Postgraduate Research Supervision - The University of Waikato

TDU Talk
ISSUE 4 ▪ JUNE 2009
POSTGRADUATE RESEARCH SUPERVISION
Introduction, objectives and expectations. Supervision as a
specialised form of teaching.
Giselle Byrnes, PVC (Postgraduate Research and Supervision)
Postgraduate Research: supervisors’ perspectives on best quality
candidates and shortcomings affecting progress
University of Otago study
Research Supervision
Best practice supervision: tips and techniques
Māori doctoral students and their supervisors: A brief summary
of research in progress
Sue Middleton, SOE
Best practice in supervisor feedback to thesis writers in New
Zealand universities
Ako Aotearoa

ā
“
Greetings to you all as we approach the mid-winter
solstice and Matariki. This magazine has postgraduate
research supervision as its special focus. My thanks go to
Giselle for her contribution and for bringing together some of
the most important current thinking about postgraduate
supervision. All academics recognise the importance of
postgraduates to the success of a university, in terms of
maintaining the flourishing intellectual life of the discipline,
sustaining and enhancing the research culture and standing of the university, and
the contributions our research students can make to our society. Despite
postgraduates being so important, and doctoral study being the apex of students‘
academic careers, the standard of research supervision has not always been of
appropriate quality. Part of the reason for this is no doubt due to workload
factors and the relative invisibility of supervision sessions as opposed to the
public accountability of teaching in large classes. Furthermore, supervision is
not always factored properly into academics‘ teaching load. Sometimes, the
seamlessness of the supervisor‘s role means that it is difficult to quantify the
appropriate time allocation. The supervision relationship is also a complex one
and sometimes both parties in the relationship do not explicitly clarify their
assumptions and expectations. For me it is very helpful to note that the
university defines supervision a ―highly specialised form of teaching‖. If we
bear this in mind it means that all supervisors need to apply the same
professional standards that they would to all of their teaching. We hope that you
will enjoy this edition and that it provides thought-provoking suggestions for
your supervision practice.
JUNE 2009 • TDU TALK
Best wishes
Dorothy
.”• 2 •

“
Hello everybody and welcome to the world of appraisals
and evaluation.
As you are aware, this issue of the TDU Talk focuses on
postgraduate teaching and supervision. In terms of appraisals,
very few postgraduate taught papers are appraised. Many staff tell
me that the standard appraisal questions are not appropriate for
this type of class or that class sizes are too small to make the
questionnaire viable. In the cases where staff do want an
evaluation of a taught postgraduate paper but do not want to use
the standard appraisal, I tend to run focus groups. This has occurred on a number
of occasions. This type of formative evaluation can be very useful in eliciting the
students‘ perceptions about various aspects of the teaching and the content and
delivery of the paper.
With one exception, there is very little formal evaluation of supervision of
research-based Masters and PhD degrees within the University of Waikato. There
is discussion within the University at present about the best form of evaluation for
these types of papers, which will allow the students to comment on their
experiences of being students at this level of study in this institution. However,
this process will take time and as aptly stated in a recent paper by Nulty, Kiley and
Meyers (2009):
“It follows to evaluate the effectiveness of postgraduate supervision, different
approaches are needed. It is possible, if not likely, that some evaluation
approaches may be valid in some scenarios but not valid in others. It
also means that demonstrating good supervisory excellence is unlikely
to be simple.” (p.5)
.”
Regards
Trudy
Nulty , D., Kiley, M. & Meyers, N. (2009). Promoting and recognizing excellence in the
supervision of research students: an evidence-based framework. Assessment &
Evaluation in Higher Education, iFirst online article.
• 3 • JUNE 2009 • TDU TALK

