scholarly journals Bringing the critical into doctoral supervision: What can we learn from debates about epistemic justice and the languaging of research?

2021 ◽  
Vol 3 (2) ◽  
pp. 104-127
Author(s):  
Richard Fay ◽  
Jane Andrews ◽  
Zhuo Min Huang ◽  
Ross White
Keyword(s):  
Research Integrity ◽  
Research Environment ◽  
Doctoral Research ◽  
Epistemic Justice ◽  
Intercultural Praxis ◽  
Doctoral Supervision ◽  
Supervisory Practices

In this article, we discuss how, as supervisors in largely Anglophone university contexts in England, we are trying to develop supervisory practices informed by the discussions of epistemic (in)justice and the languaging of research. Having rehearsed these discussions, and considered the opportunities provided by research integrity policy formulations in our context, we conceptualise doctoral supervision critically, interculturally, and ecologically. We then report our efforts to shape the supervisory agenda so that, in the local spaces available to us, the shaping influences of the epistemic and linguistic in the wider research environment are problematised. In particular, we focus on two strands of our thinking, namely: a) the implications of epistemic hierarchies and the value of an intercultural ethic for the transknowledging at the heart of doctoral research; and b) the role of language(s) in research and the value of a translingual researcher mindset. In both strands, our thinking has moved from a more instrumental to a more critical stance regarding research, researcher thinking, and supervision. This development highlights some of the complexities involved in developing critical intercultural praxis for doctoral supervision. We conclude with recommendations—aimed at all those involved in doctoral supervision—to facilitate a critical intercultural supervisory culture.

The supervised as the supervisor

2014 ◽  
Vol 56 (6) ◽  
pp. 537-550 ◽  
Author(s):  
Simon Stephens
Keyword(s):  
Doctoral Students ◽  
Research Performance ◽  
Academic Community ◽  
Content Type ◽  
Supervision Practices ◽  
Doctoral Supervision ◽  
Supervisory Practices ◽  
The Impact ◽  
The Relationship

Purpose – The relationship between doctoral students and their supervisors impacts on degree completion rates; faculty research performance; and postgraduate satisfaction with their alma mater. The purpose of this paper is to explore the relationship between the experience of supervision and subsequent supervision practices. Design/methodology/approach – Totally, 40 supervisors who are doctoral students/graduates were approached to participate in the study, and 32 agreed. For each participant, data were collected to explore their development as a supervisor. Findings – Supervisors seek guidance from textbooks, workshops, peers, colleagues and their doctoral supervisor to develop as a supervisor. Their supervision style emerges as a reaction to both positive and negative experiences of supervision. A recurring theme in the data is that if there is something missing in the supervision experience, the student will emphasise this element in their approach to supervision. Practical implications – The changing nature of doctoral provision is changing the role of the supervisor. This paper explores the relationship between a student and their supervisor. The outcome is that insights are provided into how the experience of doctoral supervision is reflected in the supervisory practices of the supervised. Originality/value – The impact of the supervisor on the doctoral student's/graduate's subsequent approach to supervision can be mapped against previous research. Additional research is needed to identify the different styles of supervision practised, and how each style is valued within the academic community.

scholarly journals The state of health research governance in Africa: what do we know and how can we improve?

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Juliet Nabyonga-Orem ◽  
James Avoka Asamani ◽  
Micheal Makanga
Keyword(s):  
Health Research ◽  
Research Collaboration ◽  
Focal Point ◽  
Research Integrity ◽  
Dual Role ◽  
Research Governance ◽  
World Health ◽  
Cross Sectional Survey ◽  
Scientific Review

