Course Supervision Challenges in PhD Education

Mikael Blomé; Daniel Hellström; Gyöngyi Kovacs; Johan Zetterberg; Johan Åkesson

Course Supervision Challenges in PhD Education

Mikael Blomé
, Daniel Hellström
, Gyöngyi Kovacs
, Johan Zetterberg
, Johan Åkesson

Lund University

Forskningsoutput: Kapitel i bok/rapport/konferenshandling › Konferensbidrag › Vetenskaplig › Peer review

Sammanfattning

A large portion of the PhD education in Sweden is dedicated to courses. This made it interesting to explore potential course supervision challenges in the PhD programme. A multiple-case study was conducted to identify such challenges and explore how these are perceived by students and supervisors
at the Faculty of Engineering of Lund University. By interviewing students and supervisors in five different research groups, insights were gained into how the main stakeholders reason about courses. The findings indicate that courses that are to be included in the education are characterized by a large degree of freedom tailored to individual student needs and preferences. However, the type, timing, availability, value, and convalidation of courses are challenges that limit this freedom.

Originalspråk	Engelska
Titel på värdpublikation	7:e Pedagogiska inspirationskonferensen
Antal sidor	3
Utgivningsort	Lund
Förlag	LTH - Lunds Tekniska Högskola
Utgivningsdatum	2012
Status	Publicerad - 2012
MoE-publikationstyp	A4 Artikel i en konferenspublikation
Evenemang	LTHs Pedagogiska Inspirationskonferens - Lund, Sverige Varaktighet: 30.08.2012 → 30.08.2012 Konferensnummer: 7

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616 Övriga humanistiska vetenskaper

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http://www.lth.se/fileadmin/lth/genombrottet/konferens2012/14_Blome_etal.pdf

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title = "Course Supervision Challenges in PhD Education",

abstract = "A large portion of the PhD education in Sweden is dedicated to courses. This made it interesting to explore potential course supervision challenges in the PhD programme. A multiple-case study was conducted to identify such challenges and explore how these are perceived by students and supervisors at the Faculty of Engineering of Lund University. By interviewing students and supervisors in five different research groups, insights were gained into how the main stakeholders reason about courses. The findings indicate that courses that are to be included in the education are characterized by a large degree of freedom tailored to individual student needs and preferences. However, the type, timing, availability, value, and convalidation of courses are challenges that limit this freedom.",

keywords = "616 Other humanities, PhD education",

author = "Mikael Blom{\'e} and Daniel Hellstr{\"o}m and Gy{\"o}ngyi Kovacs and Johan Zetterberg and Johan {\AA}kesson",

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year = "2012",

language = "English",

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AU - Blomé, Mikael

AU - Hellström, Daniel

AU - Kovacs, Gyöngyi

AU - Zetterberg, Johan

AU - Åkesson, Johan

N1 - Conference code: 7

PY - 2012

Y1 - 2012

N2 - A large portion of the PhD education in Sweden is dedicated to courses. This made it interesting to explore potential course supervision challenges in the PhD programme. A multiple-case study was conducted to identify such challenges and explore how these are perceived by students and supervisors at the Faculty of Engineering of Lund University. By interviewing students and supervisors in five different research groups, insights were gained into how the main stakeholders reason about courses. The findings indicate that courses that are to be included in the education are characterized by a large degree of freedom tailored to individual student needs and preferences. However, the type, timing, availability, value, and convalidation of courses are challenges that limit this freedom.

AB - A large portion of the PhD education in Sweden is dedicated to courses. This made it interesting to explore potential course supervision challenges in the PhD programme. A multiple-case study was conducted to identify such challenges and explore how these are perceived by students and supervisors at the Faculty of Engineering of Lund University. By interviewing students and supervisors in five different research groups, insights were gained into how the main stakeholders reason about courses. The findings indicate that courses that are to be included in the education are characterized by a large degree of freedom tailored to individual student needs and preferences. However, the type, timing, availability, value, and convalidation of courses are challenges that limit this freedom.

KW - 616 Other humanities

KW - PhD education

M3 - Conference contribution

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ER -

Course Supervision Challenges in PhD Education

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