Giselle Byrnes, PVC (Postgraduate Research and Supervision)
This June issue of TDU Talk is devoted to postgraduate research supervision, and
is particularly addressed to the large community of research supervisors across the
university—as well as staff members who are completing higher degrees. While
Postgraduate Studies at the University of Waikato (and the Postgraduate Studies
Committee) currently supports and manages PhD and higher degree candidates,
we consider that the resources and research highlighted in this issue will be of
interest and relevance to supervisors at all levels and across all disciplines.
In June 2008 I took up the new leadership role as Pro Vice-Chancellor
(Postgraduate Research and Supervision), with the aim of enhancing the
postgraduate research culture of the university and maintaining the university‘s
national and international reputation for quality in this important area. I can report
that we are well on the way to achieving both of these goals, within the framework
of a ‗One University‘ model.
However, while we work towards realizing institutional goals and meeting the
broader objectives around increasing recruitment, retention and completion, we
should not lose sight of the importance of a well-rounded ‗Waikato‘ experience.
Moreover, the community of new and emerging research scholars is a highly
mobile and increasingly internationalized one. Here at the University of Waikato,
our postgraduate research students come from all over the world, which means
that our research community is becoming more culturally diverse. We need,
therefore, to recognize that these students have particular cultural needs and
expectations and we need to respond to the challenges and opportunities this
diversity presents.
It is worth noting too that supervision is defined by the university as a highly
specialized form of teaching that is recognized as being of central importance to
our ‗core functions‘ of research and teaching. Accordingly, we are working to
ensure that all postgraduate students understand their place as valued members of
the university‘s community; after all, they are presently engaged at the cuttingedge
of research and scholarship and pushing the boundaries of new knowledge.
This issue of TDU Talk showcases recent and ongoing research in the field of
postgraduate research supervision. The first article reports on recent research from
the University of Otago identifying the ten ‗most important qualities‘ of the ideal
graduate research candidate, and the ten ‗most substantial shortcomings‘ affecting
progress according to supervisors—both sets of questions reveal some surprising
findings. Then we feature a brief piece on what constitutes ‗best practice‘
supervision. The third and most substantive article in this issue reports on findings
from a research project looking at Māori doctoral supervision, ‗Māori doctoral
students and their supervisors: A brief summary of research in progress‘, written
by Professor Sue Middleton (School of Education) on behalf of the research team.
JUNE 2009 • TDU TALK
• 4 •

A new collaborative research project funded by Ako Aotearoa the National
Centre for Tertiary Teaching Excellence, and in which the University of
Waikato is participating, is also reported on in this issue. The objectives
and findings of this project, ‗Best practice in supervisor feedback to thesis
writers in New Zealand universities‘, will be of interest to supervisors all
over New Zealand. Finally, details of forthcoming events for this year—of
interest to both supervisors and students—are included for your interest
and note.
So please, read this issue, take what you need from it and share it with
colleagues.
Professor Giselle Byrnes
Pro Vice-Chancellor (Postgraduate Research and Supervision)
Supervision Conversations:
• 5 • JUNE 2009 • TDU TALK

The following information presents a summary of the results of a survey of
supervisors conducted in 2008 at the University of Otago. Supervisors of
both PhD and Masters thesis candidates were asked to list the most
important qualities of the ideal graduate research candidate and the most
substantial shortcomings that, in their views, affect satisfactory progress. A
total of 427 responses were received (constituting a 59% response rate).
These perspectives can assist current and prospective
thesis candidates (and their supervisors) in identifying and
understanding those characteristics that are essential for
successful graduate research study.
The research was conducted by Julie Dlaskova and
Romain Mirosa of the University‘s Quality Advancement
Unit, with the assistance of Dr Tamar Murachver of the
Department of Psychology. Special thanks to Dr Charles
Tustin, Director of Graduate Research Services at the
University of Otago for making this research available.
The Most Important Qualities of the Ideal Graduate
Research Candidate
Intelligence
Intelligence (including academic ability, intellect, brightness and common
sense) was the most common quality associated with the ideal graduate
research candidate.
“They need to be bright with a good dose of common sense for work in a
research laboratory.”
“The best students are those who are bright enough and motivated enough
to work independently and submit high quality prose.”
Independence/Confidence
The ability to work and think independently is one of the basic
prerequisites for studying a research degree. Qualities associated with
independence were confidence, initiative and the ability to take
responsibility.
JUNE 2009 • TDU TALK
• 6 •

“They should be able to work with minimal supervision, but that does not
mean that the supervisor is not available for discussions on the research
being undertaken.”
“Independence of thought is a key attribute that has to develop as the PhD
progresses”
“The student should ideally be able to work independently and develop
their own questions and pursue their own lines of thought.”
Commitment
Almost half of the supervisors mentioned commitment (to gain knowledge,
to complete work or to do well) as the key to successful research degree
completion. Other expressions illustrating commitment were perseverance,
persistence, determination, dedication, tenacity, resilience and endurance.
“The most important qualities a PhD candidate will need are perseverance
and commitment, probably more so than raw intelligence.”
“All of the qualities are important for the student to get the most out of
their research degree; but if they have a high level of commitment (I
REALLY want to do this, and well) then the rest will usually follow.”
Literacy/Numeracy
Literacy, mostly described as good writing and language skills as well as
the ability to express and organise ideas, is highly valued by most
supervisors. Some supervisors also require their students to have essential
statistical and mathematical skills.
Contact Preetha Pratapsingh (tduadmin@waikato.ac.nz) or book through iWaikato (My Work > Staff Development > Coming Events)
• 7 • JUNE 2009 • TDU TALK

