Journal article
Challenging the dual assumption of the 'always/already' autonomous student and effective supervisor
Teaching in Higher Education, Vol.12(3), pp.309-322
2007
Abstract
Postgraduate supervision, until recently, was regarded as an extension of research rather than as a form of teaching. Research students were assumed to be 'always/already' autonomous scholars at the beginning of their candidature. So too, postgraduate supervisors were assumed to be 'always/already' effective at supervising once they had endured the process themselves. Currently, postgraduate supervision is regarded as a form of mentoring, where students gradually master appropriate disciplinary research knowledge. Yet, supervisors also wrestle with the contradictory role of disciplinary gatekeeper. As a result, the 'always/ already' autonomous student and effective supervisor pair remains a strong underlying assumption in supervision pedagogy. This article explores how Justine, a new supervisor in the Health Sciences, and Catherine, an academic developer and supervisor in the Humanities/Higher Education, hope to contribute to this debate by developing a collaborative approach to enhancing research students' critical analysis and independent learning abilities.
Details
- Title
- Challenging the dual assumption of the 'always/already' autonomous student and effective supervisor
- Authors
- Catherine Manathunga (Author) - University of QueenslandJustine Goozée (Author) - University of Queensland
- Publication details
- Teaching in Higher Education, Vol.12(3), pp.309-322
- Publisher
- Routledge
- Date published
- 2007
- DOI
- 10.1080/13562510701278658
- ISSN
- 1356-2517
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99450740502621
- Output Type
- Journal article
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