Negotiating the “Rackety Bridge” – a Dynamic Model for Aligning Supervisory Style with Research Student Development
Gurr, G. (2001)
Higher Education Research and Development, 20(1): 81–92
Abstract
Postgraduate research student supervision is examined with the aim of developing a model of the supervisory relationship to improve practice by encouraging a more proactive role for students.
The term “competent autonomy” is defined and argued to be a universal objective of the PhD. A tentative “supervisor/student alignment model” based on the development of this objective is proposed. It draws upon some features of earlier models but stresses the need for a dynamic alignment of supervisory style with the student’s degree of development.
Operationalised as a tool and tested empirically, it was found to encourage students to periodically reflect on and discuss their needs as competent autonomy is developed. Feedback is presented from a group of PhD students with whom the tool has been used at approximately 6 monthly intervals for up to three years to deliver supervision aligned to their dynamic needs.
Cite this article
Gurr, G. (2001)
Negotiating the “Rackety Bridge” – a Dynamic Model for Aligning Supervisory Style with Research Student Development.
Higher Education Research and Development, 20(1): 81–92