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1
Supervision, Monitoring and Assessment:An Introduction
Andrzej Krasniewski
Conference of Rectors of Academic Schools in Poland&
Faculty of Electronics and Information TechnologyWarsaw University of Technology
2
… a set of ten basic principles …
V. The crucial role of supervision and assessment: In respect of individual doctoral candidates, arrangements for supervision and assessment should be based on a transparent contractual framework of shared responsibilities between doctoral candidates, supervisors and the institution (and where appropriate including other partners)
Starting Point
Salzburg Recommendations
(2005)
III. Future challenges and priorities
Higher education and research… Considering the need for structured doctoral programmes and the need for transparent supervision and assessment, …
mandate for EUA to prepare a report
for London 2007
Bergen Communique
(2005)
3
Supervision and managerial duties
…With regard to their role as supervisors …, senior researchers should build up a constructive and positive relationship with the early stage researchers …
Supervision
…the proposed supervisors are sufficiently expert in supervising research, have the time, knowledge, experience, expertise and commitment to be able to offer the trainee appropriate support and provide for the necessary progress and review procedures, as well as the necessary feedback mechanisms”
Complaints/appeals
…appropriate procedures … to deal with complaints/appeals of researchers, including those concerning conflicts between supervisor(s) and early-stage researchers.
Starting PointEURODOCSupervision and Training
Charter for ESR (2004)
European Charter for Researchers & Code of Conduct
for the Recruitment of Researchers
(2005)
4
General View
nationaltradition
SUPERVISION MONITORING ASSESSMENT
institutionalculture
disciplinaryculture
‘massification’ shift to structured training development of organisational
structures (graduate schools, …) diversification
research/professional degrees full-time/part-time education different motivations of candidates different status of candidates different admission requirements
(BS/MS) internationalisation (joint degrees, …) interdisciplinary approach
emerging trends in doctoral training
5
General View
unstructured doctoral education
structured doctoral education
… individual responsibility
for quality of supervision, monitoring & assessment
…
… institutional responsibility
for quality of supervision, monitoring & assessment
…
6
General View
role andresponsibilities of a supervisor
modelsof supervision
formalarrangements
selection of a supervisor
training of supervisorsqualification
requirements for a supervisor
conflict resolution
SUPERVISION
MONITORING&
ASSESSMENT
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Models of supervision
variety of arrangements in structured programmes
individual supervision supervisor tutor during the coursework period
+ research (thesis) supervisor multiple (team) supervision
two or three supervisors with one principal supervisor
supervisor + committee collective supervision (double,
joint or panel/team supervision)+ administration/counselling at the level
of programme or institution
variety of models of personal relations
apprenticeship model
What is the best model? Does it depend on
discipline? type of degree
(research/professional)? mode of studying (full-
time/part-time)? To what extent external
experts should be involved?
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Formal arrangements
Formal arrangements
implicit agreements regulations at the level of state regulations at the level of
institution/programme explicit agreements - individual
contracts
doctoralcandidate
supervisorinstitution
determine rights and duties of each party
Are state-level regulations necessary/useful?
Are explicit agreements better than implicit?
What is the best conflict-resolution procedure?
ombudsman
complaints/appeals procedures
conflict
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Role and responsibilities of a supervisor
identify training needs of the candidate ensure that appropriate training is
provided (suggest coursework, …) help to develop the plan of actions actively guide through the research provide critical review of research
results and progress in research provide for (facilitate access to)
equipment and resources provide the candidate with an
opportunity to present his/her results to different audiences (seminars, conferences, publications)
…
independence of the candidate must be respected
Should a minimum no. of contact hours be guaranteed?
How much supervision is needed? (too much can be counterproductive)
Is supervisor responsible for financial support?
Should supervisor protect the candidate from excessive research-unrelated duties?
Are there specific duties of supervisors of professional doctorates?
10
Qualification requirements for a supervisor
Formal requirements formal qualifications (PhD, hab.,
senior tenured position, …) full-time position limit on no. of advisees …
Other requirements expertise in the field of research current involvement in (international)
research projects qualifications related specifically to
supervisor duties
defined at the level of state or institution
Who should define requirements?
Should the requirements be satisfied by all (external) members of the supervisory team?
Special requirements for supervisors of professional doctorates?
How to verify whether or not the requirements are satisfied?
Formal procedure to register as a (principal) supervisor?
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Training and assessment of supervisors
Training of supervisors training for new supervisors ‘refreshing’ training for experienced
supervisors
Assessment of supervisors periodical review by the programme
director/dean of graduate school, … evaluation by doctoral candidates
Should the training be mandatory? What in case of team supervision?
What should be the scope and form of training?
How to overcome the resistance of professors?
How and by whom should supervisors be assessed?
Should doctoral candidates be involved?
What should be a consequence of a negative assessment?
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Monitoring and assessment of candidates
Scope work plan + timelines research progress
(outcomes) learning outcomes (incl.
transferable skills)
Form critical review of periodical
progress reports (submitted by the candidate)
periodical review meetings ‘milestone’ reviews (thesis
proposal, …) examinations (comprehensive, ...)
How often should periodical reviews take place?
Who should be involved (besides the supervisor)?
How to divide responsibilities in case of team supervision?
What examinations should the candidate take?
Documentation notes student logs web-based platforms progress reports by the
supervisor
13
SUMMARY AND GOALS
no ‘one-fits-all’ solution
different national, institutional, and disciplinary cultures
diversification of doctoral training
different ideas on supervision, monitoring and assessmentof doctoral candidates
Explore current issues and recent developments Show & discuss examples of good practice Share positive & negative experiences Identify emerging trends Reach consensus on recommendations Identify areas for further discussion
14
Selection/assignment of a supervisor
assigned upon admission
or after completion of coursework
tutor/guide (guidance during the coursework period)
research (thesis) supervisor
little involvement of the candidate
acceptance of the candidate necessary
procedure for supervisor change
assigned upon admission
At what stage of training should the thesis supervisor be assigned?
What criteria are used by candidates when looking for their future supervisors?