Pia Bøgelund

How Supervisors Perceive PhD Supervision - And How They Practice It

In many Western countries, higher education has experienced a cultural change as a result of increased budgetary constraints, calls for greater accountability, and the greater competition for students. This development has had a profound influence on the working conditions of academic staff and on knowledge production in general at universities. The education of PhD students is no exception. However, little research has been carried out in regard to the implications of these changes. In particular, the way the supervisors think and react has not been explored. What do supervisors think about educating PhD students in today’s university context? And how and to what extent do they modify their practice based on that understanding? This article seeks to qualify, illustrate, and discuss these questions based on an interview study among twelve experienced supervisors at the Faculty of Engineering and Science at Aalborg University in Denmark. The data show that it has become more complex to be a PhD supervisor. Three knowledge production perspectives are identified, each embracing a specific university agenda: (1) High quality research; (2) Economically viable and efficient research; and (3) Internationally adapted research. Currently, the second perspective is dominant in the understanding and practice of supervisors – to some extent at the expense of the two other agendas. Finally, the consequences of this are discussed.

The Road to Become a Legitimate Scholar: A Case Study of International PhD Students in Science and Engineering

The purpose of the doctoral education process is to create and legitimize scholarly researchers. This transformation, from student to scholar, is widely discussed in the literature. However, recent rapid changes in university culture have resulted in less time for supervision, stricter completion deadlines, and a greater focus on efficiency and productivity. This has had an impact on this transition process, and this impact has not been widely studied. The aim of this article is to understand the consequences of the current trends for PhD students and the education of PhD students in general. The article is based on interviews with 14 international students from two different research programs at the Faculty of Engineering and Science at Aalborg University in Denmark. The case of international PhD students in a western setting is singled out as a challenging case for becoming a legitimate scholar, since they face the additional challenge of becoming socialised into their new foreign setting. Overall, the study concludes that the transition process of doctoral students is affected by the way different supervisors deal with current university trends and how PhD students fit or do not fit into their knowledge production practices. The study identifies matches or mismatches in a knowledge production perspective, quality of contact, and degree of independence of the PhD student as factors that influence whether a transition process can be marked as sound, troublesome, or lacking. Finally, the study identifies an overall risk of neglecting the more interdependent types of international PhD students. Suggestions are given as how to address this risk.

When Students Take the Lead

Self-directed learning (SDL) is an essential element of the problem-based learning (PBL) philosophy, and PBL has been the cornerstone of education at Aalborg University since its foundation in 1974. The introduction of PBL has had an impact on the expectations and the relationships of both staff and students. As a consequence, the distribution of power relating to the organizational as well as the sociocultural context also has to change. Due to the range of diversity among students and staff, we are constantly reminded that common-sense understandings of academic staff-student interactions can be questioned continuously, in particular in a multicultural learning environment like the one we have at Aalborg.