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Framework

The fIRST consortium resources have been developed to meet a range of learning outcomes that are desirable in supervisors, particularly those expected to work effectively in the new research environment.

The framework below is one representation of these learning outcomes. If you're a co-ordinator, you can use the framework to construct a course for supervisors. If you're a supervisor, you can use the framework as a check-list for your own development.

Framework for supervisor development

Learning outcomes for supervisors
Topics
Learning approaches
Evaluation

Learning outcomes for supervisors

  • Greater self-awareness of your own conceptions of research and supervisory practice, contextualised by critical engagement with salient and emergent issues in your field of research

  • Understanding what constitutes a productive research learning environment

  • Appreciation of a range of good practice approaches to supervision

  • Extended repertoire of supervisory strategies for critical reflection, situated negotiation, coaching and mentoring

  • Knowledge of institutional requirements and procedures for supervisors and research students, including ethics requirements, occupational health and safety, etc.

  • Practice in evaluating their efficacy and own competency

  • Better interactional and communication skills, eg. negotiation and giving supportive and challenging feedback

  • Better understanding and leadership skills for facilitating learning in one-to-one and group settings

  • Experience of and familiarity with the range of IT-mediated communication strategies for supervision on and off campus, eg. listservs, chatrooms, discussion groups, etc.

  • Knowledge of the literature on supervision pedagogy scholarship, and of relevant policy issues in research education

  • Up-to-date knowledge of expectations of stakeholder groups, eg. relevant employers, student associations etc., and strategies for maintaining dialogue.

Topics

  • My research practice, supervisory goals and previous experience as a student and a supervisor

  • The components of a productive research learning environment, on campus or distributed

  • The basic stages and responsibilities for supervising a candidature within reasonable time limits

  • Strategies and structures for negotiating the research student's program of research and study, and the supervisory relationship

  • The pedagogy of supervision

  • Practising interactional and communication skills

  • Leadership and management of research groups and postgraduate research programs.

Learning approaches

  • Opportunity for experiential learning, reflection and coaching made available for supervisors, by pairing new supervisors with experienced ones within a structure for feedback and reflection

  • Online access to literature and knowledge of institutional requirements

  • Clinical supervision, where new supervisors discuss their relationships and critical incidents with an experienced supervisor in a developmental program

  • Workshops for supervisors, with an opportunity to rehearse strategies and discuss them with others

  • Online discussion groups.

Evaluation

  • Feedback from students and from senior staff and stakeholders through questionnaires

  • Feedback from focus groups

  • 360° feedback instruments

  • Exit interviews.

Acknowledgement

This framework was originally developed by:
Margot Pearson, Centre for Educational Development and Academic Methods, Australian National University; and
Dr Angela Brew, Institute for Teaching and Learning, The University of Sydney
(Pearson & Brew 2002)