58.400,-58.400,-64.200,-64.200) Ohlin ENVELOPE(-60.117,-60.117,-63.467,-63.467) |
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Open Polar |
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Lund University Publications (LUP) |
op_collection_id |
ftulundlup |
language |
English |
topic |
Other Engineering and Technologies not elsewhere specified Educational Sciences Doctoral Supervision modern doctorate supervisor development supervision pedagogy Research education |
spellingShingle |
Other Engineering and Technologies not elsewhere specified Educational Sciences Doctoral Supervision modern doctorate supervisor development supervision pedagogy Research education Kyrö, Riikka Walsh, Noelle Martin, Tina D'Agostino, Carmelo Student-oriented, supervisor-led, or externally-driven : balancing the supervision a modern doctorate |
topic_facet |
Other Engineering and Technologies not elsewhere specified Educational Sciences Doctoral Supervision modern doctorate supervisor development supervision pedagogy Research education |
description |
Doctoral education in the technical fields has several distinct features, such as, the research is often projectbased, interdisciplinary, dependent on external funding, and affiliated with an industry. In other words, the epitome of a “modern doctorate” (Fillery-Travis, 2017; Lee, 2018). While literature on doctoral supervision in general is abundant (see e.g. Gatfield, 2005; Gurr, 2001; Ives & Rowley, 2005; Kobayashi, Grout, & Rump, 2015; Lee, 2008, 2012; Lindén, 2005; Lindén, Ohlin, & Brodin, 2013), supervision specifically in the technical fields has received less discussion. Haksever & Manisali (2002) study discrepancies between the expected and received supervision in an engineering field in the UK, and conclude that effective communication is critical. Grevholm, Persson, & Wall (2005) present a supervision model developed andused in Luleå University of Technology. Smit (2010) discusses the access to research community in engineering sciences, and sees it affected by the requirement of independence and power relations. Finally, two Danish studies focus on supervision practices in the context of international PhD students in engineering (Bøgelund & Graaff, 2015; Kolmos, Kofoed, & Du, 2008). This study attempts to fill the research gap with empirical evidence, focusing on factors influencing supervision style specifically in the technical fields. The study employs a qualitative research approach, and utilizes semi-structured interviews. Altogether 24 interviews were conducted during spring 2019 at institutions linked to Lund University. As the ambition was to capture the perspectives of both supervisors and students, the informants comprised 13 supervisors and 11 doctoral candidates. Interviews focused on communication practices, and the supervisory relationship. The interview protocol was followed loosely to allow important issues to emerge from an open discussion. The study identifies several influencing factors, that may be roughly divided into three categories. Factors ... |
format |
Conference Object |
author |
Kyrö, Riikka Walsh, Noelle Martin, Tina D'Agostino, Carmelo |
author_facet |
Kyrö, Riikka Walsh, Noelle Martin, Tina D'Agostino, Carmelo |
author_sort |
Kyrö, Riikka |
title |
Student-oriented, supervisor-led, or externally-driven : balancing the supervision a modern doctorate |
title_short |
Student-oriented, supervisor-led, or externally-driven : balancing the supervision a modern doctorate |
title_full |
Student-oriented, supervisor-led, or externally-driven : balancing the supervision a modern doctorate |
title_fullStr |
Student-oriented, supervisor-led, or externally-driven : balancing the supervision a modern doctorate |
title_full_unstemmed |
Student-oriented, supervisor-led, or externally-driven : balancing the supervision a modern doctorate |
title_sort |
student-oriented, supervisor-led, or externally-driven : balancing the supervision a modern doctorate |
publishDate |
2019 |
url |
https://lup.lub.lu.se/record/3b5c244e-0572-4198-82d2-7e92b03523d2 |
long_lat |
ENVELOPE(-58.400,-58.400,-64.200,-64.200) ENVELOPE(-60.117,-60.117,-63.467,-63.467) |
geographic |
Persson Ohlin |
geographic_facet |
Persson Ohlin |
genre |
Luleå Luleå Luleå |
genre_facet |
Luleå Luleå Luleå |
op_relation |
https://lup.lub.lu.se/record/3b5c244e-0572-4198-82d2-7e92b03523d2 |
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1766065233213784064 |