“I think that writing ability is very important - it wastes a lot of my time
(and the student‟s) if we have to spend a lot of effort and time on
correcting drafts.”
“Literacy is on the list simply because time pressures don‟t allow a
student the luxury of a lack of writing skill to start with, however writing
can be taught.”
Time Management/Organisational Skills
The ideal research degree student is organised, can plan their work, meets
deadlines, pays attention to detail and meets regularly with supervisors.
Overall they have good study and work habits.
“A good student is one who works hard, plans their programme of work
(with advice) and has the imagination to see the beauty and fascination of
a research topic and then to write clearly and precisely about what he or
she has discovered.”
Curiosity/Ability to Learn
A valued quality in research degree students is intellectual curiosity and
the willingness and ability to learn new things. This curiosity includes
having an inquiring and open mind, as well as flexibility and adaptability.
“A good graduate student is not necessarily the one with the top grades
but the one who is willing to ask questions, to challenge what they are
told but is also [able] to take advice.”
“The best students will also have real intrinsic curiosity about the world
and about their project.”
“The ideal thesis student for me is someone who brings a strong sense of
intellectual curiosity to their project and who is willing and able to
translate that curiosity into a dedicated course of study.”
Enthusiasm and Passion
A successful student is enthusiastic, passionate and has a deep interest in
the subject or research.
JUNE 2009 • TDU TALK
• 8 •

“For me, the desire to do research and a passion for the field of inquiry
are key, but they are not the only things needed.”
“Although academic background is essential it is not sufficient in the
absence of dedication and enthusiasm and communication skill.”
“In my opinion the most important properties are a commitment to work
hard, and when problems are encountered to be able to look at them from
many angles and find logical solutions. Generally these traits will only
come with a strong passion for the work they are doing.”
Ability to Think
The ability to think refers to the capacity to develop necessary research
skills including the ability to analyze, synthesize, conceptualise, develop an
argument and think critically. Ideal students can think broadly (‗get the big
picture‘), laterally and logically.
“An ideal student is marked by an ability to think, ask questions, and look
for the answers in research, and be prepared to write and argue about
them (in writing and with supervisors).”
“The student should be able to think both at the metalevel and at the object
level, in other words both about the general coarse-grained aspects of
relevance and broad patterns, and at the fine-grained level of intricate
details.”
Hardworking/Diligence
Studying a research degree requires diligence and hard work. Strong work
ethics, discipline, focus, efficiency and professionalism are all necessary
for successful study and research.
“PG study is hard work and dedication. Having a life while studying is
also important. The best students have a balance to their lives where they
work hard but enjoy their time at university too.”
“Hard working and paying attention to supervisors‟ advice are highly
required.”
• 9 • JUNE 2009 • TDU TALK

Motivation
Good research students have strong reasons for pursuing a PhD or Master‘s
degree; they are ambitious and highly motivated to learn new things and get
a graduate degree.
“I think one reason why so many students take too long to complete is
because they are not pursuing a PhD for the right reason (or for any
reason at all).”
“Self-motivation is the essential ingredient that will help make even the
more challenged students successful.”
“Although high-intelligence (good exam marks) are required prior to
commencing graduate research I would rate motivation as the most
important factor.”
“A candidate for a PhD must WANT to do it, and be a self-starter.”
June 2009 Teaching workshops
Week 1
June 8 9.00-12.00 Tertiary Teaching: Exploring Your
9 9.00-12.00 Introduction to Course Design
10 9.00-12.00 Maximising Learning in Large
11 9.00-12.00 Principles of Assessment
12 9.00-12.00 eLearning—An Introduction
Week 2
June 15 9.00-11.00 Designing Assessment Tasks to
16 9.00-12.00 Facilitating Learning in Small
17 9.00-12.00
Assessment Matters: Setting and
Marking; Feedback Principles;
Group Assessment; Academic
18 9.30-11.30 Research and Teaching
19 9.30-11.30 Starter Strategies for Teachers
JUNE 2009 • TDU TALK
• 10 •

The Most Substantial Shortcomings Affecting
Satisfactory Progress
Lack of Commitment and Focus
Lack of commitment or over commitment (with outside interests or
employment) are considered the most serious shortcomings in students‘
study progress. Staying focused on the goal, staying directed, dedicated and
determined are fundamental prerequisites to successful research degree
completion according to more than half of the supervisors surveyed.
“It is very frustrating to have an able student who is overcommitted or
poorly organised.”
Doesn’t Take Advice/Communicate with Supervisor
Supervisors appreciate the importance of communication with their
students and seek to provide them with valuable feedback and advice. Not
following their advice, not accepting constructive criticism and avoiding
feedback are characteristics supervisors believe impede the students‘
quality of work and overall study progress.
“I have had students confuse constructive criticism with „positive
comments.‟ It is hard to hear negative things about your work, but the best
students take these on board and try to improve.”
“Poor interaction with others including with their supervisor. This could
be on either side, of course, but students who become „hermits‟ and refuse
to interact or discuss their work are at a major disadvantage.”
Poor Writing and Language Skills/Inadequate Numeracy Skills
Poor writing and language skills are often problematic, especially at the
later stages of the research process. Almost half of the supervisors
highlighted the importance of competent writing skills for successful
research degree completion.
“I think anyone can be a good thesis student if they really want to and if
they are prepared to commit the time to acquiring the necessary
prerequisite skills – including the ability to write.”
“Lack of ability to write well in English is a big problem for social science
research.”
• 11 • JUNE 2009 • TDU TALK

