Research-based doctoral supervision development programme: Learning through peer learning, reflection and case studies

Abstract

ABSTRACT Supervisors play a crucial role in helping doctoral students to successfully complete their degree. Current practice in the development of doctoral supervisors is mostly focused on regulatory issues rather than on pedagogical topics. Existing research suggests a range of successful strategies for supervisor training including the development of professional and personal skills. This paper discusses the design and piloting of a blended research-based development programme for supervisors, which aimed to expand the institutional capacity and engage supervisors in developing their skills. The evaluation of the programme showed that although participants felt that the modules did not offer ‘new content’, the discussion of case studies, the sharing of experiences with peers and more experienced supervisors, and the reflection on practice were regarded as their most valuable components. Additionally, the modules influenced their practice and perspectives, offering developers an effective strategy on how to support supervisors.