[Marjolein Zweekhorst]

in reply to: Module 1, Session 4: Key national and institutional documents #1388

sorry this one was too fast.. i ment do you Happen to work at the same institute as titus?

and the others thank you for sharing these parts of the institutional documents!

[Marjolein Zweekhorst]

in reply to: Module 1, Session 4: Key national and institutional documents #1387

@ patrick do you have to work at the same institute as Titus? :)

[Marjolein Zweekhorst]

in reply to: Module 1, Session 3: Models of supervision #1386

I am pleased to read that you appreciate the presentation and that it gives food for thought. Insights in the pros and cons of each of the models helps, but I completely agree Shonisani that dedication hard work, commitment and the professional relationship are crucial. Susan thank you for sharing your example of the cohort supervision. Your example also implies the start of the project or proposal development. Also in my experience this phase (and the writing phase) is (are) highly suitable for cohort supervision. And Kefa I completely agree that supervision of postgraduate students is challenging, maybe the more you know about it the more complex it becomes :)..

[Marjolein Zweekhorst]

in reply to: Module 1, Session 2: Variables and dynamics in the supervision process #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…

[Marjolein Zweekhorst]

in reply to: Module 1, Session 3: Models of supervision #1261

Dear Christopher thank you so much for your extended reflection on the questions! It shows you have experience with some of the models and gave it a nice thought of not only the roles and responsibilities, but also the pros and cons of these models. Good work!
I agree completely that the success of all models of team supervision depend on how well the team functions, whether their only two supervisors or more… . It would be interesting if the participants can add (next to roles and responsibilities of the supervisors) also the experiences they have with the supervision in these different roles.
Your answer to the question How might the model of supervision impact on the following stages of the research process? This a very good starting point for further discussion on the form. It is a nice description of the tasks. I would like
to ask the other participants to join the discussion on how the different models effect these different tasks of supervision. For example: • Feedback on writing: Whichever model of supervisor it is imperative for the supervisor to give prompt, clear and constructive feedback. My question is with one supervisor this is might be quite straightforward, but if you are with more supervisors. What impact does this have (strenghts and weaknesses) and how could deal with the weaknesses?

[Marjolein Zweekhorst]

in reply to: Module 1, Session 2: Variables and dynamics in the supervision process #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..

[Marjolein Zweekhorst]

in reply to: Module 1, Session 2: Variables and dynamics in the supervision process #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]

in reply to: Module 1, Session 2: Variables and dynamics in the supervision process #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.

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