| Title: |
Doctoral Supervision and Doctoral Supervision and COVID-19: Autoethnographies from Four Faculty across Three Continents |
| Language: |
English |
| Authors: |
Stevens, Dannelle D.; Chetty, Rajendra; Jones, Tamara Bertrand; Yallew, Addisalem; Butler-Henderson, Kerryn |
| Source: |
Journal of University Teaching and Learning Practice. 2021 18(5). |
| Availability: |
University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp |
| Peer Reviewed: |
Y |
| Page Count: |
21 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
COVID-19; Pandemics; Doctoral Students; College Faculty; Faculty Advisers; Doctoral Dissertations; Teaching Experience; Resilience (Psychology); Empathy; Mentors; Computer Mediated Communication; Foreign Countries |
| Geographic Terms: |
South Africa (Cape Town); Australia; Oregon (Portland); Florida |
| ISSN: |
1449-9789 |
| Abstract: |
Doctoral students represent the fresh and creative intellectuals needed to address the many social, economic, political, health care, and education disparities that have been highlighted by the 2020 pandemic. Our work as doctoral student supervisors could not be more central nor vital than it was at the beginning of, during, and following the pandemic. Written during the pandemic of 2020, the purpose of this paper was to describe how four faculty from three continents navigated their relationships with doctoral students in the research and dissertation phase of their doctoral programs. Using a common set of prompts, four faculty members each wrote an autoethnography of our experience as doctoral student supervisors. Even though our basic advising philosophies and contexts were quite different, we learned about the possibility and power of resilience, empathy, and mentoring online. Our findings imply that new online practices could be closely examined and retained after the pandemic to expand the reach, depth and impact of doctoral education. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1325718 |
| Database: |
ERIC |