The pedagogy of supervision, planning for effective supervision, their responsibilities

1. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Supervision models




The ways of approaching supervision are limited only by
imagination. The traditional model of supervision is that of expert
and apprentice. This traditional model may be modified to be:
that of mentor/coach and mentoree, a more collaborative approach,
though still one-on-one.
a collaborative venture among two or more co-supervisors and
student, or a principal supervisor and one or more associate
supervisors.
that of principal and associate supervisors and a bevy of 'advisors'
who have little administrative responsibility but are available as
experts to assist the student in particular areas, such as research
methodology or writing skills.

2. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Mentoring

The supervisor provides a kind of role model for the student. The
functions of a mentor:

Career functions
Sponsorship
Exposure and visibility
Coaching
Protection
Challenging assignments










Psychosocial functions
Role modelling
Acceptance and confirmation
Counselling
Friendship

3. The pedagogy of supervision, planning for
effective supervision, their responsibilities

The mentoring relationship may continue beyond the task of
completing a research degree and will almost certainly change over
time as the student moves from novitiate to competence. The four
phases of the relationship:

Initiation: the student 'hero-worships' the supervisor, and the
supervisor has high expectations of the student
Cultivation: the relationship becomes more realistic. Both
supervisor and student benefit from a stimulating and supportive
mutual relationship
Separation: the student needs the supervisor less as they become
more independent. There may be some conflict
Redefinition: the mentoring relationship becomes primarily a
friendship. Supervisor may continue to provide career mentoring
from a distance.




4. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Supervision as pedagogy

How does supervision differ from other forms of teaching?

There are a number of differences:
the unusual intimacy of the relationship over a number of years
the complexity of the power relationship
the pedagogy of supervision is known to the supervisor but not to
the student
there is a large imbalance between supervisor and student in what
is at stake
personalities play a large role in the relationship






5. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Suggestions for Effective Supervision

Be prepared for your Student missionary! Do the following before your
Student missionary arrives.

Physically…
Have all the logistics confirmed.
Have issues related to workspace, job description, and ministry relationships
settled and communicated to the missionary.
Confirm details related to salary, moving, housing, and transportation.







Spiritually…
Have the ministry location and churches in the association pray for your
missionary.
Pray with your missionary in your pre-arrival conversations. Let them know
that others in the area are praying for them as well.
Plan a time for you and your missionary to discuss their spiritual growth
plans once they arrive on the field.

6. The pedagogy of supervision, planning for
effective supervision, their responsibilities








Mentally…
Be creative in planning the ministry of your missionary. Seek to utilize the
skills, gifts and abilities God has given them. Seek to enhance those areas
in which they are strong and strength those areas where they are weak.
Intentionally seek ways to provide ongoing growth opportunities for your
missionary. This may be through reading assignments, conference
participation or other personal development experiences.
Be prepared to practice positive conflict resolution.
Emotionally…
Create in you ministry location and churches in the association a sense of
expectation about your Student missionary coming to serve with you.
Involve a variety of people from the field of service in helping the missionary
feel welcome.
Encourage a family in a local church or association to “adopt” the missionary
during their term of service. In many cases these young adults have left
their family to serve with you. Help them to develop new “family” in your
area.

7. The pedagogy of supervision, planning for
effective supervision, their responsibilities
What do you want from your students?
Identify and list the qualities you are looking for in your
students:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

8. The pedagogy of supervision, planning for
effective supervision, their responsibilities
What do you want from your supervisor?
Identify and list the qualities you are looking for in your
supervisor:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

9. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Students’ expectations from their supervisors









To be supervised
To read their work in advance
To be available when needed
To be friendly, open and supportive
To be constructively critical
To have a good knowledge of their research area
To structure the tutorial so that it is relatively easy to
exchange ideas
To have sufficient interest in their research to put more
information in the student’s path
To be sufficiently involved in their success to help them a
good job at the end of it all

10. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Supervisors’ expectations from their students






To be independent
To produce written work that is not just a first draft
To have regular meetings
To be honest when reporting upon their progress
To follow the advice that they give, when it has been
given at their request
To be excited about their work, able to surprise them and
fun to be with

11. The pedagogy of supervision, planning for
effective supervision, their responsibilities
RESEARCH CODE OF CONDUCT
GUIDING PRINCIPLES AND POLICY

Maintaining integrity and high standards is of central
importance to the University’s commitment to research,
and it is the responsibility of all members of the
University’s research community to maintain professional
standards. This Code of Conduct prescribes standards
of work performance and conduct expected by all
persons engaged in research at the University.

12. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Researchers should, in all aspects of their research:





Observe legal and ethical requirements laid down by the University
or any other bodies properly laying down such requirements;
Ensure that methods and results should, subject to appropriate
confidentiality commitments to individual privacy or commercially
protected information, be open to independent scrutiny through
appropriate documentation of methods and storing of data;
Demonstrate honesty, integrity and professionalism, observe
fairness and equity, and avoid, or declare, conflicts of interest;
Ensure clear and honest attribution and acknowledgement of the
direct and indirect contribution of colleagues, collaborators and
others;
Ensure the rights, safety and well-being of those associated with the
research, both as researchers and subjects of research.

13. The pedagogy of supervision, planning for
effective supervision, their responsibilities
SCOPE AND RESPONSIBILITIES




The University has general responsibility to ensure
compliance with the Code across the University.
Heads of Schools have a responsibility to ensure
compliance with the Code in their schools.
All staff and students undertaking research must
familiarise themselves with the Code and ensure that its
provisions are observed.
The University will ensure all newly appointed
researchers and research students are made aware of
the Code, and the supervisors of students involved in
research will seek to ensure that students comply with
the Code.

14. The pedagogy of supervision, planning for
effective supervision, their responsibilities
RESEARCH PRACTICES



Guidance from Professional Bodies
Where available, researchers will observe the standards
of research practice set out in guidelines and codes of
practice published by scientific and learned societies,
relevant research councils, sponsoring charities,
regulatory bodies and other relevant professional bodies.
All researchers should be aware of the legal
requirements which regulate their work.

15. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Research Methods and Data



There should be clarity at the outset of each research
programme as to the ownership of, where relevant, data
and samples used or created in the course of the
research, and the results of the research.
Research methods adopted in the conduct of the
research must be fully documented in a manner that
would facilitate their replication by independent
researchers.
Experiments should be conducted in accordance with
the University Health and Safety Policy Document.

16. The pedagogy of supervision, planning for
effective supervision, their responsibilities


Research data must be recorded in a durable and auditable form so
that they can readily be recovered. They must be retained intact
normally for a period of at least five years (or the minimum period
defined by research sponsors or relevant professional or statutory
bodies, whichever is the longer) from the date of any publication
based on it. Back-up records should always be kept for data stored
on a computer or electronically.
Research Groups, Institutes or Schools must establish procedures
for retention of research data in a form which would enable retrieval
by a third party, subject to any limitation imposed by the
confidentiality of individuals or commercially sensitive data.
Research data related to publications should be available for
discussion with other research workers, except where confidentiality
provisions prevail.

17. The pedagogy of supervision, planning for
effective supervision, their responsibilities



It is the duty of any principal investigator in any research
project to comply with the Data Protection Act, and to
ensure that copyright is not breached.
Confidentiality provisions relating to publications may
apply in circumstances where the University or the
research worker has made or given confidentiality
undertakings to third parties or confidentiality is required
to protect intellectual property rights.
It is the obligation of the research worker to enquire as to
whether confidentiality provisions apply and of the head
of research group/institute, or School to inform research
workers of their obligations with respect to these
provisions.

18. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Ethical Practice




Research involving Human participants
Approval from the University Research Ethics Committee is required
prior to any research involving human subjects unless already
approved by the Ethical Committee of an alternative acceptable
body.
Approval from other regulatory bodies such as the Human
Fertilisation and Embryology Authority or the Gene Therapy
Advisory Committee should also be sought where necessary.
Researchers should ensure the consent of participants in research,
along with the confidentiality of any personal information, and that
the research fulfills any legal requirements of the Data Protection
Act.

19. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Supervision



It is the responsibility of Heads of Schools to ensure that
appropriate direction of research and supervision of
researchers is provided. Training in supervisory skills
should be provided where appropriate.
Supervision of research must be in accordance with the
University’s Code of Practice for Research Degrees and
with any requirements which may be prescribed from
time to time by the Senate through its Quality and
Standards Sub-Committee.
A person must decline appointment as a supervisor of a
research student unless that person expects to be able
to discharge the responsibilities set out in the Codes of
Practice.

20. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Publication of Results



Anyone listed as an author on a publication should accept responsibility for
ensuring that he/she is familiar with the contents of the paper and can
identify her/his contribution to it. The practice of honorary authorship is
unacceptable.
Any person who has participated in a substantial way in conceiving,
executing or interpreting at least part of the relevant research should be
given the opportunity to be included as an author of a publication derived
from that research.
A publication must contain appropriate reference to, and acknowledgement
of, the contributions made by all participants who have made what might
reasonably be regarded as a significant contribution to the relevant
research. In particular the work of research students, research staff and
support staff should be recognised in any publication derived from research
to which they have made a significant contribution.

21. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Conflict of Interest


A conflict arises when a person’s judgement concerning a primary
interest, such as scientific knowledge, could be unduly influenced by
a secondary influence, such as financial gain or personal
advancement.
A researcher must make full disclosure of any personal potential or
actual conflict of research interest. Conflict of interest includes any
personal or close family affiliation or financial involvement with any
organization sponsoring or providing financial support for a research
project undertaken by a research worker. Financial involvement
includes direct personal financial interest, provision of personal
benefits (such as travel and accommodation) and provision of
material or facilities for personal use. The provision of sponsored
studentships, or elements of travel/accommodation for a student, is
excluded from this definition.

22. The pedagogy of supervision, planning for
effective supervision, their responsibilities


A disclosure of a personal conflict of
interest must be made to the Head of
School as soon as reasonably practicable.
A researcher must comply with a direction
made by the Head of School in relation to
a personal conflict of interest in research.
Heads of Schools may seek advice from
the Secretary-Registrar in cases of doubt.

23. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Misconduct in Research




Misconduct in research is constituted by a failure to
comply with the provisions of the Code, and includes, but
is not limited to, the following:
Fraud: deliberate deception, including fabrication or
falsification of research data, and the omission from
analysis and publication of inconvenient data
Plagiarism and piracy: the copying or deliberate
exploitation of another person’s ideas, work or research
data, without appropriate acknowledgement
The University has a separate policy and Code of
Conduct covering misconduct. This code must be
adhered to at all times

24. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Responsibilities of Supervisors and of Students



The principal responsibilities of the Supervisors
are:
To read and comply with University Regulations dealing
with ethics, intellectual property rights and health and
safety. They must ensure that the student is aware of
regulations which affect his/her conduct and/or work.
To ensure that a student on initial enrolment, i.e. during
their probationary period is introduced to staff and the
local environment; local facilities, both technical and
social; other University facilities such as the library, the
Student's Union, the Health Centre and refectories and is
made aware of safety procedures and fire evacuation
routes.

25. The pedagogy of supervision, planning for
effective supervision, their responsibilities



To give assistance to students in defining and planning
the research topic and the associated timetable.
Supervisors are also expected to reinforce advice and
guidance, including: research design and planning;
research methods, including literature searches, sources
and referencing; the presentation of academic work;
ethical and legal matters including plagiarism and
intellectual property rights.
To maintain regular contact through formal, scheduled
meetings held with students which should be set at the
start of each academic year. The whole supervision
team should meet with the student at least once a year.

