Reflections on doctoral supervision : drawing from the experiences of students with additional learning needs in two universities

Collins, B 2015, 'Reflections on doctoral supervision : drawing from the experiences of students with additional learning needs in two universities' , Teaching in Higher Education, 20 (6) , pp. 587-600.

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Abstract

Supervision is an essential part of doctoral study, consisting of relationship and process aspects, underpinned by a range of values. To date there has been limited research specifically about disabled doctoral students’ experiences of supervision. This paper draws on qualitative, narrative interviews about doctoral supervision with disabled students. The key reflection is that supervisory relationship was more highly valued than process aspects of supervision. A good relationship was characterised by good communication, willingness to listen and flexibility; it enabled students with additional learning needs to navigate the process aspects of the doctoral journey. Flexibility was the most commonly requested support. Promoting a positive relationship that enables flexibility within the pressure for timely completions respresents a key dilemma for supervisors of disabled students.

Item Type: Article
Schools: Schools > School of Health and Society
Journal or Publication Title: Teaching in Higher Education
Publisher: Taylor & Francis
ISSN: 1356-2517
Related URLs:
Depositing User: USIR Admin
Date Deposited: 10 Jul 2020 09:50
Last Modified: 10 Jul 2020 09:50
URI: http://usir.salford.ac.uk/id/eprint/57568

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