Interaction and learning in PhD supervision – a qualitative study of supervision with multiple supervisors
This paper presents a case of a single PhD supervision session with multiple supervisors from a life science faculty. The aim is to identify how learning opportunities are created. The supervisors and PhD student were interviewed about their experiences of the supervisory process. The session was an...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Danish |
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Dansk Universitetspædagogisk Netværk
2013-03-01
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| Series: | Dansk Universitetspaedagogisk Tidsskrift |
| Subjects: | |
| Online Access: | https://tidsskrift.dk/dut/article/view/7174 |
| Summary: | This paper presents a case of a single PhD supervision session with multiple supervisors from a life science faculty. The aim is to identify how learning opportunities are created. The supervisors and PhD student were interviewed about their experiences of the supervisory process. The session was analysed using positioning theory. Learning opportunities were created through the diverging voices of the supervisors. This is apparent from the interaction and confirmed in the interviews.
Denne artikel omhandler en analyse af en vejledningssituation med flere vejledere fra et naturvidenskabeligt fakultet med det formål at identificere, hvordan der skabes læringsmuligheder gennem vejledningen. Sessionen blev analyseret vha. positioneringsteori, og vejledere og ph.d.-studerende blev efterfølgende interviewet om deres oplevelser af vejledningsforløbet. Læringsmuligheder skabes gennem divergerende stemmer i vejledningen, hvilket blev bekræftet gennem interviews. |
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| ISSN: | 1901-5089 2245-1374 |