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Making space for the irrational dimensions of doctoral supervision pedagogy – and the importance of doing this early
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Henderson, Emily F. (2020) Making space for the irrational dimensions of doctoral supervision pedagogy – and the importance of doing this early. [Online]. (https://supervisingphds.wordpress.com/2020/12/03/m...). Supervising PhDs: .
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Official URL: https://supervisingphds.wordpress.com/2020/12/03/m...
Abstract
As I was waiting for my first doctoral student to arrive at my university, I was required to participate in a professional and academic development course as part of my probation as an Assistant Professor. There were many things I liked about the course, which was delivered with passion and creativity. At the same time, I was also required to attend some compulsory sessions about teaching and research, one of which focused on doctoral supervision, which was rather more cursory and included some reflections from the senior member of staff delivering the session which I found problematic. The wonderful head of the doctoral programme in my department at that time, Michael Hammond, also delivered an excellent, frank induction session on supervision for three of us new Assistant Professors. At that time, then, I was surrounded with exhortations to think about what being a doctoral supervisor would mean, and at the same time I was completing my own PhD and eagerly awaiting my first supervisee.
Item Type: | Digital Scholarly Resource | ||||
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Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||
Place of Publication: | Supervising PhDs | ||||
Official Date: | 3 December 2020 | ||||
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Publication Status: | Published | ||||
Media of Output (format): | Blog post | ||||
Access rights to Published version: | Open Access (Creative Commons) |
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