An analysis of doctoral supervision as pedagogic practice in social science and the role of social research methods in supervision

Rosemary Deem and Sally Barnes

Chapter 24 in Handbook of Teaching and Learning Social Research Methods, 2023, pp 351-365 from Edward Elgar Publishing

Abstract: This chapter explores whether supervision of social science doctoral researchers can be interpreted as pedagogic practice, what this means for the supervisory relationship and the potential consequences for doctoral research. The authors take into account different modes of study and supervision. They examine tensions between teams of supervisors over research methods and the resistance of some supervisors to any formalised research methods training. The chapter draws on Lee’s work on key features of the supervision process and Dowle’s research about how supervisors try to develop particular qualities in students. It refers to recent work on the future of doctoral education and on student and academics’ experiences of research methods teaching. The authors suggest that those who both supervise doctoral researchers and teach social research methods may have a different understanding of what happens when doctoral candidates co-create research methods knowledge and practice, than supervisors who are not involved in collective research methods training.

Keywords: Asian Studies; Business and Management; Development Studies; Economics and Finance; Education; Geography; Politics and Public Policy Research Methods; Sociology and Social Policy; Teaching Methods; Urban and Regional Studies (search for similar items in EconPapers)
Date: 2023
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