Supervision philosophy

This is my current supervision philosophy which I created to support my students in their endeavours. To do this, I spent a great deal of time reviewing the current state of literature on academic best practices when it came to supervisions. Naturally, every student, project, and goals are different, and this philosophy of mine continues to evolve. I hope it shows to you my commitment to excellence as both your supervisor, to the university and to myself.

As such, my goal as a supervisor is to demonstrate and encourage excellence in post-graduate research and quality supervision through international best practice as inspired by what works best with us, and what is working at the finest institutions around the world.

I will seek to achieve this goal through five commitments.

First, is a commitment to personalised supervision. I will demonstrate flexibility and respect for each student’s preferences, abilities, individual learning styles and professional requirements that are constantly evolving (Friedrich-Nel & Mac Kinnon, 2019). I will adopt a holistic approach to student outcomes that extend beyond successful examination. Promoting confidence, independence, and resilience, and supporting the acquisition of transferable skills are equally important and are central to my supervision approach (Jones, 2013; Masek & Aliass, 2020)

Second, is a commitment to establish a learning environment that is active, inspiring, rigorous, and supportive. I will collaborate with students to establish a system for clear, timely and regular communication that encourages open, honest, and respectful discussion; and will promote knowledge of and adherence to responsible research. Through communication, students and I will reach shared expectations, negotiate roles, responsibilities, and establish and maintain professional boundaries (Masek & Aliass, 2020).  Students will be supported to acquire the knowledge, skills, attitudes, and values for a resilient and successful completion through quality supervision practices (Lim et al., 2019), either via a traditional or artefact and exegesis PhD (Brabazon et al., 2022). I will foster an inclusive research culture within which students can socialise, share knowledge and experience, and undertake professional development (Jones, 2013).

Third, is a commitment to building, and maintaining a positive and professional relationship. Such relationships are underpinned by trust, mutual respect, honesty, compassion, confidence, and shared responsibility. I recognise that doctoral supervision involves a collaborative process between the student and supervisory team; and that the quality and effectiveness of the student and supervisor relationship is a crucial variable to student success (McCallin & Nayar, 2012).

Fourth, is a commitment is to provide feedback that is effective, regular, and timely. I will provide written and verbal feedback in ways that are specific and actionable, supportive and constructive, culturally sensitive and tailored to student preferences. I will listen to students, engage with their ideas and encourage reflective and diverse thinking (Chugh et al., 2022). I will encourage students intellectual curiosity and remain actively engaged in the field through my own scholarship (Polkinghorne et al., 2023)

Fifth, is a commitment to continuously learn the skills for quality supervision (Hyatt & Williams, 2011). I will attend available training to improve the personal and professional skills required for effective supervision; reflect on my own practices, strengths, and areas for improvement; and accept mentorship from colleagues and seek feedback from students.