Pushing Boundaries In Postgraduate Supervision

this book is a very important contribution to the growing body of work on postgraduate, and specifically doctoral, education. i find the metaphor of pushing boundaries to be very appropriate, as it suggests a field of study and a range of behaviours and institutional organisational approaches to postgraduate education that are dynamic and characterised by fluidity, creativity and challenge. readers will gain new theoretical perspectives, ideas for improved practice, and fresh perspectives on boundaries and pressing issues that deserve to be pushed and conceptualised in new ways. professor ann austin higher, adult and lifelong education, michigan state university this book is a marvellous resource for all those who want to 'push boundaries' in postgraduate supervision and who wish to embrace new strategies, models and practices of supervision with confidence and credibility. it provides fresh ideas and theoretical perspectives around supervision, probes models and practices, and

critiques policy and raises questions about the levels and kinds of support provided for postgraduate students and supervisors. this book will, by turns, challenge, provoke, stimulate, outrage and reassure postgraduate supervisors, researchers and managers in higher education. professor jane castle

academic staff development, centre for learning,

teaching and development, university of the witwatersrand

this book on postgraduate supervision will probably hold some interest for any academic who is involved in postgraduate supervision, but the real audience is those who are engaged with the scholarship of postgraduate supervision, who would be interested in the novel theoretical framings, the thoughtful discursive papers and the reports of empirical studies. the chapters are grounded in current debates within the field and they draw on and contribute to international research agendas.

professor judy backhouse

school of economic and business sciences, university of the witwatersrand

Eli Bitzer is Director of the Centre for Higher and Adult Education in the faculty of Education, Stellenbosch University (SU). He has worked for nineteen years in academic staff development at Free State University and for the past fifteen years he has taught at the master's level and supervised a substantial number of master's and PhD students at SU in higher education studies. He has published extensively in the field of higher education and his current fields of interest are postgraduate supervision, doctoral education and different aspects of quality promotion in higher education. Ruth Albertyn is currently involved in research and development in the field of postgraduate supervision, doctoral education, research methodology and academic writing. She is a research associate in the Centre for Higher and Adult Education in the faculty of Education, Stellenbosch University. She lectured and supervised postgraduate students for seventeen years in the faculty of Community and Health Sciences at the University of the Western Cape. She teaches research methodology in various disciplines and supervises students on a Master's and doctoral level. She has published in the field of adult and higher education both nationally and internationally. Liezel Frick is currently employed as a Senior Lecturer in Higher and Adult Education (Department of Curriculum Studies) at Stellenbosch University, where her research focuses on creativity in doctoral education. She has published various scholarly articles and book chapters related to this topic, as well as contributions on continuous professional development, assessment and recognition of prior learning, and
improving students' learning outcomes. She is involved in various projects in the academic community related to student learning, continuing professional development, leadership development, and building research networks.

1 candidates, supervisors and institutions: pushing postgraduate boundaries -

an overview .......................................................................................................... 1

liezel frick, eli bitzer and ruth albertyn

part one knowledge boundaries

2 knowledge questions and doctoral education ......................................................... 11

sue clegg

3 doctoral work as boundary-riding and boundary-breaking ...................................... 25

terry evans

part two expansion and risk

4 the south african doctorate: where to now? ......................................................... 39

chaya herman

5 conceptualising risk in doctoral education: navigating boundary tensions ................ 53

liezel frick, ruth albertyn and eli bitzer

part three doctoral writing

6 doctoral writing as an affective practice: keep calm and carry on? .......................... 69

james burford

7 integrating authoritative disciplinary voices in postgraduate writing ........................... 85

pia lamberti and arnold wentzel

part four supervision strategies

8 pushing the boundaries of postgraduate supervision: theorising

research learning in community ........................................................................... 109

callie grant

9 coursework in australian phd programmes: why is this a boundary and

how is it being pushed? ...................................................................................... 123

margaret kiley, joe luca and anna cowan

10 the cohort supervision model: to what extent does it facilitate

doctoral success? .............................................................................................. 133

nonnie botha

11 the journeyman as a metaphor for developing skills in postgraduate education: experience, feedback and role models ................................................................. 153

khalid el gaidi

part five supervision across cultures

12 a coordinated framework for developing researchers' intercultural competency ....... 169

cally guerin, michelle picard and ian green

13 more than agency: the multiple mechanisms affecting postgraduate education ...... 185

puleng motshoane and sioux mckenna

part six doctoral experiences and identities

14 first-generation students aspiring to live the academic dream: the role of

supervisor support .............................................................................................. 203

catherine mitchell

15 evolving doctoral identities: understanding 'complex investments' .......................... 215

susan van schalkwyk

coda beyond the end of the book

research as openings into new spaces of thought and practice ...................................... 229

fra...