Space will be limited to 20 delegates per workshop.
Please note that you will be able to register for one of the morning workshops (out of 2) and one of the afternoon workshops (out of 2). Alternatively you can register for the full day workshop.
Many of us feel that we are novice members of the field into which we are meant to be guiding the students we supervise. It can be daunting to figure out what is expected of our students and how to support them in developing their acquisition of disciplinary practices. On the other hand, for those of us who are very experienced in the field and regularly publish our research, the expectations placed on our students may start to seem common sense and almost invisible.
This workshop provides supervisors with a few key tasks that can help our students to become aware of the literacy expectations of the field in ways that make them accessible and open to critique. This will be a hands-on workshop where we work through tasks such as:
dissecting a journal article to see how it works
looking at the work of introductory paragraphs across theses
identifying what 'voice' means for writers in our discipline
What does it mean to develop an academic or researcher identity through doctoral studies in today's globalised academy? What is important to PhD candidates, and how can supervisors contribute to this emerging identity? This hands-on workshop explores the different ways in which doctoral identities are expressed: through developing voice in writing, through presenting research, and in the thesis acknowledgements.
Full-day Workshop, 26 March 2019
This workshop is based on the international research of the Center for Innovation and Research in Doctoral Education (CIRGE). It aims to develop an understanding of changes that have happened in the world of doctoral and postdoctoral education that led to more international mobility (external economic forces, international policy borrowing, converging educational structures, more is asked of the next generation of researchers). In addition, participants will learn about the results of research on the use and usefulness of international mobility for an academic career and how global academia is stratified.
The workshop explains the changes that have happened in the world of doctoral and postdoctoral education that have led to more international mobility. It begins by reflecting on one's own doctoral experience. It discusses difficult situations supervisors face in the various stages of the international mobility experiences of their supervisees. We will focus on how to enhance the quality of the international research experience of your supervisees. Together we will develop recommendations that will be appropriate for your situation and your university on how to (a) effectively prepare doctorate candidates for sending them abroad, (b) how to receive candidates or postdocs from other countries within your program, and (c) how to assess the quality of candidates' international research experiences.
The workshop will be highly interactive and work will be done in small groups. Attendance must be for the entire time.
Half-day Workshop, 26 March 2019
This session, designed for early career supervisors, aims to answer the following questions:
Why are expectations in a supervisory relationship so important?
What strategies exist to assist supervisors, co-supervisors and candidates in addressing the complex issue of expectations in the relationship?
In this session we will spend time examining the critical issue of expectation including from academic and cultural perspectives and ways in which we can clarify these expectations. Based on that understanding, and in light of the literature, we will identify strategies for working with candidates in ways that are likely to meet their particular needs and expectations.
A file will be sent to all participants in advance of the workshop with the aim of using it as a model for development during the session. Participants are invited to bring the file on a laptop so that they can work on it during the session