Module 1, Session 2: Variables and dynamics in the supervision process

[CPC Admin]

#283

Spend a few minutes brainstorming your own experiences (of supervising and being supervised) and consider ways in which the variables or dynamics might play into the supervision process.

Post a message about how any of these issues come into play in your own country or university.

Remember to  click “subscribe” (top right corner) to receive responses to your comments via email.

[Abosede]

#1089

Nationality, Socioeconomic Class, Field of Study and Personality: Implications for the Supervision Process

Being an international student who completed a PhD in South Africa, it appears that country of origin, which directly impacts of socioeconomic class, determines candidates’ access to research grants, liberty to choose institutions, supervisors, field of study and the supervision experience altogether.

Drawing from my experience of being supervised, a candidate who has an extroverted personality and a strong sense of agency might be able to navigate these dynamics and overcome the associated challenges of such dynamics during the course of the study.

I am interested in hearing more views around this topic from other contexts and from the South African perspective as well.

[Christopher Odhiambo]

#1140

Gender, social economic, Status. knowledge and personality have implication on the process of supervision. I did my MA Literature in Kenya and I was supervised by two female supervisors who were both foreigners. Both were extremely understanding and amiable personalities. They were thorough in reading my work and gave productive comments. They also went out of their way to ensure that I had all the necessary references.Because of their support and mentorship, I finished my studies within the stipulated time. I did my PhD in South Africa and was supervised by male white but the different racial identities did not come into play in the process of supervision. My PhD supervisor was also very supportive and read my chapters and returned with very constructive criticism. My supervisors both at MA and PhD were quite knowledgeable in their areas of specialization and this added value to my own knowledge. I am aware that this dynamics if not handled well can constitute major challenges in Supervision. As a supervisor I have noticed how these dynamics affect supervision if not handled with sensitivity.

[Marjolein Zweekhorst]

#1155

It is important to take the socio-economic background of the graduates into account throughout the supervision process, since it impacts the learning of the students. Therefore, it is important that you as a supervisor learn how to conduct this. Training courses like the ones you are in now are very valuable in this sense. Self-reflection on the part of the supervisor is important and can result in a more sensible way of supervision. I also would like to refer you to the ‘different models of supervision’ in session 3, in which I _prof.dr. Marjolein Zweekhorst of the VU University Amsterdam provide a lecture. The traditional model with one supervisor and one student works very well for students who are more independent and -as Abosede in the first post mentioned- are having and extrovert personality. However, if students do not have this personality than other models of supervision might be more suitable. The group model of supervision can provide peer support, either in the form of student groups or supervisor groups.

[Sioux McKenna]

#1177

Thanks for your comments, Abosede. I think that your comment about extrovert students being able to navigate hurdles around different circumstances is so interesting. It seems that there’s a huge combination of issues at play from individual personality, to whether you’re at a local institution, or an international student (such as yourself) and so much more…

[Sioux McKenna]

#1178

Thanks for this comment, Christopher. It seems you hit the jackpot with supportive and responsive supervisors at both M and D levels! Judy Backhouse’s research shows that many of us supervise based purely on our own experiences of being supervised, rather than on any deep knowledge of supervision pedagogy. If we’re lucky and had good supervision, we are able to emulate what was modelled to us. But if we had poor supervision, we have no role model to guide us (other than to try to behave differently from our supervisors!)

[Abosede]

#1189

The onus is therefore on the supervisor to be conscious of how students’ varied levels of vulnerability might impact on the supervision process and apply relevant mentoring interventions. Thanks for your insights Prof. Marjolein Zweekhorst, I will look out for your lecture in session 3.

[Lilian Omondi]

#1192

I think Gender, status and age are variables that play a role in what knowledge counts. The reality in my institution is that there are more male academics than female. This sometimes means that female researchers are overlooked or considered weaker. The ripple effect of this is that there are also more older male supervisors who hold higher status within the institution and there may be a tendency to patronise or intimidate younger female postgraduate researchers.

[Abosede]

#1193

That is so true Sioux. I agree that many other factors come into play (other than personality and strong sense of agency) when it comes to navigating such complexities. It is indeed interesting especially considering how a supervisor needs to sensitively position her/himself in these scenarios.

[Abosede]

#1194

@ Christopher – Interesting insights there. A new supervisor who has not had a very good supervision experience will have to be intentionally reflexive in the supervision process.

[Yakub]

#1247

The variables all impact supervision process in one way or the other.I have come across postgraduate students who got ‘stuck’ due to inability to raise funds to ensure completion of their fees and subsequently the course. They ‘disappear’ and have only a coursework transcript to their name. This frustrates supervision.

[Marjolein Zweekhorst]

#1249

@ Lilian this is an important point you raise, I think in most countries there are more male academic than females. In our university the board tries to stimulate female to become professors. Despite these efforts there are still more males… and I think this is true in most institutions world wide.. I think the effects of these might differ per country..

[Marjolein Zweekhorst]

#1260

@Yakub thank you very much for this important remark! yes many variables impact supervision and the point you raise, “raising funds” is a crucial one! Sometimes it is not even raising funds for the research it self, but some students (also) need to find a(n additional) job in order to make a living for their families. I have experiences with this kind of examples and it certainly frustrates the supervision, since some of this is really beyond control of the supervisor..

[Jacqueline]

#1273

My field of study was closely related to that of my supervisor. This was a very good point because there was some freedom in the choice of the specific experimental work that I could do. So this made the work quite interesting. However, issues of race and culture were a huge hindrance. I would be told that people of my race are used to hard labor and so I was not allowed to access services of a technician. Usually the technician assisted students from other races with daily preparation of experimental materials and even cleaning of all apparatus. So those from races other than mine had adequate time to concentrate on their experiments and write-ups. In terms of culture, my supervisor’s culture did not allow a younger person to question or even complain about the “elders” actions. So, it was rather difficult to discuss the matter.

[Marjolein Zweekhorst]

#1274

@ jacqueline thank you very much for sharing your story.. Your story makes it very clear how strong race and culture can hinder good supervision. I think it is amazing that you managed to conduct a Phd within these circumstances…

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