|Teaching and Learning Forum 2003 [ Proceedings Contents ] |
The supervision of research students, combining as it does a university's core functions of teaching, learning and research, provides a focus for the assessment of institutional quality performance and the teaching-research nexus. With the number of students entering postgraduate programs continuing to rise, there has been increased attention and research on the effectiveness of postgraduate supervision in recent years with a particular emphasis on completion rates and the development of generic skills.
The nature of the learning partnership between postgraduate students and supervisors as well as factors affecting the learning outcomes of the supervision process has also been explored. The challenge for postgraduate supervisors is to facilitate student learning against a background of limited resources, greater supervisory loads and increasing demands for teaching quality. In this paper we propose an holistic, student-focused approach to the supervision of postgraduate research students. The learning intervention process addresses each critical stage of supervision from the establishment of clear goals, the development of the student's research and analytic skills through to the writing of the thesis and publication of research papers. The paper also provides student feedback and comment to this approach and explores the outcomes in terms of student progress and learning outcomes.
|Please cite as: Singh, Z. and Kulski, M. M. (2003). Student-focused postgraduate supervision: A learning intervention process. In Partners in Learning. Proceedings of the 12th Annual Teaching Learning Forum, 11-12 February 2003. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2003/abstracts/singh-abs.html|