There are many aims which guide our supervision of undergraduates, post graduate students and researchers, one of which is the development of the individual researcher, another the completion of a project which can make a contribution to knowledge, and another developing research communities that build research capacity and can be sustainable. Chapter 10 will focus on developing peer-based communities of practice amongst students, which help sustain them through their research learning journeys. This chapter considers supervisor identity, balances and development, and looks at ways in which developing supervisor communities through teams, fora, networks and development programmes can also improve supervision experiences, and help build research capacity and sustainability. Much supervision in the UK and elsewhere was built on the ‘secret garden’ model (Park, 2005), keeping the relationship between supervisor and student a private one, somewhat removed from the larger collegial community, and essentially ‘untrained’. A new transparency, rigour, and changes in funding have all made a difference to our articulation of the supervision process, and our strategies for evaluating and enhancing it.
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- Supervisors and sustainability: working together in supervisory teams, networks, fora, communities and development programmes
- Macmillan Education UK
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