26. The pedagogy of supervision, planning for
effective supervision, their responsibilities


The principal responsibilities of the
student are:
To study the University documents as are
relevant to their work including those
dealing with ethics, intellectual property
rights and health and safety. Students
must comply with these documents.

27. The pedagogy of supervision, planning for
effective supervision, their responsibilities





As soon as possible after enrolment to discuss and
agree with their First and Second Supervisors the
following aspects of their work:
The general area and specific topic or focus of the
proposed work and its aims and objectives.
The schedule of work and associated broad timetable,
taking into account holidays and any proposed times of
absence from the institution.
The methodology to be employed for the work
recognising the need for this to be kept under review as
the project proceeds.
The constitution of the supervisory team for the research
degree programme, identifying the First Supervisor,
Second Supervisor(s) and any Advisors.

28. The pedagogy of supervision, planning for
effective supervision, their responsibilities




To inform the Research Office of any alterations or amendments to
the enrolment or registration details in consultation with the First
Supervisor.
To ensure that the institution through the Research Office, Faculty
and First Supervisor is able to make contact with him/her when he
/she is not on campus.
To take ultimate responsibility for his/her research activity and
candidacy for the degree and to appreciate that this will require a
commitment to give sufficient time and effort to the research
programme until it is completed. The student must maintain the
progress of the work in accordance with the stages agreed with
supervisors, including, in particular, the presentation of written
material as required in sufficient time to allow for comments and
discussion before proceeding to the next stage. This will include
providing reports on his/her work as required.
To work to the highest professional and ethical standards, seeking
guidance from ethical codes where appropriate via the First
Supervisor.

29. The pedagogy of supervision, planning for
effective supervision, their responsibilities


To have regular interactions with the Supervisors (especially with
the First Supervisor) throughout the programme of work, having
established at the outset a schedule of formal meetings. The
frequency of these should be in accord with the stipulated University
minimum values (normally once per month for full-time students and
once every two months for part-time students). A thorough
preparation for these meetings is expected from students. They
should heed the advice and any matters which arise from such
meetings and accept the importance of being frank and honest
about perceived difficulties as and when they occur.
One of the objects of such meetings is to prevent more serious
problems from arising later in the research programme. Students
must therefore take the initiative in raising problems or difficulties,
however elementary they may seem; Student and supervisors will
also be in contact via ad hoc and informal discussions as the need
arises.

30. The pedagogy of supervision, planning for
effective supervision, their responsibilities



To keep a detailed, full record of the research and notes.
Supervisors will require these records as part of their monitoring of
the student's progress.
To decide the time for the submission of the thesis for examination
in consultation with the First Supervisor within the time stipulated by
the regulations.
To pass to the first supervisor by the end of the examination
procedures and before graduation, material such as laboratory
notebooks, computer coding and studio maquettes produced as a
necessary part of the project remain the property of the Institution
and must. If appropriate, the supervisor may authorise, on behalf of
the University the production of copies of such material for the
student's subsequent use.

31. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Records of Discussions between Research students and
supervisors
 Research students and their supervisors must discuss their work
regularly as an essential part of the teaching and learning contract
between the student and the University.
 Research supervisors must be able to show evidence that not only
have regular discussions taken place, but also that the main points
of discussion have identified the present stage of a student's
research programme and advice has been given upon how to
proceed.
 The Record form identifies the important parameters for such
discussion. Such a discussion can be conducted between
supervisor and student by electronic or other means, providing such
discussions are recorded. Such formal discussions should occur
normally at intervals no longer than one month for full-time research
students and normally no longer than two months for part-time
students.

32. The pedagogy of supervision, planning for
effective supervision, their responsibilities
Thank for your time, patience and participation
Yannis Markovits, Ph.D. WOP
Email address: yannis.markovits@otenet.gr