Developing a practice of supervision in university as a collective learning process

    Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceabstrakt i proceedingForskning

    Resumé

    The point of departure of the paper is a university pedagogical course established with the purpose of strengthening the university teachers’ competence regarding the supervision of students working on their master’s thesis. The purpose of the course is furthermore to ensure the improvement of the framework surrounding the supervision process, both as regards the students and the teachers; to de-privatize the problems encountered by the individual teacher during the supervision; to ensure that students would be able to graduate within the timeframe of the education (the institutional economic perspective), and in general enhance the quality of the supervision. The participants of the course range from young associate professors with few experiences in supervision to professors with more than 25 years’ experience. One of the observations during the course is that it opens up the possibility of creating a transformation in the sense that it may change from being a top-down project (instigated by the Faculty) and develop into being a bottom-up project. It may hold the potential for developing collective learning processes assuming that good structures and frameworks can be created, as well as the facilitation of the collective reflective process of supervision. In a broader perspective it may have the potential of creating pedagogical change and innovation in an organizational perspective and could thus be an opportunity to benefit from diversity and the inherent professional involvement.
    OriginalsprogEngelsk
    TitelNERA Book of abstracts
    ForlagNordic Educational Research Association, NERA
    Publikationsdato2009
    StatusUdgivet - 2009
    Begivenhed37th Annual Congress of the Nordic Educational Research Association : The NERA Congress “Literacy as Worldmaking” - Trondheim, Norge
    Varighed: 5 mar. 20097 mar. 2009

    Konference

    Konference37th Annual Congress of the Nordic Educational Research Association : The NERA Congress “Literacy as Worldmaking”
    LandNorge
    ByTrondheim
    Periode05/03/200907/03/2009

    Fingerprint

    supervision
    learning process
    university
    university teacher
    institutional economics
    student
    teacher
    experience
    graduate
    innovation
    education

    Citer dette

    Lund, B., & Jensen, A. A. (2009). Developing a practice of supervision in university as a collective learning process. I NERA Book of abstracts Nordic Educational Research Association, NERA.
    Lund, Birthe ; Jensen, Annie Aarup. / Developing a practice of supervision in university as a collective learning process. NERA Book of abstracts. Nordic Educational Research Association, NERA, 2009.
    @inbook{430344e0d91211debb13000ea68e967b,
    title = "Developing a practice of supervision in university as a collective learning process",
    abstract = "The point of departure of the paper is a university pedagogical course established with the purpose of strengthening the university teachers’ competence regarding the supervision of students working on their master’s thesis. The purpose of the course is furthermore to ensure the improvement of the framework surrounding the supervision process, both as regards the students and the teachers; to de-privatize the problems encountered by the individual teacher during the supervision; to ensure that students would be able to graduate within the timeframe of the education (the institutional economic perspective), and in general enhance the quality of the supervision. The participants of the course range from young associate professors with few experiences in supervision to professors with more than 25 years’ experience. One of the observations during the course is that it opens up the possibility of creating a transformation in the sense that it may change from being a top-down project (instigated by the Faculty) and develop into being a bottom-up project. It may hold the potential for developing collective learning processes assuming that good structures and frameworks can be created, as well as the facilitation of the collective reflective process of supervision. In a broader perspective it may have the potential of creating pedagogical change and innovation in an organizational perspective and could thus be an opportunity to benefit from diversity and the inherent professional involvement.",
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    Lund, B & Jensen, AA 2009, Developing a practice of supervision in university as a collective learning process. i NERA Book of abstracts. Nordic Educational Research Association, NERA, 37th Annual Congress of the Nordic Educational Research Association : The NERA Congress “Literacy as Worldmaking”, Trondheim, Norge, 05/03/2009.

    Developing a practice of supervision in university as a collective learning process. / Lund, Birthe; Jensen, Annie Aarup.

    NERA Book of abstracts. Nordic Educational Research Association, NERA, 2009.

    Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceabstrakt i proceedingForskning

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    T1 - Developing a practice of supervision in university as a collective learning process

    AU - Lund, Birthe

    AU - Jensen, Annie Aarup

    PY - 2009

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    N2 - The point of departure of the paper is a university pedagogical course established with the purpose of strengthening the university teachers’ competence regarding the supervision of students working on their master’s thesis. The purpose of the course is furthermore to ensure the improvement of the framework surrounding the supervision process, both as regards the students and the teachers; to de-privatize the problems encountered by the individual teacher during the supervision; to ensure that students would be able to graduate within the timeframe of the education (the institutional economic perspective), and in general enhance the quality of the supervision. The participants of the course range from young associate professors with few experiences in supervision to professors with more than 25 years’ experience. One of the observations during the course is that it opens up the possibility of creating a transformation in the sense that it may change from being a top-down project (instigated by the Faculty) and develop into being a bottom-up project. It may hold the potential for developing collective learning processes assuming that good structures and frameworks can be created, as well as the facilitation of the collective reflective process of supervision. In a broader perspective it may have the potential of creating pedagogical change and innovation in an organizational perspective and could thus be an opportunity to benefit from diversity and the inherent professional involvement.

    AB - The point of departure of the paper is a university pedagogical course established with the purpose of strengthening the university teachers’ competence regarding the supervision of students working on their master’s thesis. The purpose of the course is furthermore to ensure the improvement of the framework surrounding the supervision process, both as regards the students and the teachers; to de-privatize the problems encountered by the individual teacher during the supervision; to ensure that students would be able to graduate within the timeframe of the education (the institutional economic perspective), and in general enhance the quality of the supervision. The participants of the course range from young associate professors with few experiences in supervision to professors with more than 25 years’ experience. One of the observations during the course is that it opens up the possibility of creating a transformation in the sense that it may change from being a top-down project (instigated by the Faculty) and develop into being a bottom-up project. It may hold the potential for developing collective learning processes assuming that good structures and frameworks can be created, as well as the facilitation of the collective reflective process of supervision. In a broader perspective it may have the potential of creating pedagogical change and innovation in an organizational perspective and could thus be an opportunity to benefit from diversity and the inherent professional involvement.

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    Lund B, Jensen AA. Developing a practice of supervision in university as a collective learning process. I NERA Book of abstracts. Nordic Educational Research Association, NERA. 2009