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ERIC Number: EJ721363
Record Type: Journal
Publication Date: 2005-Nov
Pages: 12
Abstractor: Author
Reference Count: 24
ISSN: ISSN-0013-1881
Fact and Fiction: A Case History of Doctoral Supervision
Holligan, Chris
Educational Research, v47 n3 p267-278 Nov 2005
Background: There exist a number of textual sources of advice concerning the provision of effective doctoral supervision. This academic material aimed at both supervisors and students makes assumptions both about the conduct of science and the contemporary nature of higher education as a setting for inducting students into the academy. Purpose: This paper aims to explore and critique received ideas about supervision, and seeks to elucidate their implications for intellectual originality and the nature of research-based knowledge production. This aim is situated in the context of governmental discourses of performativity. Sample: The sample consists of one doctoral student who is advanced in the progress of her studies. She is based in a Scottish university and is of overseas origin. She is a mature student whose previous education took place outwith the UK. Design and methods: A case-study design is adopted within which a supervisor has the stance of a participant observer. It is through participant observation that the data are collected. These qualitative data are then subjected to an appropriate analysis which aims to characterize their meaning. Results: The findings suggest that the conflicting array of ideological discourses exercising authority over the university sector may undermine the concept of scholarly originality and the underpinning academic skills as well as dispositions. It is concluded that supervisory strategies vary, but the received ones premised upon a different historical landscape which championed academic autonomy may bring supervisors into a tense relationship with their institutions and policies of performativity. Conclusions: The evidence indicates that current models of research degree supervision, as presented in published textual sources, are guilty of neglecting to engage properly with the effects of discourses of performativity and commercialization which now, arguably, exercise a controlling influence over significant parts of higher education.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)