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 (employed after 1 February 2001) must attend the seminar: Orientation to Doctoral Education Policy and Process (ORIDOC) – see HR Continuation Policy. To remain supervision eligible, attendance at an ORIDOC refresher or a Dean of Graduate Studies’ doctoral briefing at least once every five years is required (and strongly recommended for those employed prior to 2001).

During the seminar, the Dean of Graduate Studies takes you through the University of Auckland’s expectations, emphasising what is significant and answering your questions.

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Enrol through Career Tools. Click request an available session or register an interest if a session is not scheduled.
 

Art of Graduate Supervision

Staff who are new to thesis/research portfolio supervision must attend the CLeaR workshop The Art of Graduate Research Supervision before they can take on any supervisory role. This seminar focuses on practice within the supervisory relationship, pointing out potential sources of tension and suggesting ways to pre-empt possible difficulties.

Enrol through Career Tools

Enrol through Career Tools. Click request an available session or register an interest if a session is not scheduled.

Supervision seminars

Staff who have not supervised a doctoral candidate through to completion as a co-supervisor at the University or as a main supervisor at another university, must attend at least two additional CLeaR workshops on supervision within 12 months of taking on their first doctoral main or joint supervisory role. This suite of supervision seminars covers supervisory hotspots in more detail: 

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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 to register or sign up for CLeaR Alerts to be notified of upcoming workshops.

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.

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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

Qualitative.

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

An information pack for staff and students, including policy requirements for staff to become accredited supervisors.

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.

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