Admission and how to apply
Admission
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 Gitte Wichmann Hansen
https://www.au.dk/en/gwh@edu.au.dk
Platform: Canvas
Organization
The course will be organized as a 2 full day seminar in Bergen.
Dates:
- 20.08.2025, 9:00 AM - 4:00 PM.
- 21.08.2025, 9:00 AM - 4:00 PM.
PURPOSE
The purpose is to expand supervisors’ repertoire of concrete hands-on tools and strategies to make supervision a professional, effective, and enjoyable process. The purpose is also to create a safe space for supervisors to reflect on their role and to exchange experiences with other supervisors at Høgskulen på Vestlandet.
LEARNING OUTCOME
After the course, participants will have increased competence to:
• align expectations with PhD candidates early and regularly regarding goals, ambitions, and forms of collaboration in the project
• navigate in a team of supervisors to ensure efficient collaboration
• balance conflicting needs, e.g., between support and structure, between product and process, and between being private and professional
• provide constructive text feedback
• encourage PhD candidates’ independence and ownership of their projects
• apply questioning and listening skills to ensure progression and efficiency insupervision meetings
• assist PhD candidates in project planning and support their progress
• manage potential crises in the candidates’ research journey
TEACHING FORM
The course is designed as two consecutive workshop days. The teaching form is highly interactive based on a combination of group work, exercises, plenary discussions, andlectures. To tailor the course to participants’ needs and local practices, participants are asked to prepare before the first workshop day. Please see below.
PARTICIPANTS’ PREPARATION
Prior to the first workshop day, participants are kindly asked to briefly prepare (approx. 15 minutes) by writing a case about challenges in supervision. The instruction is as follows:
Please describe a specific issue or problem which you are currently facing in relation to supervising one of your students. If you do not have experience with PhD supervision yet, it is okay to use an experience from being a PhD candidate yourself or from supervision of master students.
The case will be used in the planning of the course, and you must be willing to share it with the other participants orally. It can be written in a drafty style since only the facilitator (Gitte Wichmann-Hansen) will read it. Please mail the case (½-1 page) as an attached file to Gitte.
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
https://www.emerald.com/insight/content/doi/10.1108/03090591211255566/full/html
Golde, C.M. 2007. Signature Pedagogies in Doctoral Education: Are They Adaptable for the Preparation of Education Researchers? Educational Researcher, 36/6,344–351
https://journals.sagepub.com/doi/10.3102/0013189X07308301
Green, P. & Bowden, J. 2012. Completion mindsets and contexts in doctoral supervision. Quality Assurance in Education 20/1, 66-80
https://www.emerald.com/insight/content/doi/10.1108/09684881211198257/full/html
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:
https://www.tandfonline.com/doi/full/10.1080/07294360.2013.841648
Zimmerman, B. J. 2002. Becoming a self-regulated learner: An overview. Theory into practice, 41, 64-70.
https://www.tandfonline.com/doi/abs/10.1207/s15430421tip4102_2?journalCode=htip20