The resources on fIRST have been developed to meet a range of learning outcomes desirable for supervisors and research co-ordinators. If you are a co-ordinator, you will find resource that will be useful in developing your own role as wall as constructing courses for supervisors. If you are a supervisor, you can use fIRST for your own development.
Learning outcomes for supervisors
- Greater self-awareness of your own conceptions of research and supervisory practice, contextualised by critical engagement with salient and emergent issues in your field of research
- Understanding what constitutes a productive research learning environment
- Appreciation of a range of good practice approaches to supervision
- Extended repertoire of supervisory strategies for critical reflection, situated negotiation, coaching and mentoring
- Knowledge of institutional requirements and procedures for supervisors and research students, including ethics requirements, occupational health and safety, etc.
- Practice in evaluating your own efficacy and competency
- Better interaction and communication skills, e.g., negotiation, giving supportive and challenging feedback, etc.
- Better understanding and leadership skills for facilitating learning in one-on-one and group settings
- Experience of and familiarity with the range of IT-mediated communication strategies for supervision on and off campus, e.g., listservs, chatrooms, discussion groups, etc.
- Knowledge of the literature on supervision pedagogy scholarship and of relevant policy issues in research education
- Up-to-date knowledge of the expectations of stakeholder groups, e.g., relevant employers, student associations etc., and strategies for maintaining dialogue among stakeholders
- My research practice, supervisory goals and previous experience as a student and a supervisor
- The components of a productive research learning environment, on campus or distributed
- The basic stages and responsibilities of supervising a candidature within reasonable time limits
- Strategies and structures for negotiating the research student’s program of research and study and the supervisory relationship
- The pedagogy of supervision
- Practising interaction and communication skills
- Leadership and management of research groups and postgraduate research programs
- Opportunities for experiential learning, reflection and coaching are made available for supervisors by pairing new supervisors with experienced ones within a structure allowing for feedback and reflection
- Online access to literature and information regarding institutional requirements
- Clinical supervision, where new supervisors discuss their relationships and critical incidents with an experienced supervisor in a developmental program
- Workshops for supervisors, with opportunities to rehearse strategies and discuss them with others
- Online discussion groups
- Feedback from students and from senior staff and stakeholders through questionnaires
- Feedback from focus groups
- 360° feedback instruments
- Exit interviews
This framework was originally developed by:
Margot Pearson, Centre for Educational Development and Academic Methods, Australian National University; and
Dr Angela Brew, Institute for Teaching and Learning, The University of Sydney
(Pearson & Brew 2002)