Pedagogical concerns in doctoral supervision: a challenge for pedagogy

Abstract

Purpose

The purpose of this paper is to focus on pedagogy as a crucial element in postgraduate research undertakings, implying active involvement of both student and supervisor in process of teaching and learning.

Design/methodology/approach

Drawing on Australian higher degree research supervision practice to illustrate their argument, the authors take issue with reliance on traditional Oxbridge conventions as informing dominant practices of supervision of postgraduate research studies and suggest pedagogy as intentional and systematic intervention that acknowledges the problematic natures of relationships between teaching, learning, and knowledge production as integral to supervision and research studies.

Findings

The authors examine issues of discursive practice and the problematic nature of power differentials in supervisor‐supervisee relationships, and the taken‐for‐grantedness of discursive practice of such relationships. The authors do this from the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution.

Originality/value

The paper examines the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution.

Citation

Zeegers, M. and Barron, D. (2012), "Pedagogical concerns in doctoral supervision: a challenge for pedagogy", Quality Assurance in Education, Vol. 20 No. 1, pp. 20-30. https://doi.org/10.1108/09684881211198211