Author Invitation: The Reflective Supervisor: Myth or Reallity?
Education & Learning Vol 10 No 1, 2016. Deadline for papers august 10! Send to: firstname.lastname@example.org
The success of essay writing students and especially of doctoral students is often dependent on their supervisors’ skills and professional approach. The conditions for cooperation between, master students, graduate students and their tutors/supervisors obviously vary between different disciplines, groups and individuals. Despite the difference in terms and conditions there is no doubt that cooperation defined from a tutoring situation would benefit from a professional, reflective supervisor who was well-aware of the inherent difficulties of the tutoring process.
From that perspective, it would be reasonable to assume that anyone who shoulders the responsibility of supervisor, regardless of their background or prior experience, in higher education must also continuously update themselves, at least when it comes to the educational content. As a consequence, the aspiration would be for all of our teachers and researchers to attend the special training program that exists for this important task and mission. The question is, is it this so easy to achieve? Although we understand what is reasonable for our research and educational environment, sometimes wisdom and prudence must yield to more, or less, rational considerations such as competition, efficiency and cost-saving issues.
The aim of this issue of Education & Learning is to attract research and project that describe, illuminate and challenge perceptions of and supervision of conditions in higher education – yesterday, today and for the future. The main question is what are the terms and conditions for the professional tutor/tutorial? They can be anything from outer and inner frames for the tutorial (such as regulations, leadership and organization, resources, employment, assignment), relational and procedural aspects (such as social background, ethnicity, gender, study-culture, relationships based on inequality and dependency, conflicts, principal and co-supervisors) to more specific aspects of this kind of professionalism (e.g. legitimacy, ethics, educational considerations, accountability, quality aspects).
We would like to welcome empirical, methodological and theoretical contributions from different scientific disciplines that deal with tutorial and supervisory activities. Of particular interest is the perspective that can deepen and problematize prevailing notions about mentoring as an educational phenomena and method, new creative tutoring/supervising models for quality in undergraduate and postgraduate education, as well as models for training tutorials/supervisors in higher education.
Tomas Grysell, Ph.D. in Education and a teaching developers. He works at the Unit for Pedagogical Development and Interactive Learning (PIL) at the University of Gothenburg. Thomas has extensive experience of conducting continuous education and training for supervisors and leads the national Network for Research supervision trainers. In teaching, Tomas works with creative methods, specifically designed to develop supervisors. Tomas is also interested in the physical environment for adult learning, study cultures and norm critical pedagogy.
Urban Carlén, Senior Lecturer,
University of Skövde
Sara Irisdotter Aldenmyr, Ass.Prof.,
Dalarna Univ./Stockholm Univ.
Senior Lecturer; Senior advisor
Magnus Dahstedt, Ass.Prof.,
Silvia Edling, Senior Lecturer,
Uppsala Univ./University of Gävle
Christian Helms Jørgensen,
Roskilde Univ., Denmark.
Anders Jakobsson, Prof.,
Ulrika Jepson Wigg, Senior Lecturer,
Mälardalen Univ./Stockholm Univ.
Monica Johansson, Senior Lecturer,
University of Gothenburg
Johan Liljestrand, Senior Lecturer,
University of Gävle
Lisbeth Lundahl, Prof.,
Ann-Marie Markström, Ass.Prof.,
Maria Olson, Ass.Prof.,
University of Skövde/Stockholm univ.
Kennert Orlenius, Prof.,
University of Borås
Ninni Wahlström, Prof.,