Experiencing variation: learning opportunities in doctoral supervision

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Experiencing variation : learning opportunities in doctoral supervision. / Kobayashi, Sofie; Berge, Maria; Grout, Brian William Wilson; Rump, Camilla Østerberg.

In: Instructional Science, Vol. 45, No. 6, 04.11.2017, p. 805-826.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Kobayashi, S, Berge, M, Grout, BWW & Rump, CØ 2017, 'Experiencing variation: learning opportunities in doctoral supervision', Instructional Science, vol. 45, no. 6, pp. 805-826. https://doi.org/10.1007/s11251-017-9422-4

APA

Kobayashi, S., Berge, M., Grout, B. W. W., & Rump, C. Ø. (2017). Experiencing variation: learning opportunities in doctoral supervision. Instructional Science, 45(6), 805-826. https://doi.org/10.1007/s11251-017-9422-4

Vancouver

Kobayashi S, Berge M, Grout BWW, Rump CØ. Experiencing variation: learning opportunities in doctoral supervision. Instructional Science. 2017 Nov 4;45(6):805-826. https://doi.org/10.1007/s11251-017-9422-4

Author

Kobayashi, Sofie ; Berge, Maria ; Grout, Brian William Wilson ; Rump, Camilla Østerberg. / Experiencing variation : learning opportunities in doctoral supervision. In: Instructional Science. 2017 ; Vol. 45, No. 6. pp. 805-826.

Bibtex

@article{5a869556470e4f158c8cb039c56438cc,
title = "Experiencing variation: learning opportunities in doctoral supervision",
abstract = "This study contributes towards a better understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction between supervisors and PhD students, using the notion of experiencing variation as a key to learning. Empirically, we have based the study on four video-recorded sessions, with four different PhD students and their supervisors, all from life sciences. Our analysis revealed that learning opportunities in the supervision sessions concerned either the content matter of research (for instance, understanding soil structure), or the research methods— more specifically how to produce valid results. Our results illustrate how supervisors and PhD students create a space of learning together in their particular discipline by varying critical aspects of their research in their discussions. Situations where more openended research issues were discussed, created more complex patterns of variation. Both PhD students and supervisors can learn from this. Understanding of this mechanism that creates learning opportunities can help supervisors develop their competences in supervisory pedagogy.",
author = "Sofie Kobayashi and Maria Berge and Grout, {Brian William Wilson} and Rump, {Camilla {\O}sterberg}",
year = "2017",
month = nov,
day = "4",
doi = "10.1007/s11251-017-9422-4",
language = "English",
volume = "45",
pages = "805--826",
journal = "Instructional Science",
issn = "0020-4277",
publisher = "Springer",
number = "6",

}

RIS

TY - JOUR

T1 - Experiencing variation

T2 - learning opportunities in doctoral supervision

AU - Kobayashi, Sofie

AU - Berge, Maria

AU - Grout, Brian William Wilson

AU - Rump, Camilla Østerberg

PY - 2017/11/4

Y1 - 2017/11/4

N2 - This study contributes towards a better understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction between supervisors and PhD students, using the notion of experiencing variation as a key to learning. Empirically, we have based the study on four video-recorded sessions, with four different PhD students and their supervisors, all from life sciences. Our analysis revealed that learning opportunities in the supervision sessions concerned either the content matter of research (for instance, understanding soil structure), or the research methods— more specifically how to produce valid results. Our results illustrate how supervisors and PhD students create a space of learning together in their particular discipline by varying critical aspects of their research in their discussions. Situations where more openended research issues were discussed, created more complex patterns of variation. Both PhD students and supervisors can learn from this. Understanding of this mechanism that creates learning opportunities can help supervisors develop their competences in supervisory pedagogy.

AB - This study contributes towards a better understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction between supervisors and PhD students, using the notion of experiencing variation as a key to learning. Empirically, we have based the study on four video-recorded sessions, with four different PhD students and their supervisors, all from life sciences. Our analysis revealed that learning opportunities in the supervision sessions concerned either the content matter of research (for instance, understanding soil structure), or the research methods— more specifically how to produce valid results. Our results illustrate how supervisors and PhD students create a space of learning together in their particular discipline by varying critical aspects of their research in their discussions. Situations where more openended research issues were discussed, created more complex patterns of variation. Both PhD students and supervisors can learn from this. Understanding of this mechanism that creates learning opportunities can help supervisors develop their competences in supervisory pedagogy.

U2 - 10.1007/s11251-017-9422-4

DO - 10.1007/s11251-017-9422-4

M3 - Journal article

VL - 45

SP - 805

EP - 826

JO - Instructional Science

JF - Instructional Science

SN - 0020-4277

IS - 6

ER -

ID: 182886984