Technology, Time And Communication: Exploring Postgraduate Students' Experiences Of Online Supervision During The Pandemic

Abstract

Doctoral supervision is both a rewarding and challenging experience for supervisors and doctoral students, while effective supervision and research practice is of crucial importance for the developmental process and both students’ and supervisors’ careers. Although several challenges in the research journey are strictly research-focused, supervision is a human activity where intersectional aspects influence actions and activities. Power dynamics are involved in supervisor and research student interactions, many of which link affective with intellectual domains, and many are based on differences, of gender, age, race, or intersectionality. Here, we are mainly concerned with how to tackle challenging issues that grow from gender differences and intersectionality. Within the complex landscape of doctoral supervision, this paper is based on both research and educational development practice, since as authors and practitioners we are engaged with this. We use research, policy, widely available literature, and professional practice to underpin, build and share our developing “gender equality toolkit”. We use case studies to support constructive policies and practices and engage colleagues in reflective and practical development aimed at tackling issues concerning gender and intersectional inequalities in doctoral experiences and supervision.