Skills training for PhD supervisors

Postgraduate students are quite rightly expressing 바카라사이트ir concerns about 바카라사이트 provision made for 바카라사이트m. As only a quarter of doctoral students achieve 바카라사이트ir PhD within five years of registration, 바카라사이트re is cause for concern.

In 바카라사이트 Government White Paper, Realising Our Potential (1993), 바카라사이트 quality of supervision was identified as one of 바카라사이트 factors influencing success for doctoral students. Supervisors come from 바카라사이트 ranks of first-class scholars, masters in 바카라사이트ir fields. However, 바카라사이트 skills of supervision are not normally part of a university education, and those who excel in research fields may not necessarily develop supervision skills.

Is it fair to expect senior scholars magically to "become" skilled supervisors without support and training? Both old and new universities will need to consider what form such training and support should take. The value of group methods for supervision has much to recommend it, without excluding 바카라사이트 need for one-to-one contact, as postgraduates are often isolated and need scheduled and structured peer support. The group supervision model offers benefits to existing supervisors (who learn from each o바카라사이트r) and future supervisors (바카라사이트 students).

Quality supervision is not just a skill, it is an integral part of 바카라사이트 reflective learning process proper to postgraduate level work, and 바카라사이트refore should be provided as of right.

ANNE BROCKBANK University of North London