Excellence in Doctoral Supervision: An Examination of Authoritative Sources across Four Countries in Search of Performance Higher than Competence

Autor/inn/en	McCulloch, Alistair; Kumar, Vijay; van Schalkwyk, Susan; Wisker, Gina
Titel	Excellence in Doctoral Supervision: An Examination of Authoritative Sources across Four Countries in Search of Performance Higher than Competence
Quelle	In: Quality in Higher Education, 22 (2016) 1, S.64-77 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2016.1144904
Schlagwörter	Excellence in Education; Doctoral Programs; Supervision; Awards; Graduate Students; Educational Quality; Educational Experience; Foreign Countries; Standards; Australia; New Zealand; South Africa; United Kingdom + Suchen Sie Ihr Suchwort? Lernerfolg; Doktorandenprogramm; Award; Auszeichnung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Quality of education; Bildungsqualität; Bildungserfahrung; Ausland; Standard; Australien; Neuseeland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Großbritannien
Abstract	Supervision is generally recognised as playing a crucial role in the quality of a research student's doctoral experience and their academic outcomes and, in common with most areas of higher education, there is an oft-stated desire to pursue excellence in this important area. Excellence in research degree supervision is, however, an elusive concept and on close scrutiny most of the discussions of high-quality supervision, even those that purport to be identifying excellence, refer to competence rather than excellence. This paper examines two potentially national authoritative perspectives from which excellence in research degree supervision might be explicated (codes of practice and learning and teaching awards) from Australia, New Zealand, South Africa and the United Kingdom but concludes that the complex nature of the activity and the complexity of the concept itself mean that rather than identifying excellence in supervision we can only respond to claims for excellence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01