‘I wish I had a crystal ball’: discourses and potentials for developing academic supervising

Vehviläinen, Sanna; Löfström, Erika

doi:10.1080/03075079.2014.942272

Cited by 54 publications

(47 citation statements)

References 33 publications

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“…Recently, researchers have argued that academic communities should find ways to reshape the individualistic teaching culture into a more shared pedagogical culture and active community building (e.g. Dysthe et al 2006;Pyhältö et al 2009: Vehviläinen andLöfström 2016;Mårtenson 2014). Successful prevention of plagiarism requires that the academic community has a systematic and assertive way of addressing academic integrity and plagiarism, both on proactive and reactive terms.…”

Section: Plagiarism As a Job Demand For Academic Staffmentioning

confidence: 99%

“…When plagiarism brings the study process to a halt, it deprives the teacher of the pleasure of seeing the student accomplish something and show their expertise. Many teachers consider the gratification of a student's accomplishment and success the most rewarding part of supervision (Vehviläinen and Löfström 2016). Plagiarism not only hurts the pedagogical relationship by violating trust, it also deprives teachers of their major reward.…”

Section: Rupture In the Personal Pedagogical Relationshipmentioning

confidence: 99%

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Dealing with plagiarism in the academic community: emotional engagement and moral distress

2017

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This article deals with the demands that plagiarism places on academic communities, and with the resources staff possess in dealing with these demands. It is suggested that plagiarism ought to be placed in the context of network of intertwining communities (scholarly, pedagogical and administrative), to which participants are engaged to a different extent. The relationship to the ethical issue of plagiarism is related to the subject's engagement in these communities. The article examines the way teachers deal with plagiarism from the point of view of work engagement and work-related wellbeing. In particular, we analyse job demands created by episodes of dealing with plagiarism as well as job resources teachers possess that aid them in coping with these demands. We used thematic analysis of semistructured interviews of teachers in two universities. Our results show that the demands fall on five thematic categories: 1. rupture in the personal pedagogical relationship, 2. challenge on the supervisory "gatekeeping" responsibility; 3. a breach of the "everyday normality"; 4. ambivalence in explaining plagiarism and 5. the strain of performing the act of accusation. A key job demand in dealing with plagiarism is that teachers must balance both rule-ethical and care-ethical orientations in their reactions and actions. The resources teachers draw upon when dealing with these demands are: 1) dialogue and reflection in collegial dialogue 2) support from superiors and administration 3) shared protocols, procedures and plagiarism detection software. Our analysis shows that there are various demands that make dealing with plagiarism a strenuous task, but university environments also provide teachers with resources to cope with them.

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Section: Plagiarism As a Job Demand For Academic Staffmentioning

confidence: 99%

Section: Rupture In the Personal Pedagogical Relationshipmentioning

confidence: 99%

Dealing with plagiarism in the academic community: emotional engagement and moral distress

2017

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“…Also doctoral students' and supervisors' perceptions about the frequency of supervision have been shown to differ (Pyhältö, Vekkaila & Keskinen, in press). Supervisors have been found to emphasize resources, particularly funding, as well as student characteristics such as motivation, selfdirection, and aptitude, as central ingredients of completing a doctoral degree (Gardner, 2009;Vehviläinen & Löfström, 2014). The guidance that supervisors offer may not always be the type of support that doctoral students expect, which may be the result of the incompatibility of the experiences of the two parties (Deuchar, 2008).…”

Section: Introductionmentioning

confidence: 99%

‘I Don't Even Have Time to be Their Friend!’ Ethical Dilemmas in Ph.D. Supervision in the Hard Sciences

