CHALLENGES IN
CONTEMPORARY DOCTORALSUPERVISION: WITH A FOCUS
ON INTERDISCIPLINARITYDr Robin Humphrey
Director of Postgraduate Research Training,
Newcastle University, UK.

Structure of Presentation
 My Involvement with Doctoral Education

 A Brief History of The Doctorate Challenges in Contemporary Supervision

 Supervising Interdisciplinary Doctoral Candidates

 Conclusion: Doctoral Supervision in a Post-Humboldtian WorldMy Involvement with Doctoral Education

Wilhelm Von Humboldt establishes First DPhil, 1811
University of BerlinPhD adopted around the Globe

US 1861

West Europe
1980s

EastEurope
1990s

Mexico 1930s

Japan 1887
China late 1970s

Brazil 1930s
South Africa
1920sAustralia andNew Zealand
1940s

Changes in Doctoral Supervision
Survey of experienced doctoral supervisors: They found that all of their respondents:
Described doctoral supervision Between 1970s and 1990s
 ‘as an intellectual and social enterprise, where personal boundaries were sometimes
blurred but the roles of supervisors and students were clear: the supervisor
provided oversight and guidance; the doctoral student was responsible for
producing a seminal thesis that would secure his or her place as an authority within
the field …’ Described Current work with doctoral candidates: ‘…as significantly different from their former experiences. They spoke of actively
fashioning students’ development to address deficits in expertise; deliberatelyintervening to ensure timely completion; purposeful provision of tutoring or research
assistance to minimise the risk of financial distress and withdrawal; and thedeployment of personal networks to facilitate completion and ensure postgraduation employment.’ Halse and Malfoy (2010: 80)

Major Global Developments in late 20th and 21st Centuries
 Formalisation (Completion Rates, Regulations, Supervisory Teams, Structured Programmes,Graduate Schools and Doctoral Training Centres) Growth and diversification of candidate population (Domestic ‘non traditional’, International) Diversification of modes of study (Part-time, Distance) Diversification of purposes (Reproduce academic workforce – Supply human capital forknowledge economies; Proliferation - Publication, Professional, Practice-led, Collaborative,
Interdisciplinary)(Hammond et al 2010; Taylor 2012)Interdisciplinary Research

A mode of research by teams or individuals that integrates
information, data, techniques, tools, perspectives, concepts,
and/or theories from two or more disciplines or bodies of
specialized knowledge to advance fundamental
understanding or to solve problems whose solutions arebeyond the scope of a single discipline or area of practice.
(The United States National Academies 2004)

Types of Interdisciplinary doctoral environments
Supervisors

 Traditional Doctoral candidate located in one discipline,
supervisors from different disciplines
Student

 Durham Doctoral candidate located in one discipline,
supervisors from different disciplines, spend timein interdisciplinary Doctoral Training Centres

Student

Student

Student

DoctoralTraining
CentreStudent

 Kyoto Doctoral candidate located in interdisciplinary
Doctoral Training Centres, supervisors fromdifferent disciplines

Doctoral Training
CentreStudents

Challenges of Interdisciplinary Doctorates
 Supervisors limited understanding of other’s disciplines and different expectations ofdoctorate; Disciplinary boundaries removed - complexity overwhelming for candidates; No disciplinary framework, ‘…there are no handrails [for candidates] to hold on to’(Gardner 2011);

 Resources be scattered and difficult to access; Different disciplinary writing conventions;Challenges of Interdisciplinary Doctorates (2) Inconsistent Feedback; Few colleagues working in similar fields for mutual support;

 Take longer and more active time management to meet completion targets; Difficult to find outlets for interdisciplinary research; Risk in appointing Examiners;

 Difficulties in starting careers;Strategies for Effective Supervision of Interdisciplinary
Doctorates
 Developing and maintaining a supervisory team committed to interdisciplinary
research Building foundations, setting boundaries, and ensuring the provision of resources Structuring and writing an interdisciplinary thesis and giving feedback Guidance on time management

Strategies for Effective Supervision of Interdisciplinary
Doctorates (2) Building an interdisciplinary network

 Identifying appropriate examiners Developing a publications strategy

 Mentoring and career guidanceSupervision in the Post-Humboldtian World
 Professionalisation

 Supervisor Training Recognition

 Shift in Supervisory Pedagogy

Shift in Doctoral Pedagogy

 From Relational to Processual Grounding (Humphrey and Simpson 2013)
 Away from ‘Master/Apprentice’ Relationship Towards process of ensuring doctoral candidates submit and complete on time within aninstitution’s regulatory framework that includes monitoring progression, maintaining throughput,quality assurance and quality enhancement.

 Supporting Complexity (Taylor, Kiley and Humphrey, Forthcoming)