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ERIC Number: EJ1072645
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1356-2517
Reflections on Doctoral Supervision: Drawing from the Experiences of Students with Additional Learning Needs in Two Universities
Collins, Bethan
Teaching in Higher Education, v20 n6 p587-600 2015
Supervision is an essential part of doctoral study, consisting of relationship and process aspects, underpinned by a range of values. To date there has been limited research specifically about disabled doctoral students' experiences of supervision. This paper draws on qualitative, narrative interviews about doctoral supervision with disabled students. The key reflection is that supervisory relationship was more highly valued than process aspects of supervision. A good relationship was characterised by good communication, willingness to listen and flexibility; it enabled students with additional learning needs to navigate the process aspects of the doctoral journey. Flexibility was the most commonly requested support. Promoting a positive relationship that enables flexibility within the pressure for timely completions respresents a key dilemma for supervisors of disabled students
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A