Remote doctoral supervision experiences: Challenges and affordances

• Gina Wisker ^[1] ; Michelle K. McGinn ^[7] ; Søren S. E. Bengtsen ^[2] ; Irina Lokhtina ^[8] ; Faye He ^[3] ; Solveig Cornér ^[4] ; Shosh Leshem ^[5] ; Kelsey Inouye ^[6] ; Erika Löfström ^[4]
  1. [1] University of Bath

     University of Bath

     Reino Unido

     
  2. [2] Aarhus University

     Aarhus University

     Dinamarca

     
  3. [3] Peking University

     Peking University

     China

     
  4. [4] University of Helsinki

     University of Helsinki

     Helsinki, Finlandia

     
  5. [5] Middlebury College

     Middlebury College

     Town of Middlebury, Estados Unidos

     
  6. [6] University of Oxford

     University of Oxford

     Oxford District, Reino Unido

     
  7. [7] Brock University in St. Catharines, Ontario, Canada
  8. [8] University of Central Lancashire, Cyprus

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• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 58, Nº 6, 2021 (Ejemplar dedicado a: Special Edition: Online doctoral supervision and support for supervisors), págs. 612-623
• Idioma: inglés
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• Resumen

  • The global pandemic has forced academics to engage in remote doctoral supervision, and the need to understand this activity is greater than ever before. This contribution involved a cross-field review on remote supervision pertinent in the context of a global pandemic. We have utilised the results of an earlier study bringing a supervision model into a pandemic-perspective integrating studies published about and during the pandemic. We identified themes central to remote supervision along five theory-informed dimensions, namely intellectual/cognitive, instrumental, professional/technical, personal/emotional and ontological dimensions, and elaborate these in the light of the new reality of remote supervision.