FD16 PhD supervision | Spring 24

HSPED802 Optional module

The module provides and theoretical and practical introductions to ph.d supervision. One of the goals of the course is to share experiences and knowledge to strengthen the participants' own role as a supervisor.


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    Admission and how to apply


    For being a participant in the course, you have to meet the requirements to be supervisors at PhD level at HVL

    Admission to HVL

    This optional module is part of HSPED802 Optional modules.

    Key Concepts

    • PhD
    • Supervision
    • Feedback 
    • Writing

    Course instructors: professor Kari Smith and professor Knut Steinar Engelsen

    Aim and scope for the course

    P.hd. in Norway- some statistics, HVL framework and guidelines, theories of supervision- what is the aim with supervision.

    The doctoral candidate, what does research say, what do we experience? Role of supervisor, formal and informal roles

    Quality supervision, signature pedagogy of supervision, relations, feedback

    Publication- co-authoring and ethics, from library somebody to talk about open access, data bases, search for literature

    Structuring and completing the dissertation- writing the meta-text (kappen), submission, and what to do if rejection

    Learning activities

    There will be a combination of thematic plenary lectures, discussions in groups and plenary summaries and discussions as well as individual work


    Participation in group and plenary discussions


    Participation in the seminar


    The course will be organized as a 2 full day seminar in Bergen.


    • 14.02.2024, at 10.00-16.00
    • 15.02.2024, at 09.00-15.00

    Room for the lectures both days: M307

    Platform: Canvas

    Suggested literature

    Bandura, A. 1977. Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84, 191. https://www.sciencedirect.com/science/article/abs/pii/0146640278900024

    Dloriert, C., Sambrook, S. & Stewart, J. 2012- Power and emotion in doctoral supervision: implications for HRD. European Journal of Training and Development 36/7, 732-750

    Golde, C.M. 2007. Signature Pedagogies in Doctoral Education: Are They Adaptable for the Preparation of Education Researchers? Educational Researcher, 36/6,344–351

    Green, P. & Bowden, J. 2012. Completion mindsets and contexts in doctoral supervision. Quality Assurance in Education 20/1, 66-80

    Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59. doi:10.1162/0011526054622015. https://direct.mit.edu/daed/article/134/3/52/27370/Signature-pedagogies-in-the-professions

    Winchester-Seeto,T., Homewood,J.,Thogersen, J.,Jacenyik-Trawoger, J.,Manathunga,
    C.,Reid, A. & Holbrook, A. 2014 Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates, Higher Education Research & Development, 33:3, 610-626, DOI: 10.1080/07294360.2013.841648. Link:

    Zimmerman, B. J. 2002. Becoming a self-regulated learner: An overview. Theory into practice, 41, 64-70.