Abstract
Changes in the funding and delivery of research programmes at the university level have, in recent years, resulted in significant changes to research supervision. This paper critically reviews key influences effecting postgraduate supervision. Analysis draws on literature spanning 2000–2010 to determine the appropriateness of traditional models of postgraduate research curricula and supervision for the New Zealand context. Influences discussed include the research context, faculty issues, supervision pedagogy and models of supervision. Each area is analysed for strengths and challenges and contribution to the knowledge economy. From this review, the authors propose strategies for the development of postgraduate research supervision: faculty development, including supervisor education, and formalised research training for students.
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