Löfström

Pyhältö

2015

International Journal of Science Education

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https://helda.helsinki.fi þÿ I d o n t e v e n h a v e t i m e t o b e t h e i r f r i e n d ! E t h i c a l d i l e m m a s i nPh.D. supervision in the hard sciences Löfström, Erika 2015 þÿ L ö f s t r ö m , E & P y h ä l t ö , K 2 0 1 5 , ' I d o n t e v e n h a v e t i m e t o b e t h e i r f r i e n d ! E t h i c a l dilemmas in Ph.D. supervision in the hard sciences ' , International Journal of Science Education , vol. 37 , no. 16 , pp. 2721Education , vol. 37 , no. 16 , pp. -2739 AbstractThis study focused on exploring students' and supervisors' perceptions of ethical problems in doctoral supervision in the natural sciences. Fifteen supervisors and doctoral students in one research community in the natural sciences were interviewed about their practices and experiences in the doctoral process and supervision. We explored to what extent doctoral students and supervisors experienced similar or different ethical challenges in the supervisory relationship and analyzed how the experiences of ethical dilemmas in supervision could be understood in light of the structure and practices of natural science research groups. The data were analyzed by theory-driven content analysis. Five ethical principles, namely, nonmaleficence, beneficence, autonomy, fidelity and justice, were used as a framework for identifying ethical issues. The results show that one major question that appears to underpin many of the emerging ethical issues is that the supervisors and students have different expectations of the supervisory role. A second important observation pertains to the fact that doctoral students primarily describing their own experiences, whereas, as might be expected, the supervisors described their activities as embedded in a system and elaborated on the causes and consequences on a system level.

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“…The relationship between the supervisor and supervisee in this process should not be understood towards producing a final product (Vehviläinen & Löfström, 2016) i.e., a big report or a product but rather a learning process through which both the supervisor and the supervisee contribute to the problem, staircase each other and evolve together. In this process, the two parties participated in the supervisory learning space based on their relevant professional experience, reflections at the present time, and their reimagining of themselves in future.…”

Section: Discussionmentioning

confidence: 99%

The pedagogies of becoming: The case of supervisor-supervisee interactions in a Masters of Professional Practice Programme in New Zealand

Soltani¹

2019

Scope (Flexible Learning)

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The guiding research question of this study was: How do a supervisor and supervisee construct a sense of belonging in their community of practice? In order to answer this question, the researcher used an ethnographic approach (Wolcott, 1994) to examine the interactions of the supervisor with his supervisees. I had multiple incidental encounters with the supervisor from March 2016 to October 2017, and interviewed him once formally. I took field notes as I observed him interact with his supervisees including the focal student in this study from March 2017 to June 2017 approximately four times a week from one to two hours per day. I then focused on one particular supervisee and interviewed him twice about his experience. Then I checked my interpretations with the supervisor and that supervisee. The interviews were semi-structured initially but became open ended as the participants chose to discuss the relevant topics about their experience. The interviews were recorded using a digital recorder and then they were transcribed. Transcriptions were checked with the participants for accuracy. The data were analysed using discourse analytic methods (Gee, 2013). The researcher's observation notes were reviewed multiple times. Then, the interviews and the observation notes were triangulated (Geertz, 1973) that allowed for the credibility of the findings. The supervisee was a Pakeha Master's student and his supervisor was also Pakeha, who was doing a PhD himself at the time of study. The program of study was a Master of Professional Practice (MPP hereafter) in a tertiary institute in New Zealand. Otago Polytechnic Human Ethics Committee granted ethics approval to this study. FINDINGS In the subsequent sections, the overarching themes emerging from the data are analysed. CO-CONSTRUCTION OF A SHARED MEANING My observations of the supervisor-supervisee interactions and then the interviews with both the supervisor and the supervisee demonstrated that they co-constructed a shared meaning due to their previous life and work experiences, interests, and establishing rapport early on in the program. In this regard the supervisee pointed out: The whole area of understanding and rapport we built very early in the piece was essential to me one feeling comfortable but also feeling challenged at a level. [Name of the supervisor] was actually able to challenge me not

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‘I wish I had a crystal ball’: discourses and potentials for developing academic supervising

Cited by 54 publications

References 33 publications

Dealing with plagiarism in the academic community: emotional engagement and moral distress

Dealing with plagiarism in the academic community: emotional engagement and moral distress

‘I Don't Even Have Time to be Their Friend!’ Ethical Dilemmas in Ph.D. Supervision in the Hard Sciences

The pedagogies of becoming: The case of supervisor-supervisee interactions in a Masters of Professional Practice Programme in New Zealand

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