From behind closed doors: making the tacit explicit in research supervision practice

Abstract

Government policy requires improvement in the supervision and support of research higher degree students. This paper describes a recent initiative that draws on a variety of sources of evidence to underpin the design of research supervision development. In this approach evidence translates into a learning experience designed to make tacit practices explicit so that they can be questioned, reflected on and changed in line with the needs of particular students. The paper concludes with preliminary outcomes emerging from this initiative as reported by participants, observers and a presenter. Recommendations as to how these might be developed further are also considered.