Crossing the border from candidate to supervisor: the need for appropriate development

Postgraduate education has grown enormously worldwide, which has led to supervisors being expected to take on a supervisor's role immediately upon graduation. But crossing the border from being a doctoral candidate to becoming a doctoral supervisor entails significant shifts in identity and an...

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Bibliographic Details
Published in:Teaching in higher education 2021-04, Vol.26 (3), p.387-403
Main Authors: Motshoane, Puleng, McKenna, Sioux
Format: Article
Language:English
Subjects:
Attendance
Clinical Supervision (of Teachers)
doctoral education
Doctoral Students
Foreign Countries
Graduate studies
Higher Education
Intervention
postgraduate
Professional Identity
social realism
Supervision
Supervision development
Supervisor Qualifications
Supervisors
Supervisory Methods
Workshops
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Summary:Postgraduate education has grown enormously worldwide, which has led to supervisors being expected to take on a supervisor's role immediately upon graduation. But crossing the border from being a doctoral candidate to becoming a doctoral supervisor entails significant shifts in identity and an understanding of postgraduate pedagogy and institutional expectations. This paper argues that supervision development opportunities are crucial, but they need to be contextualised and include critical key agents with some institutional authority if they are to be deemed worthwhile and effect change. An online survey completed by 186 participants from across institutional types and disciplines in South Africa is analysed using Archer's social realism to provide insights into how emerging supervisors are currently supported. The resultant recommendations on supervision development could contribute to more confident border crossing by emerging supervisors.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2021.1900814