Professional development for research supervisors
I provide training for new and experienced supervisors. My courses combine research-informed practical tools with participants’ own experiences. Supervisors gain a broader repertoire of approaches and greater flexibility in navigating complex supervisory situations.
What guides my work
These principles shape every programme, keynote, and consultation that I provide.
My work is guided by two sets of principles: principles for good research supervision and principles for how supervisors develop their practice.
Principles for good supervision
Flexibility
Good supervision is responsive to different candidates, situations, and stages of a research project. This requires a broad repertoire of approaches, regular alignment of expectations and the ability to adapt one’s approach when needs change.
Dialogue
Good supervision is built on curiosity about the candidate’s perspective. Through active listening and Socratic questions, supervisors can encourage candidates to develop their own thinking, take ownership, and become increasingly independent researchers.
Constructive feedback
Feedback is a core part of supervision. It concerns not only the candidate’s writing, but also their ways of working and development as a researcher. Feedback is most effective when it is specific, iterative, and responsive to the candidate’s needs and stage of development.
Principles for supervisor development
Collegiality
Too often, supervisors are left to navigate the task alone. Supervisors develop their practice by sharing experiences, exploring challenges and learning with and from colleagues.
Research-informed practice
Supervisor development should draw on research while remaining closely connected to everyday practice. Research-based perspectives and practical tools provide new ways of understanding and handling supervisory situations.
Learning through real cases
Learning becomes most useful when it starts with supervisors’ own experiences and current challenges. My courses therefore create a professional and supportive space for case-based discussion, peer feedback, and reflection.
To boil it down, there is no ‘one size fits all’ approach: A good supervisor is a flexible supervisor who can adapt to different situations. However, stressing flexibility is not equivalent to stating that there are no practical tips or strategies for good supervision. If anything, flexibility calls for a broad repertoire of strategies.Gitte Wichmann-Hansen Dansk Universitetspædagogisk Tidsskrift
Good supervision is not about having all the answers. It is about asking better questions.