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Workshop: Joint Supervi- sion as a shortcut to Teaching Based Research Hanne Nex Jensen Department of Political Science Enhedens navn og Sted og dato: vlg Indst > Sidehoved / Sidefod. Indfj Sted og

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SLIDE 1

”Enhedens navn”

  • g ”Sted og dato”:

vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod

Workshop: Joint Supervi- sion as a shortcut to Teaching Based Research

Hanne Nexø Jensen Department of Political Science

RBT-Conference, March 16, 2016

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SLIDE 2

en ”Enhedens navn”

  • g ”Sted og dato”:

vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod

You will get

  • to know more about joint supervision
  • an opportunity to talk about short cuts

between teaching/ supervision and research

  • to exchange experiences
  • to try out feedback practised as in a joint

supervised group Purpose and structure

RBT-Conference, March 16, 2016

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SLIDE 3

en ”Enhedens navn”

  • g ”Sted og dato”:

vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod

What is joint supervision?

Individual Team Cluster Collective Writing group Collegial supervision

RBT-Conference, March 16, 2016

A joint supervised group consists of 2-7 students that read one another’s papers and give feedback with a super- visor present, who defines, communicate and maintain ground rules

Research question Research design Theory chapter Method chapter Analysis Discussion Conclusion

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SLIDE 4

en ”Enhedens navn”

  • g ”Sted og dato”:

vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod

Joint supervision’s contribution to Research

RBT-Conference, March 16, 2016

Indirect contribution Inspirational Direct contribution (use of time) (multiple brains) (research data, results)

Joint supervised group, cluster

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SLIDE 5

en ”Enhedens navn”

  • g ”Sted og dato”:

vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod

Joint supervision as a short cut to TBR?

Student Supervisor Institution Writing from day one Systematic use of (supervision) time due to scheduling More students finish on time Learn more, improve writing skills, write better

  • thesis. Learn from listing

and collective problem solving (multiple brains) More in depth supervision Possibility of initiating joint development of supervisors competences Experience processes like research, co-producers of (new) knowledge Positive spill-over between supervision and research Possibility of quality enhancement of research and teaching Enculturation into academia Parallel to peer review Possibility of initiating collegial supervision Moral support – prevents solitariness Learn from interaction with other supervisors Decrease in drop-out rates Improve collaboration skills Improved competences and skills concerning supervision Candidates collaboration skills improves

RBT-Conference, March 16, 2016

”Students’ productiveness benefit from involvement in fellow students’ texts…” This involvement should ”be structured and led by the teachers.” (Lillejord & Dysthe 2008, p. 84)

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SLIDE 6

en ”Enhedens navn”

  • g ”Sted og dato”:

vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod

Challenges in relation to joint supervision

  • Time and competences:
  • Studerende, der fortsat efterspørger

individuel vejledning

IRBT-Conference, March 16, 2016

Time Competences Student Lack of time to engage in co- students papers Needs to learn how to give and receive feedback Supervisor Time consuming to develop and try out new ways of supervising Needs to learn how to structure and manage feedback in groups Institution Accumulation of tasks at certain times Hard to develop new administrative procedures

  • Some students ask for individual

supervision

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SLIDE 7

en ”Enhedens navn”

  • g ”Sted og dato”:

vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod

Example of joint supervised master thesis students

  • Email brief question when needed (yes/ no)
  • Shared office

(Janni Niclasen, Department of Psychology, UCP)

IRBT-Conference, March 16, 2016

Date Supervision Content January

  • Individual (app.

15 min.)

  • Individual (app.

10 min.)

  • Define the project
  • Sign the contract/

kick-start February

  • Group (2 hours)
  • Frame, Problem

formulation Literature search

March

  • Group (2 hours)
  • Individual (1

student; 10 min.)

  • Introduction
  • Follow up

April

  • Group (2 hours)
  • Individual (1

student; 10 min.)

