Next Generation Research SuperVision Project

Image of Liz Quinlan standing at a lectern with a presentation slide in the background which says "Cross-institutional insights into research supervision development needs."

🔊Check out out final conference round up post from Day 3 over on our LinkedIn.

The 9th Biennial Conference on Postgraduate Supervision Research supervision has come to an end, and postdoc Liz is signing off now, but stay tuned for more information about RSVP initiatives!

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Conclusions from this series of focus groups related to the supervisor's opinions, reflections, and recommendations, for improving supervision culture. Participants discussed positive CPD experiences, identified poor supervision practices, and cited the value of peer support and relationality (7/7)

Our focus group findings aligned well with those from the 2024 iteration of the UK Research Supervision Survey, especially reported time allocation and workload issues, increases in team supervision participation, and a desire for peer mentoring to be supported by institutions. (6/7)

These focus groups provided a wealth of information on the types of supervision training and development that our participants received and, crucially, the approaches they found most effective. Those they valued most focused on institutional rules and regulations, EDI, and management skills (5/7)

Team supervision was highlighted as a particularly beneficial approach, though definitions of what constitutes a "team" and the roles of team members differed by discipline. Positive aspects of team supervision included increased opportunities for interdisciplinarity, and division of labour (4/7)

Participants were asked questions about both supervision practice and skills and professional development, and we subsequently identified ten common discussion themes within the focus groups-- including communication, mentorship, adaptive supervision, and experiential learning. (3/7)

The participants we recruited ranged from postdocs to emeritus professors, and the 25 FGs were intended to help us explore questions about their experiences with and opinions of team supervision, poor supervisory practice, diverse research degrees, and disciplinary differences in supervision (2/7)

Liz has just presented in Paper Session K, discussing cross-institutional insights into research supervision development needs as shown by preliminary analysis of empirical data from focus groups we ran last summer with 88 doctoral research supervisors from five UK universities #PSCStellenbosch2025

Later at 11:30 we'll hear from RSVP's own Liz Quinlan, discussing results from our cross-institutional focus groups conducted with academic supervisors, covering supervision models, poor supervision practice, and disciplinary and degree differences in supervising. Check back here for highlights!

Day 3 starting off strong! We have just heard a thought-provoking keynote from Professor Chrissie Broughey on the impact of neoliberalism on higher ed policy, and it's effect on research, supervisors, and students in ways that the original policymakers may never have considered. #PSCStellenbosch2025

Iyer finishes by describing a model for an effective intergenerational supervisory process, which must involve mutual respect, work to dismantle existing power structures, utilize consistent and clear communication (even via meme format!), and consider multiperspectivity.

Example given of the supervisee using memes to communicate their thoughts and needs within the supervision process, part of an informal communication style that benefited both within the supervisory partnership.

Sub-themes that were identified as influencing both the processes of the supervisor and the supervisee's experience included familiarity with digital landscapes and tools, birth order, egalitarianism, supported autonomous learning, forms of feedback, and informality/formality in difference spaces.

The study they conducted was an autoethnographic, qualitative and interpretative study investigating how intergenerational supervision is articulated between a Gen Y supervisor and Gen Z supervisee. Findings illustrated differences in identity, power dynamics, and communications.

The final presentation we have is from Dr. Leevina Iyer, discussing the experiences of Gen Y/Millennial supervisors in supervising Gen Z students. This concept of intergeneration supervision is a complex process, with age groups that are stereotyped in the popular consciousness.

He asks us to rethink supervision not just as a requirement, but as an opportunity for transformation that is well located within the higher education transformation agenda for both the mentor and the mentee. He hopes that mentality this can be developed further within the HE space in South Africa.

Tabe's conclusions were that supervisors must not simply be a skilled expert but also a "More Knowledgeable Other" who can not only provide academic mentorship but also model professional and ethical values, which in turn influence the student's later approaches in their own academic career.

Challenges to effective supervision build upon themselves-- power imbalances, stress, poor feedback can all result in failure. Tabe analysed self-reflective data from his thesis experience, and identified 2 themes -- student-supervisor relationship and institutional barriers and functionality.

We must expand our view of the role of academic supervision to filly appreciate it's value-- it is a catalyst for the personal career development of a supervisor as well as the development of a student. Tabe cites DiPaola & Wagner, suggesting supervision is a "professional socialization process".

Tabe states that supervision is often seen as a structured process of guiding students through research-- but what if we view it as something more transformative, shaping the supervisor as well? A space where curiosity is nurtured, struggles are met with encouragement, and growth is multifaceted?

Next we hear from Dr. Hennades Tabe, who is discussing his own self reflections on the role of academic supervision in shaping relationships and enhancing professional growth. He encourages us to engage in some self reflection as we listen to his presentation today.

Spronken-Smith concludes that the Tool can help candidates build a conscious awareness of the people and services that support their journey, and the next steps of the project are to make the tool publicly available for testing and solicit feedback from a wide variety of universities and contexts.

Students who were surveyed after using the Village Formation Tool and associated resources overwhelming found the tool useful, with one commenting that the tool not only helped them to consider how they can improve their existing relationships, but reminded them not to take them for granted.

The tool they developed is a series of writing and mapping exercises that asks students to consider the people and places that surround them at the beginning of their research, the tools they have access to, and the evolution that will likely happen as their temporary village expands and contracts.

Dr. Spronken-Smith now asks us in the conference audience-- a temporary village of sorts-- to discuss our own experiences of who was involved in the community surrounding us at the beginning of our PhD experiences. Many of us mentioned the people in our department, but also friends and family.

Given this the researchers wanted to build a reflective tool that draws on both social identity theory and communities of practice-- the idea that PhD candidates enter into a "Temporary Community/Village", and their identities as researchers are influenced by those around them.

The concept behind the Village Formation Tool was based on the idea that "this is your reasearch, you are doing the heavy lifting". A PhD is an isolating journey, but as you go through the process you build relationships and "villages" to support them.

Now at 16:30 we're back with more live commentary on Session I, with presentations from Spronken-Smith, Baker, Brown and Zupan; Tabe; and Iyer and Mari. We'll be hearing about the "Village Formation Tool", the role of supervision on shaping professional growth, and cross-generational supervision.

It's lunch time now at #PSCStellenbosch2025, but you can join us afterwards at 14:15 in the main ballroom for a RSVP panel discussion, featuring Co-PI Dr. Karen Clegg, Dr. Liz Quinlan, Professor Colleen Aldous, and Dr Janet Carton.

Welcome to Day 2 of the #PSCStellenbosch2025 👋. Today's main highlight for RSVP is our panel discussion scheduled at 14:15 where you'll hear from our co-PI Dr. Karen Clegg, postdoc Dr. Liz Quinlan, and PP Contacts Professor Colleen Aldous and Professor Janet Carton-- come join us after lunch!