Anticipating doctoral supervision: (Not) bridging the transition from supervisee to supervisor. Issue 4 (19th May 2018)

• Record Type: Journal Article
• Authors: Henderson, Emily F.
• Is Part Of: Teaching in higher education. Volume 23:Issue 4(2018)
• Page Start: 403
• Page End: 418
• Publication Date: 2018-05-19
• Subjects: Doctoral supervision -- professional development -- becoming a supervisor -- autoethnography -- psychosocial analysis; College teaching -- Periodicals; Education, Higher -- Evaluation -- Periodicals; Education, Higher -- Aims and objectives -- Periodicals; 378.1205
• DOI: 10.1080/13562517.2017.1382466
• Languages: English
• ISSNs: 1356-2517

Abstract

ABSTRACT: Building on existing studies that ask doctoral supervisors how they understand their role, and what has influenced this understanding, this article explores invitations that are issued to supervisors to reflect in certain ways about the role of supervisor. The article calls into question the ways in which supervisors are invited to think about and represent supervision, by professional development courses, handbooks on supervision, and the questions that researchers pose about supervision. This discussion is situated in autoethnographic analysis of a valuable moment in the author's academic career for reflecting on these factors: the author is positioned directly between the role of doctoral supervisee and the role of doctoral supervisor. Through autoethnographic engagement with doctoral supervision literature, the article argues that professional development for supervisors would benefit from more critical analysis of the invitations which are issued to supervisors to reflect on the transition from supervisee to supervisor.