Ethics in research supervision

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1 Ethics in research supervision Research Director Pirjo Nikander The Doctoral School

2 Academic supervision: Broader and tighter definitions: similar principles Here: focus on PhD-supervision PhD-supervision a transferable skill: travels well to working with other work processes, also outside the academia. I adopt a very practical take on the topic.

3 Complete the sentence: The 3 most important points in successful & ethical supervision are:

4 Key points often raised on PhD-supervision Supervising the product vs. process? This division underlines very different roles or the supervisor - supervisee. Product (text) supervision easily overlooks, and fails to explicitly verbalize the broader skills developed, and the aims, ambitions and goals beyond the PhD phase. Making explicit the transferable skills and abilities writing a doctorate gives, and to encourage their active development Employability, mobility Enabling & supporting growth, thinking, argumentation skills, agency, autonomy, endresults. Verbalizing & discussing the silent knowledge and taken-for-granted academic skills key!

5 Mistä asioista keskustelet ohjaajasi kanssa? Tutkimusprosessin suunnittelusta ja aikataulusta Väitöstutkimuksesi tutkimuskirjallisuudesta Tutkimusrahoitusmahdollisuuksista Relevanteista julkaisukanavista Tutkimusalasi konferenssimahdollisuuksista Opintosuorituksistasi Menetelmäosaamisestasi ja sen kehittämistarpeista Tutkimustoimintasi kansainvälistämisestä Tutkimuksesi eettisistä kysymyksistä Konferenssikäytännöistä Urasuunnitelmistasi Muusta 13% 16% 15% 31% 25% 29% 29% 25% 28% 24% 25% 24% 26% 21% 24% 57% 61% 59% 57% 49% 53% 53% 52% 53% 49% 48% 48% 46% 40% 44% 72% 66% 69% 80% 80% 80% 2015 (n=322) 2013 (n=267) yht & 2015 (n=589)

6 Supervisory roles: Director Facilitator Teacher Advisor Friend Expert Colleague Subordinate Agent Student Learner Friend Novice Colleague

7 Some key aspects of supervision: Expectations & silences Explicit & updated supervisory contracts Transparency of agendas Temporal aspects Transparent supervisory culture?

8 Expectations & silences: What do we mean by supervision in our faculty? What are our/my ideals? What qualifications and skills do we/i expect new doctors to posses & master? Whom do we recruit as our doctoral candidates and why? Criteria? What are the roles of 1 st and 2 nd supervisors + unofficial supervisors? Do we have clear guidelines and procedures, particularly when something does wrong? Do our doctoral candidates know what to expect?

9 Explicit & updated supervisory contracts Do we have clear guidelines concerning the rights and responsibilities of supervisors and supervisees? The supervisory relationship needs to be re-negotiated according to needs and goals at least once a year/term. Do we take into account our international PhD researchers? Should we, and if so, how? Contracts and stated rules a means of supporting proactive and independence in students.

10 Temporal aspects of supervision? PhD supervision always a process that unfolds and develops over time. Differences between article vs. monograph thesis? Differences in feedback cycles? Supervision sessions with different profiles: product process Sessions with both/all supervisors present needed regularly Independence grows from a division of Active Feeder the passive, fed toward dialogue & communication Relationship that may continue as colleagues.

11 Transparent supervisory culture? Everyone else seems to manage supervision/their supervisor without problems am I the odd one out? Collective vs. individualistic ideals for supervision & feedback? Clear and shared practices? Sufficient venues and means for sharing good practice?

12 On supervision: Sanna Vehviläinen (2014) Ohjaustyön opas Yhteistyössä kohti toimijuutta. Gaudeamus Tiina Soini, Kirsi Pyhältö (toim.) (2012) Akateeminen ohjaus tohtorikoulutuksessa. Tampere University Press Anna Raija Nummenmaa, Kirsi Pyhältö, Tiina Soini (toim.) (2008) Hyvä tohtori! Tampere University Press. ESTELLE M. PHILLIPS and D. S. PUGH: HOW TO GET A PHD. A handbook for students and their supervisors. 5 th Edition. Open University Press 2005.