Integrative possibilities in Fine Arts doctoral supervision: a four-quadrant model
Studies in Graduate and Postdoctoral Education
ISSN: 2398-4686
Article publication date: 5 November 2018
Issue publication date: 5 November 2018
Abstract
Purpose
This paper aims to respond to the need for a model of doctoral supervision that can capture and represent the focus, range and complexity of instructional intentions, practices and possibilities.
Design/methodology/approach
The study draws on the substantive literature on supervision and changing doctoral programs in the Fine Arts and relatively new empirical findings about supervision and learning. The authors posit a holistic model of supervision ranging across micro–macro and product–person dimensions. The model is further explained and illustrated using four supervisor cases in Fine Arts.
Findings
The model offers a heuristic for supervisors to reflect on and identify existing emphases, alignments and integrative possibilities to better understand the complexities of Fine Arts supervisory practices.
Originality/value
There is a dearth of research that addresses how doctoral supervisors perceive and articulate their roles and breadth of responsibilities in light of new programs and changing sectoral expectations.
Keywords
Acknowledgements
We would like to acknowledge the valuable work of the initial Fine Art project team in designing, collecting and transcribing the interviews: Anne Graham, Liz Ashburn, Miranda Lawry, Jennifer StGeorge and subsequently Beverley Simmons who identified and reviewed literature and assembled case detail.
Citation
Shaw, K.M. and Holbrook, A.P. (2018), "Integrative possibilities in Fine Arts doctoral supervision: a four-quadrant model", Studies in Graduate and Postdoctoral Education, Vol. 9 No. 2, pp. 165-180. https://doi.org/10.1108/SGPE-D-17-00043
Publisher
:Emerald Publishing Limited
Copyright © 2018, Emerald Publishing Limited