Abstract Background The developments in global health, digital technology, and persistent health systems challenges, coupled with global commitments like attainment of universal health coverage, have elevated the role of health research in low- and middle-income countries. However, there is a need to strengthen health research governance and create a conducive environment that can promote ethics and research integrity and increase public trust in research. Objective To assess whether the necessary structures are in place to ensure health research governance. Methods Employing a cross-sectional survey, we collected data on research governance components from 35 Member States of the World Health Organization (WHO) African Region. Data were analysed using basic descriptive and comparative analysis. Results Eighteen out of 35 countries had legislation to regulate the conduct of health research, while this was lacking in 12 countries. Some legislation was either grossly outdated or too limiting in scope, while some countries had multiple laws. Health research policies and strategies were in place in 16 and 15 countries, respectively, while research priority lists were available in 25 countries. Overlapping mandates of institutions responsible for health research partly explained the lack of strategic documents in some countries. The majority of countries had ethical committees performing a dual role of ethical and scientific review. Research partnership frameworks were available to varying degrees to govern both in-country and north–south research collaboration. Twenty-five countries had a focal point and unit within the ministries of health (MoH) to coordinate research. Conclusion Governance structures must be adaptive to embrace new developments in science. Further, strong coordination is key to ensuring comprehensiveness and complementarity in both research development and generation of evidence. The majority of committees perform a dual role of ethics and scientific review, and these need to ensure representation of relevant expertise. Opportunities that accrue from collaborative research need to be seized through strong MoH leadership and clear partnership frameworks that guide negotiations.

The dangers of libraries and archives for Indigenous Australian workers: Investigating the question of Indigenous cultural safety

IFLA Journal ◽  
2021 ◽  
pp. 034003522098757
Author(s):  
Kirsten Thorpe
Keyword(s):  
Cultural Safety ◽  
Self Determination ◽  
Front Line ◽  
Truth Telling ◽  
Indigenous Australian ◽  
Doctoral Research ◽  
The Voice

Libraries and archives are troubling spaces for Indigenous Australian people as they are sites of renewal and truth-telling as well as sites of deep tension. The topic of people’s cultural safety in libraries and archives is one that is being commonly discussed. However, limited research has been undertaken on the topic to reveal the issues and concerns of people who work on the front line in these institutions. This article discusses the dangers of libraries and archives for Indigenous Australian workers by introducing doctoral research on the topic of Indigenous archiving and cultural safety: Examining the role of decolonisation and self-determination in libraries and archives. The aim of the article is to bring greater visibility to the voice and experiences of Indigenous Australian people who are working to facilitate access to collections in libraries and archives.

Beyond “Compliance”: The Role of Institutional Culture in Promoting Research Integrity

2010 ◽  
Vol 85 (8) ◽  
pp. 1296-1302 ◽  
Author(s):  
Gail Geller ◽  
Alison Boyce ◽  
Daniel E. Ford ◽  
Jeremy Sugarman
Keyword(s):  
Research Integrity ◽  
Institutional Culture

scholarly journals Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective

10.28945/4415 ◽  
2019 ◽  
Vol 14 ◽  
pp. 581-595 ◽  
Author(s):  
Vijay Kumar ◽  
Amrita Kaur
Keyword(s):  
Intrinsic Motivation ◽  
Doctoral Students ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Doctoral Studies ◽  
Supervisory Practices ◽  
Doctoral Candidates

Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this study. Background: Prior studies have established that creating environment and ways that lead to satisfaction of three basic psychological needs are capable of producing optimal outcomes. Based on that assumption the current study explores the ways in which supervisory practices lead to satisfaction of the three needs. Methodology: The study adopted a qualitative approach and used the experience sampling method to collect data from 11 full-time doctoral students from a research-intensive university in New Zealand. In total, 72 entries that captured students’ real-time psychological experience of supervision in a repeated manner were used to analyse the data. Contribution: It proposes theory driven practices/guidelines for supervisors to adopt for effective supervisory practices for intrinsic motivation of doctoral students. Findings: Thematic analysis guided by the research question revealed that to have students experience autonomy support the supervisors must respect students’ research interest, encourage self-initiation, and be amenable to changes suggested by the students. To have students experience the feeling of competence, the supervisors carefully need to consider the quality, mode and time of feedback and provide students with optimal challenge level. Finally, to facilitate students’ need for relatedness, the supervisors should offer personal and professional support to students and look after their emotional well-being. Recommendations for Practitioners: This study highlights the need for supervisors to acknowledge the role of need satisfaction and mindfully adopt the practices to facilitate the satisfaction of the three needs for the intrinsic motivation of the doctoral students. Recommendation for Researchers: The researchers should consider the psychological health and well-being of doctoral students for persistence and successful completion of their studies. Impact on Society: The study can help improve doctoral studies completion rates as well as produce doctoral candidates with a positive and healthy disposition for future workforce. Future Research: The current study relies only on students’ self-report data. In future inclusion of data from supervisors of their own practices would enhance the quality of findings. Additionally, an analysis to chart changes in students’ experiences over time would provide a deeper understanding of the effect of supervisory practices.