  • Methodology
  • Follow up

May

  • Group (2 hours)
  • Analysis

June

  • Group (2 hours)
  • Discussion
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SLIDE 8

Institut for Statskundskab

Month Milestones Exercises Presentation

  • Feb. 1

Intro Non-stop, fill in the pentagon Work- & time plan

2

Subject of the thesis Research question – tools and project design template Project design

3

Structure of the paper

  • a. Intro: a question you want

an answer to before you leave

  • b. Brainstorm, fill in the

project design template Interview/question guide (”box test” and two checklists) March 4 Question guides Test your question guides two- and-two Method incl. method checklist

5

Method

Write down your pre- understanding, your scientific theoretical research, give feedback use the method checklist

Theory & positioning

6

Theory, positioning

Read my feedback, write down

  • questions. Draw your analytical

model, give FB

Analysis and data processing April

7 & 8

Analysis

  • 5. minutes presentation of

main results (everybody)

Intro/conclusion -mirror + exercise; research question and conclusion, feedback

9

Intro/conclusion Draft an abstract The good paper/ the common thread May 10 & 11 Draft

On-location FB on 5-10 pages from another cluster ‘Give a hand- exercise’ 29.5 Deadline 12.00 28.6 Feedback on grade

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SLIDE 9

en ”Enhedens navn”

  • g ”Sted og dato”:

vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod

Fieldwork as a supervised learning activity Where: Department of Anthropology Experiment: online community during fieldwork (4 students in a group + a researcher) Mandatory: papers including reflections. Every one gives and receives feedback from co- students and researcher Café SoFa: social forum

  • Source: Helle Bundgaard, Department of Anthropology

IRBT-Conference, March 16, 2016

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SLIDE 10

en ”Enhedens navn”

  • g ”Sted og dato”:

vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod

Exchange experiences

  • 1. Write down how you may use joint

supervision in your daily practice either as a teacher/ supervisor, re- searcher, student or consultant

  • 2. Present your idea in a cluster
  • 3. Point to one thing from the others ideas that

you can make use of / get inspiration from and Point to one thing that the others can use from your idea

IRBT-Conference, March 16, 2016

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SLIDE 11

en ”Enhedens navn”

  • g ”Sted og dato”:

vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod

Literature

RBT-Conference, March 16, 2016

  • Akister, Jane, Isabel Williams, and Andrew Maynard. 2009. "Using group supervision for

undergraduate dissertations: a preliminary enquiry into the student experience." Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education:77-94.

  • Baker, Mary-Jane, Elizabeth Cluett, Lorraine Ireland, Sheila Reading, and Susan Rourke. 2014.

"Supervising undergraduate research: A collective approach utilising groupwork and peer support." Nurse Education Today no. 34 (4):637-642. doi: http://dx.doi.org/10.1016/j.nedt.2013.05.006.

  • Dysthe, Olga, Akylina Samara, and Kariane Westrheim. 2006. "Multivoiced supervision of Master's

students: a case study of alternative supervision practices in higher education." Studies in Higher Education no. 31 (3):299-318.

  • Jensen, Hanne Nexø. 2015. Opgave- og skrivevejledning i klynger. Håndbog for undervisere og

vejledere på videregående uddannelser. Frederiksberg: Samfundslitteratur.

  • Kangasniemi, Mari, Sanna-Mari Ahonen, Eeva Liikanen, and Kati Utriainen. 2011. "Health science

students' conceptions of group supervision." Nurse Education Today no. 31 (2):179-183. doi: http://dx.doi.org/10.1016/j.nedt.2010.05.015.

  • Lillejord, Sølvi, and Olga Dysthe. 2008. "Productive learning practice – a theoretical discussion

based on two cases." Journal of Education and Work no. 21 (1):75-89. doi: 10.1080/13639080801957154.

  • Nordentoft, Helle Merete, Rie Thomsen, and Gitte Wichmann-Hansen. 2013. "Collective academic

supervision: a model for participation and learning in higher education." Higher Education no. 65 (5):581-593. doi: 10.1007/s10734-012-9564-x.

  • Utriainen, Kati, Sanna-Mari Ahonen, Mari Kangasniemi, and Eeva Liikanen. 2011. "Health Science

Students' Experiences of Group Supervision of the Bachelor's Thesis." Journal of Nursing Education

  • no. 50 (4):205-210.
  • Wichmann-Hansen, Gitte, Rie Thomsen, and Helle Merete Nordentoft. 2015. "Challenges in

Collective Academic Supervision: supervisors’ experiences from a Master Programme in Guidance and Counselling." Higher Education no. 70 (1):19-33. doi: 10.1007/s10734-014-9821-2.