Workshop 6 Developing new approaches to research supervision in professional doctorate programmes

Nancy-Jane Lee, School of Nursing, Allerton Building, University of Salford, Salford, United Kingdom. Co author: Tony Warne n.lee@salford.ac.uk

Abstract:

Aims of the Workshop

To critically explore professional doctorate research supervision practices, drawing on the perspectives of workshop participants and available expertise from the international literature. To synthesise the knowledge generated for use in underpinning future professional doctorate supervision strategies and programme development. Introduction The traditional doctoral supervision model has remained relatively static for some years. In essence many supervisory relationships are typified by the student apprentice learning the art and science of research under the benevolent aegis of the experienced supervisor(s). We argue that such an approach may no longer be appropriate given that doctoral studies have and continue to change in form, content and delivery.

This work shop is concerned in particular with one of these developments, the professional doctorate Professional doctorates are a new and contemporary approach to doctoral levels studies that are grounded in professional practice. There are now many diverse programmes available ranging from health and social care (a significant growth area) to art and design; business; engineering; education; marketing. Furthermore the majority of professional doctorate students are mature, sophisticated practitioners who have accrued significant experience in their professional role. Within this new and continually developing approach to doctoral level studies, we wish to challenge and explore whether the traditional approaches to supervision often characterised by Foucauldian concepts of oversight, hierarchy and discipline are any longer valued and valuable. For example, we argue, in a post-modern sense, that the legitimacy of professional and practice knowledge is often not valued in relation to the hegemony of research process knowledge. This situation raises a number of issues. Firstly there is no critical mass of supervisors holding a professional doctorate. Secondly while most academic supervisors have ‘links’ with the professional world, many are not ‘of’ the professional world, raising challenges for the practitioner doctoral student wishing to engage in Socratic dialogue with their supervisor. Lastly, little is known of what professional doctorate students require (or see as being valuable) in their supervision relationships and encounters.

The Workshop Activities

There will be four elements within the workshop:

‘Group round’ and discussion of participants’ expectations of research supervision and views on professional doctorates; comparison with themes emerging from a literature review, for example Heath (2005), Evans (1998). ERIC, (Australian and English Indexes), The British Library Catalogue, Science Direct, COPAC and ZETOC were accessed for the literature review, using the keywords professional doctorate; research supervision; post graduate supervision. ‘Grey literature’, for example institutional policies and website information was also utilized via Google Scholar.
Workshop participants will be invited to review a case study in small groups, focusing on supervision in the professional context. The case study comprises two fictional narratives; one from a student working through professional changes and uncertainty and the other from the supervisor, preoccupied with challenges relating to research development and scholarly activity. Both narratives are realistic and have been compiled from a variety of experiences in the workshop leaders’ experience.
The group work outcomes will be discussed and compared with issues arising from a recently commissioned University evaluation project. This evaluation examined student and supervisor expectations of professional doctorate supervision (Lee 2007).
Plenary discussion to develop ‘key principles for professional doctorate supervision’. In summary the workshop will: - Critically explore and debate current practice for professional doctorate supervision, incorporating participants’ experiences of supervision - Raise awareness of actual and potential issues within professional doctorate supervision - Reflect on the possible expectations and perspectives of the student and supervisor - Consider how the learning could be integrated into institutional policy and regulation for research supervision.

Source of Funding: Teaching and Learning Quality Improvement Scheme, University of Salford

Amount in Funding: N/A