NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ990725
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0307-5079
Enhancing the Doctoral Journey: The Role of Group Supervision in Supporting Collaborative Learning and Creativity
Fenge, Lee-Ann
Studies in Higher Education, v37 n4 p401-414 2012
This article explores the role of group supervision within doctoral education, offering an exploration of the experience of group supervision processes through a small-scale study evaluating both student and staff experience across three cohorts of one professional doctorate programme. There has been very little research to date exploring mechanisms which might facilitate reflection on such programmes, such as group supervision and cohort-based pedagogies. The article raises important questions concerning what constitutes group supervision, and the opportunities it offers for wider learning opportunities beyond existing models of supervision by developing an enriched learning environment through peer learning. This pedagogical approach enables professional doctorate students to engage reflexively with discursive processes around their identity as researching professionals. Discussion of the findings will explore the impact of peer learning on the doctoral student journey, and whether any benefits of group supervision may have applicability across other kinds of doctoral programmes.
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom