Supervising doctorates at a distance: three trans‐Tasman stories

Abstract

Purpose

The purpose of this paper is to describe the challenges of post‐traditional, distance PhD supervision and suggest pedagogical interventions to bridge the distance. The paper investigates the skills and understandings necessary for mediating the supervisor‐supervisee dyad within faceless encounters.

Design/methodology/approach

Grounded in a literature review and using interview‐based narratives, the paper describes a case study investigating the needs and experiences of three part‐time, trans‐Tasman PhD students, writing practitioner‐ or practice‐led research (PLR) higher degrees by research (HDR) by artefact and exegesis.

Findings

Findings reveal the importance of proactivity, dialogue and mutual trust and the necessity of knowing which interactions, including e‐moderated supervisions and fast‐turnaround electronic communications, potentially help to bridge the gulf.

Research limitations/implications

While this small‐scale study makes no major claims that results can be generalised, the results are pertinent to those involved in distance HDR supervision, particularly in PLR.

Originality/value

As distance supervisions become increasingly commonplace, HDR supervisors need to build best practice models from shared personal and professional understandings of effective supervisory interventions in this mode.

Citation

Andrew, M. (2012), "Supervising doctorates at a distance: three trans‐Tasman stories", Quality Assurance in Education, Vol. 20 No. 1, pp. 42-53. https://doi.org/10.1108/09684881211198239