{"title":"博士生与导师期望的形成、协商与协调:共同建构的叙述","authors":"Irina Baydarova, Heidi Ellise Collins, Deirdre Barron","doi":"10.1080/0309877x.2023.2256683","DOIUrl":null,"url":null,"abstract":"ABSTRACTThe alignment of student-supervisor expectations in doctoral research builds a foundation for strong supervisory relationships. While some expectations around research practice and outputs are clearly stated and regulated, the expectations concerning personal aspects of supervisory relationships are seldom voiced. To address this gap, this article presents a co-constructed narrative, foregrounding the lived experiences of a doctoral student and their supervisors during the formation, negotiation, and alignment of their expectations of th roles and responsibilities within their relationships. The article highlights the complexities of articulating and aligning expectations and explores how those complexities were managed and eventually overcame by the authors. In tracing the student’s development as a researcher, authors reflect on the changes in supervision relationships and the opening of new dialogues that emerged from the converging expectations of each of the co-authors. Through the act of writing co-constructed narrative, authors’ understandings of their evolving expectations were further developed and clarified.KEYWORDS: Co-constructed narrativedoctoral supervisionalignment of expectationsstudent-supervisor relationships Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Formation, negotiation, and alignment of doctoral student and supervisors’ expectations: a co-constructed narrative\",\"authors\":\"Irina Baydarova, Heidi Ellise Collins, Deirdre Barron\",\"doi\":\"10.1080/0309877x.2023.2256683\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACTThe alignment of student-supervisor expectations in doctoral research builds a foundation for strong supervisory relationships. While some expectations around research practice and outputs are clearly stated and regulated, the expectations concerning personal aspects of supervisory relationships are seldom voiced. To address this gap, this article presents a co-constructed narrative, foregrounding the lived experiences of a doctoral student and their supervisors during the formation, negotiation, and alignment of their expectations of th roles and responsibilities within their relationships. The article highlights the complexities of articulating and aligning expectations and explores how those complexities were managed and eventually overcame by the authors. In tracing the student’s development as a researcher, authors reflect on the changes in supervision relationships and the opening of new dialogues that emerged from the converging expectations of each of the co-authors. Through the act of writing co-constructed narrative, authors’ understandings of their evolving expectations were further developed and clarified.KEYWORDS: Co-constructed narrativedoctoral supervisionalignment of expectationsstudent-supervisor relationships Disclosure statementNo potential conflict of interest was reported by the author(s).\",\"PeriodicalId\":47389,\"journal\":{\"name\":\"JOURNAL OF FURTHER AND HIGHER EDUCATION\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2023-09-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"JOURNAL OF FURTHER AND HIGHER EDUCATION\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/0309877x.2023.2256683\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"JOURNAL OF FURTHER AND HIGHER EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/0309877x.2023.2256683","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Formation, negotiation, and alignment of doctoral student and supervisors’ expectations: a co-constructed narrative
ABSTRACTThe alignment of student-supervisor expectations in doctoral research builds a foundation for strong supervisory relationships. While some expectations around research practice and outputs are clearly stated and regulated, the expectations concerning personal aspects of supervisory relationships are seldom voiced. To address this gap, this article presents a co-constructed narrative, foregrounding the lived experiences of a doctoral student and their supervisors during the formation, negotiation, and alignment of their expectations of th roles and responsibilities within their relationships. The article highlights the complexities of articulating and aligning expectations and explores how those complexities were managed and eventually overcame by the authors. In tracing the student’s development as a researcher, authors reflect on the changes in supervision relationships and the opening of new dialogues that emerged from the converging expectations of each of the co-authors. Through the act of writing co-constructed narrative, authors’ understandings of their evolving expectations were further developed and clarified.KEYWORDS: Co-constructed narrativedoctoral supervisionalignment of expectationsstudent-supervisor relationships Disclosure statementNo potential conflict of interest was reported by the author(s).
期刊介绍:
Journal of Further and Higher Education is an international, peer-reviewed journal publishing scholarly work that represents the whole field of post-16 education and training. The journal engages with a diverse range of topics within the field including management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. Through encouraging engagement with and around policy, contemporary pedagogic issues and professional concerns within different educational systems around the globe, Journal of Further and Higher Education is committed to promoting excellence by providing a forum for scholarly debate and evaluation. Articles that are accepted for publication probe and offer original insights in an accessible, succinct style, and debate and critique practice, research, theory. They offer informed perspectives on contextual and professional matters and critically examine the relationship between theory and practice across the spectrum of further and higher education.