Centre for Learning and Research in Higher Education

Supervision accreditation and development

Find out about the supervision activities and advice offered by the staff at CLeaR.

Supervision accreditation and development

Orientation to Doctoral Educational Policy and Process (ORIDOC)

Prior to supervising postgraduate students, staff engaged after 1 February 2001 must attend the CLeaR seminar Orientation to Doctoral Education Policy and Process (ORIDOC). This should be completed during the initial four year term of employment – see HR Continuation Policy.

During the ORIDOC seminars, the Dean of Graduate Studies takes you through the University of Auckland’s expectations, emphasising what is significant and answering your questions. The ORIDOC is crucial for supervisory practice, mandatory for those new to supervision with recommendation that all supervisors refresh their institutional knowledge every five years.

Enrol through Career Tools

Enrol through Career Tools. From the Welcome page, use the search field at the top-right corner (type ORIDOC). Click the seminar title and request an available session or register an interest if a session is not scheduled.

Art of Graduate Supervision

The Art of Graduate Supervision seminar focuses on practice within the supervisory relationship, pointing out potential sources of tension and suggesting ways to pre-empt possible difficulties. This seminar is mandatory for those new to supervision.

Enrol through Career Tools

Enrol through Career Tools. From the Welcome page, use the search field at the top-right corner (type Graduate Research Supervision). Click the seminar title and request an available session or register an interest if a session is not scheduled.

Supervision seminars

A suite of optional supervision seminars covers supervisory hotspots in more detail: Managing the relationship, Masters supervision, Pressure points: the early phase and pre-submission, Supervision across cultures and with English as an additional language, Writing feedback, and more. Please browse Career Tools or sign up for CLeaR Alerts.

If you would like some local professional development for supervisors or Departmental Graduate Advisors in your department or faculty, we can assist. Request a consultation.

To answer your questions about supervision accreditation, contact

CLeaR supervisors

Click here to go to the doctoral study application

CLeaR is affiliated with the Faculty of Education and Social Work. Academic staff at CLeaR provide support as both main and co-supervisors. To be eligible for PhD or EdD programmes, students are required to complete the Application for Admission process. Click the blue button to view information of the process on the Faculty's website.

Note that the Faculty of Education and Social Work has a complete list of supervisors.

Name Prefered methodologies Supervision area

Dr Susan Carter

Narrative methodologies, exegesis, text-based, qualitative.

Doctoral practice and pedagogy, doctoral writing, academic identity, supervision, threshold concepts, and also willing to cross disciplinary or theoretical boundaries.

Associate Professor Cathy Gunn


Educational elearning.

Masters and doctoral.

Dr Claire Donald

Mixed methods, evaluation research, action research (eg, for elearning development and evaluation studies), surveys, interviews, classroom observation, text analysis methods in learning analytics.

Levels of education/professional practice: Higher education, primary and secondary school.

Subject knowledge: eLearning, learning design, science education, engineering education, learning analytics, in higher education.

Key issues: Teacher beliefs about adoption of technology-based teaching and learning in their practice, at primary, secondary and tertiary education.
Making learning analytics meaningful and useful for tertiary teachers.
Designing for learning in blended or online environments, MOOCs, and mutlimedia resources. Misconceptions in science and engineering education.

Masters and Doctoral

Dr Barbara Kensington-Miller

Qualitative and quantitative.

Mathematics education, Professional development, Mentoring, Cultural issues, Secondary and tertiary education in mathematics, higher education, academic identities, threshold concepts.

Masters and doctoral.

Dr Alistair Kwan

Close reading, archival research, material culture studies, Critical approaches to historical replication and recreation, physical and historical bibliography, textual criticism.

Historical and philosophical approaches to science education, History of science, Knowledge technologies, and science eductaion - especially tertiary, Material culture of knowledge, Architectures (i.e buildings, furniture, spaces, landscapes) of knowledge, Knowledge-creation practices, and their origination.

Masters and doctoral.

Dr Steve Leichtweis

Focus groups, interviews, surveys, quantitative statistical analysis.

Education technologies, ICT, tertiary, secondary, primary more, technology acceptamce model, iPads, tablets.

Masters and doctoral.

Dr Sean Sturm

Qualitative and narrative methodologies. Critical-creative approaches to research and writing, including autoethnography, hermeneutics and ficto-criticism.

Following areas of higher education research:

  • The philosophy of education (especially critical theory in education).
  • Critical pedagogy.
  • The "idea" of the university.
  • Critique and creativity in the university.
  • Learning and teaching spaces, online and "offline".
  • Assessment of learning and teaching.
  • Scholarship of teaching and learning.
  • The doctorate, especially doctoral pedagogy and doctoral candidates as academics.
  • Writing pedagogy.
  • I am comfortable with many theoretical approaches, but have a particular focus, as my research interests suggest, on the philosophy of education and critical theory.

Masters and doctoral.


Professor Helen Sword

Textual analysis.

Higher education pedagogy (especially Arts education); academic development; teaching of literature; academic writing; multiple intelligences.

Masters and doctoral.

Dr `Ema Wolfgramm-Foliaki

Pasifika methodology, qualitative.

Pasifika Education, Emergent Literacy, Student Retention and Achievement, Leadership Skills. Any topics on Early Childhood Education especially with Pasifika communities.

Masters and doctoral.

Other resources

The University of Auckland
Supervision at the University of Auckland

The University of Auckland has produced an information pack for supervisors and students.
Information for Supervisors (Staff Intranet)
The Staff Intranet also has a page on supervision. Staff login required.

University of Manchester
Dilemmas in Postgraduate Research Supervision
Developed by Pat Cryer, visiting Professor for the Development of Graduate Education at the University of Manchester and expert on supervisor accreditation and training.

University of Western Australia 
Student Perceptions of Research Supervision
This is a likert-scale survey of priorities (used in an actual research study). The questions in the supervisors' version are mirrored by those in the student' version. Issues for supervisors are revealed by the structure and focus of the survey.

The University of British Columbia 
Handbook of Graduate Supervision 
'Roles and Responsibilities' includes Supervisor responsibilities / the working relationship.