Research Supervision
Information and Tools
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New supervisors

Overview and research

Less than half of Australian universities have registers of those staff who have been approved to supervise research candidates, and in many cases there are no criteria to become a supervisor. Does this matter, and if it did, what might be appropriate criteria?

Some universities expect staff to have completed at least one successful supervision of candidature as a panel member, prior to undertaking the role of principal supervisor or chair of the panel. Some universities require the supervisor to themselves have a PhD. However, in some disciplines, e.g. Law, this is not always possible. Hence the question arises, does one need a PhD to be able to supervise a doctoral candidate?

Two thirds of Australian universities offer training for supervisors, and only a handful with mandatory training. Furthermore, where training does exist there are few ways of monitoring attendance and involvement. Does this matter?

The above text was based on the following research:

Farrell, K. (2007). AUQA reports and research training, Presentation to the Australian Council of Deans and Directors of Graduate Studies. Cairns, Queensland.

Ideas and tools

What do you think should be the criteria, if any, to be able to supervise as a:

a) Co-supervisor?

b) Chair of a panel?

The link below contains an outline of a talk given by Professor Bob Williamson (Scientific Director of NICTA) to a group of supervisors on October 13 2009.

Practitioner Tips - Prof Bob Williamson's seminar outline (Oct 13, 2009)

ANU information

CEDAM offers, in conjunction with ANU Colleges, an induction program for new supervisors. The one day program consists of three modules, all of which would need to be taken to constitute completing 'Induction'. Each module is two hours in length, plus pre-reading. Modules are:

Module 1: Developing Positive Working Relationships and reflective practice. As a result of participating in this module it is anticipated that participants will have:

  • greater self-awareness of their own conceptions of research and supervisory practice
  • enhanced understanding in inter-actional, communication and leadership skills strategies
  • ability to evaluate their efficacy and competence as a supervisor

Module 2: Supervisory contexts. As a result of participating in this module it is anticipated that participants will have:

  • an understanding of what constitutes a productive research learning environment
  • knowledge of institutional requirements and procedures
  • knowledge of current government policies and practices related to research education and training

Module 3: Supervisory roles, responsibilities, and skills. As a result of participating in this module it is anticipated that participants will have an:

  • appreciation of a range of good practice approaches to supervision appropriate to stages of candidature
  • extended repertoire of supervisory strategies

Click here for timetable and registration

 

For College-specific information contact:

College of Engineering & Computer Science

College of Law

College of Arts and Social Sciences

College of Asia & the Pacific

College of Business & Economics

College of Medicine and Health Sciences

Alternatively, contact the College Associate Dean (HDR) for more general college information.