STEM博士监督中的监督视角：对当前趋势的社会现实主义分析

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2022-10-03 DOI:10.1080/23752696.2022.2130391

Alan S. Cornell, W. Doorsamy, K. Padayachee

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引用次数: 0

摘要

摘要近几年来，传统的学术管道已经显著扩展。为了满足更广泛的社会经济需求，学生攻读更高学位的动机也发生了巨大变化。因此，博士生的导师们面临着调整导师实践的需要，以使毕业生具备更广泛的工作能力。然而，博士生监督是一种位于更广泛的高等教育体系中的实践，受随着时间变化的因素的制约。在本文中，我们分享了来自不同背景的一系列STEM导师对博士学位目的和目标的看法。阿彻的社会现实主义理论框架被用于群体之间和跨主题的比较分析。它还以热图的形式实现了一种新颖的可视化，展示了形成监督实践的机制，突出了学生代理与特定性格发展之间的强大相互作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Supervisor perspectives in STEM PhD supervision: a social realist analysis of current trends

ABSTRACT The traditional academic pipeline has branched out significantly in recent years. The motivation of students pursuing higher degrees has also changed dramatically in response to wider socio-economic needs. Supervisors of PhD students are consequently faced with the need to adapt supervision practices to equip graduates with a broader suite of workplace competencies. However, PhD supervision is a practice located in the broader setting of a higher education system, conditioned by factors that change over time. In this paper we share the perspectives of a range of STEM supervisors from varying backgrounds on their conceptions of the purpose and goals of the PhD. Archer’s Social Realist theoretical framework was used in a comparative analysis between groups and across themes. It also enabled a novel visualisation in the form of a heat map, illustrating the mechanisms shaping supervision practices, highlighting the strong interplay between student agency and the development of particular dispositions.

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.