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Doctoral Research Supervision: Interpretive, Developmental, Transformative, and Culturally Adaptive

Doctoral Research Supervision: Interpretive, Developmental, Transformative, and Culturally Adaptive

Margaret E. Robertson
Copyright: © 2017 |Pages: 14
ISBN13: 9781522517382|ISBN10: 1522517383|EISBN13: 9781522517399
DOI: 10.4018/978-1-5225-1738-2.ch004
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MLA

Robertson, Margaret E. "Doctoral Research Supervision: Interpretive, Developmental, Transformative, and Culturally Adaptive." Methods and Paradigms in Education Research, edited by Lorraine Ling and Peter Ling, IGI Global, 2017, pp. 53-66. https://doi.org/10.4018/978-1-5225-1738-2.ch004

APA

Robertson, M. E. (2017). Doctoral Research Supervision: Interpretive, Developmental, Transformative, and Culturally Adaptive. In L. Ling & P. Ling (Eds.), Methods and Paradigms in Education Research (pp. 53-66). IGI Global. https://doi.org/10.4018/978-1-5225-1738-2.ch004

Chicago

Robertson, Margaret E. "Doctoral Research Supervision: Interpretive, Developmental, Transformative, and Culturally Adaptive." In Methods and Paradigms in Education Research, edited by Lorraine Ling and Peter Ling, 53-66. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1738-2.ch004

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Abstract

Supervisors generally recognize the complex capacities needed to complete the doctoral degree. However, pressures from management practices in universities for rapid completions have time-compressed the leisurely research experience of a bygone intellectual age. The need for focused supervision strategies that bridge candidate and supervisor expectations seems clear. At the same time articulating supervision “pedagogies” poses a philosophical and theoretical conundrum. Whilst supervision expertise can be intuitive, and often based on personal experience, the research candidate will have different lived experiences. Their respective world views can be dialectically opposed to that of their supervisor with the decision making landscapes caught in subjectivities, stubbornness and non-recognition of “other.” Paradigmatic shifts can be an integral part of the development process. In the context of increasing internationalization of the doctoral experience “downunder” these arguments are cause for reflection on how supervisors and candidates can deepen their philosophical, and meaning-making constructs of “knowing,” and seek transformative intellectual positions.

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