Abstract
Despite a wealth of research into the supervision of PhD projects, there is relatively sparse literature to draw on to help with the development of appropriate support for supervisors of independent research projects undertaken at Masters level. Although some sources consider supervision of full-time Masters students, part-time and work based contexts have received little attention. To help bridge this gap, this paper explores the nature of the part-time supervision of Masters students in professional contexts, identifying features that make it distinct from PhD supervision. It draws on questions posed by supervisors in a Scottish School of Education, and reflections on their experiences, to identify challenges and issues that need to be addressed to provide appropriate support. Recommendations are made for strategies to resolve recurring issues and meet supervisors’ needs, and issues for further investigation are identified.
Highlights
Ginn (2014) has argued that attention should be paid to Masters supervision in the face of the increasing neoliberalization of Universities, to aspects such as instrumentality, ethics and care
The framework underpinning our research comes from theories of adult and professional learning (e.g. Knowles, Elwood, & Swanson, 2011; Lave & Wenger, 1991) which place the learner as an experienced, problem-focused, internally motivated and self-directed individual, within a connected social setting
The questions and challenges suggest a number of interrelated themes which warrant further discussion to identify appropriate support strategies
Summary
There is substantial literature on PhD supervision (e.g. McCallin & Nayar, 2012; Halse, 2011), but Masters supervision has been under-researched (Ginn, 2014; Anderson, Day, & McLaughlin, 2006. Ginn (2014) has argued that attention should be paid to Masters supervision in the face of the increasing neoliberalization of Universities, to aspects such as instrumentality, ethics and care. McCallin & Nayar, 2012; Halse, 2011), but Masters supervision has been under-researched Ginn (2014) has argued that attention should be paid to Masters supervision in the face of the increasing neoliberalization of Universities, to aspects such as instrumentality, ethics and care. The focus is on Masters students who are studying part time, often at a distance or through blended learning, and concurrently employed in a professional context. These students are typical of those studying in education and related areas, and found on management, law or health related courses. The framework underpinning our research comes from theories of adult and professional learning (e.g. Knowles, Elwood, & Swanson, 2011; Lave & Wenger, 1991) which place the learner as an experienced, problem-focused, internally motivated and self-directed individual, within a connected social setting
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Perspectives in Applied Academic Practice
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