scholarly journals Digital Badge in the Responsible Conduct of Research

2019 ◽  
Author(s):  
Aoife Coffey ◽  
◽  
Louise Burgoyne ◽  
Brendan Palmer
Keyword(s):  
Data Management ◽  
Research Integrity ◽  
Responsible Conduct Of Research ◽  
Central Research ◽  
Graduate Studies ◽  
Research Environment ◽  
Learning Platform ◽  
Responsible Conduct ◽  
Open Research ◽  
Responsible Research

University College Cork is committed to the highest standard of Research Integrity (RI). The recently published National Framework on the Transition to an Open Research Environment aims to move Ireland another step closer to an open research environment (National Open Research Forum, 2019). One of the central elements underpinning the framework is Research Integrity and Responsible Research practice. This is also reflective of the international emphasis on not only a more open research environment but on more transparent and robust research practices generally, with a particular focus on data management and availability (​ Wilkinson et al., 2016).​ In 2016 a Research Integrity Pilot was run in the UCC Skills Centre in collaboration with the Office of the Vice President for Research and Innovation (OVPRI) and interested academics from the UCC community. Working closely with the Dean of Graduate studies, this pilot resulted in the development of the module PG6015 An​ Introduction to Research Integrity, Ethics and Open Science for postgraduate students. The new module did not address the needs of staff however, who needed an offering that was more condensed, targeted yet flexible when required. Along this developmental journey, UCC consulted with some leading experts in the field of Research Integrity (RI) by hosting, Prof. Philip DeShong and Prof. Robert Dooling from the University of Maryland via a Fulbright Specialist Award. This award facilitated real insight and a fuller understanding of what RI means together with the need for discipline specific discussion and debate around the topic of Responsible Conduct in Research in its fullest sense. In 2018, access to the Epigeum online course in Research Integrity was enabled through the National Research Integrity Forum. This course provides a good basis for learning in the area of RI but it does not address a need for a blended learning approach around the topics of Responsible Conduct of Research. Through this process began the genesis of an idea which in 2019 resulted in the development of the UCC Digital Badge in the Responsible Conduct of Research. Micro-credentials are a new and innovative learning platform that rewards learner effort outside of traditional pathways, digital badges are an example of these. The Digital Badge in the Responsible Conduct of Research is a research led, team based initiative developed through a unique interdisciplinary collaboration between central research services at UCC. The collaborative process has resulted in an offering that gives an integrated and comprehensive view of three distinct but related areas, Research Integrity, Research Data Management & the Fair Principles and Reproducible Research. Developed by OVPRI, UCC Library and the Clinical Research Facility-Cork (CRF-C), each of the collaborators were already providing training and resources in there own niche but realised a more holistic approach would be greater than the sum of its parts. The purpose of the Digital Badge is to foster and embed best practice and the key elements of Responsible Research in the UCC research community. It offers researchers an opportunity to address significant gaps in their skills and prepares them for the changes in the research landscape occurring both nationally and internationally.

The role of gratitude in enhancing the relationship between doctoral research students and their supervisors

2017 ◽  
Vol 22 (6) ◽  
pp. 621-638 ◽  
Author(s):  
Kerry Howells ◽  
Karen Stafford ◽  
Rosanne Guijt ◽  
Michael Breadmore
Keyword(s):  
Doctoral Research ◽  
Research Students ◽  
The Relationship

New Investigator Fidelity

2021 ◽  
pp. 165-187
Author(s):  
Robin Throne
Keyword(s):  
Professional Practice ◽  
Academic Community ◽  
Specific Context ◽  
Doctoral Research ◽  
Or Practice ◽  
Practice Based Research

This chapter presents researcher positionality within the specific context of practitioner doctoral research or practice-based research. The explication of researcher positionality is an essential precursor to practitioner doctoral inquiry for scholar-practitioners and can serve as a key anchor and measure for the scholar-practitioner's journey as new investigator and entrance to the scholarly academic community. The chapter also describes how the use of reflexivity may enhance fidelity of researcher positionality within practice-based doctoral research that informs professional practice. In addition, considerations and illustrations are offered for the evaluation and articulation of researcher positionality within the practitioner doctoral research journey that draws on the insider-outsider role of the scholar-practitioner as new researcher and seasoned practitioner.

Sign in / Sign up

Export Citation Format

Share Document