Understanding your strengths, weaknesses and values in the supervision process

Understanding your strengths, weaknesses and values in the supervision process

For each of the items below please rate:

  • Your skills and knowledge
  • The importance of each item to you

Please note that the focus of the items is on the process of supervision rather than on your research and scholarly expertise. Once you have completed the rating please compare your ‘importance’ results with colleagues and identify and discuss any discrepancies. The purpose of the exercise is to clarify your conceptions of your role and to identify your strengths and weaknesses.

1 = LOW and 5 = HIGH on the scales below.

1. A familiarity with published work on the process of research supervision

1. Skills and knowledge

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1. Importance

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 2. An understanding of the external policy environment in research education

2. Skills and knowledge

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2. Importance

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3. Well networked in a global academic community

3. Skills and knowledge

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3. Importance

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4. An understanding of university regulations, requirements and processes in relation to doctoral candidature

4. Skills and knowledge

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4. Importance

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5. Knowledge of the support available for the project within the university

5. Skills and knowledge

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5. Importance

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6. Knowledge of the broader university support available for the candidate (e.g. seminars, peer support, writing workshops)

6. Skills and knowledge

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6. Importance

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7. Supervising across a broad range of topics

7. Skills and knowledge

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7. Importance

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8. Supervising interdisciplinary theses

8. Skills and knowledge

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8. Importance

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9. Supervising industry and/or work-based research

9.Skills and knowledge

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9. Importance

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10. Keeping records of meetings and actions taken

10. Skills and knowledge

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10. Importance

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11. An understanding of the commercialisation process

11. Skills and knowledge

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11. Importance

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12. Knowledge of the career pathways available to students

12. Skills and knowledge

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12. Importance

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13. Introducing the student to academic networks within and beyond the university

13. Skills and knowledge

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13. Importance

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14. Integrating students into the intellectual life of the university

14 Skills and knowledge

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14. Importance

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15. Balancing encouragement and support with honest feedback on work

15. Skills and knowledge

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15. Importance

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16. Assisting students with their writing skills

16.Skills and knowledge

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16. Importance

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17. Working with students from diverse backgrounds

17. Skills and knowledge

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17. Importance

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18. Working differently with different students

18. Skills and knowledge

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18. Importance

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19. Advising on the literature review

19. Skills and knowledge

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19.Importance

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20. Generating creative, original ideas relating to the problem or methodology

20. Skills and knowledge

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20. Importance

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21. Discussing the issues and concerns of the student that affect their progress

21. Skills and knowledge

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21. Importance

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22. Monitoring progress

22. Skills and knowledge

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22. Importance

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23. Integrating students into research teams

23. Skills and knowledge

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23. Importance

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24. Project management skills

24.Skills and knowledge

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24. Importance

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25. Gauging the needs and motives of students

25. Skills and knowledge

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25. Importance

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26. Assisting candidates with seminar and conference presentations

26. Skills and knowledge

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26. Importance

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27. Managing the examination process

27. Skills and knowledge

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27. Importance

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Acknowledgement.

This exercise was developed by Emeritus Professor Mark Tennant, Faculty of Arts and Social Sciences, University of Technology, Sydney. It appears in the publication Tennant, M., McMullen, C. and Kaczynski, D. 2010. Teaching, Learning and Research in Higher Education. New York: Routledge, pp. 161-162.

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