Lack of Independence
Students are required to take ownership of their projects, be proactive and
work independently. Failure to do so is perceived as a substantial
shortcoming to successful degree completion. This lack of independence
goes hand in hand with characteristics such as lack of confidence and
initiative, reliance on others, fear of failure or defensiveness.
“The most difficult students to work with for me are those who shy away
from complex questions, who are unable to develop their own projects and
expect to be spoon-fed by their supervisors in all aspects of the process
(topic formation, literature review, argument, structure, etc.), and who do
not meet deadlines and are generally unreliable and disengaged.”
Poor Time Management and Organisational Skills
An important part of pursuing a PhD or Masters‘ degree is the ability to
plan and prioritise work, meet deadlines and deliver work on time. Other
valued organisational skills include paying attention to detail, setting clear
goals and good record keeping habits. A lack of these skills is perceived of
as a significant shortcoming to effective research degree study.
“Time management skills and enthusiasm are the attributes that really
separate the excellent thesis students from the rest.”
“Limited time management skills will halt the most intelligent person.”
Laziness and Procrastination
Avoidance, procrastination, laziness, bare-minimum
approach, lack of self-discipline, inability to work
consistently, expecting results without great effort,
poor work ethic, and not progressing steadily are all
characteristics identified by supervisors as common
impediments to degree completion. Steady and
dedicated work habits are very important to
successful research degree study.
JUNE 2009 • TDU TALK
• 12 •

“It is difficult to deal with a student who says they will do the work but
ends up socialising instead. Students don‟t understand that they must drive
their project forward.”
“Research is tough and the student has to work hard to make progress.
People who can‟t work with those around them or who struggle to
communicate find it hard.”
Lack of or Wrong Motivation
The message from supervisors was clear: pursuing a research degree
without the right motivation can negatively affect the students‘ desire and
drive to complete the work.
“If what the student wants to achieve by enrolling for postgrad study is not
clear it can be hard to motivate the student to complete in a timely
fashion.”
“Often students who are in school for reasons other than a strong
commitment to academic life (e.g. parents told them to come; only want a
qualification/job but not to do the required work; haven‟t got anything
better to do, so decide to go to „grad school‟; etc) are the ones who falter.
Students with a clear goal (e.g. to get a PhD and become an academic, for
example) and reason (e.g. because they truly love XX) seem to do better
because they are self-motivated.”
Lack of Intelligence/Academic Ability
Studying towards a research degree is perceived as an advanced step in an
academic career; not all students have the ability and skills to take such a
step. Academic ability and intelligence are a ―must‖ for successful research
degree completion.
“Some students have scraped through an undergrad degree but don‟t have
what it takes to manage a large amount of material and a data base for
research purposes.”
Lack of Curiosity/Ability to Learn
Supervisors appreciate students who are willing to learn. Narrow vision,
rigid thinking, lack of curiosity, a closed mind, not being able to think
broadly and intellectual inflexibility are all seen as factors that constrain the
research process.
• 13 • JUNE 2009 • TDU TALK

“Lack of initiative in going beyond the original topic and supervisors‟
ideas, to see new opportunities for discovery.”
“Many students seem to think that their supervisor somehow has the
answer. If we did, the question probably wouldn‟t be worth asking. The
project belongs to them and they need to take responsibility for it.”
Lack of Enthusiasm/ Passion to Learn
Lack of enthusiasm and drive, loss of interest in the topic or fading
motivation all impact on students‘ desire and ability to complete their
research degree successfully.
“Lack or loss of interest is definitely the
biggie here.”
“All graduate students (and their
supervisors) have low periods when things
go poorly and motivation is lower. But if
the student is genuine in their desire to
conduct research they can get through
these."
JUNE 2009 • TDU TALK
• 14 •

Supervisors say:
.‖
• 15 • JUNE 2009 • TDU TALK

Research Supervision
At the University of Waikato there are clear definitions of and expectations
around research supervision.
The university has a policy on supervision:
University Policy on Supervision
The University is responsible for providing suitable supervision for
postgraduate students' research. Supervisors should be competent in the
field and have time to supervise candidates adequately. Staff members who
accept the role of chief should do so with the expectation that they intend to
remain in the service of the university for the reasonable duration of the
candidate's research if possible. There is also an expectation that changes in
supervisory panels occur only in exceptional circumstances e.g., a major
change in research topic, the resignation or redeployment of supervisors, or
irreconcilable working relationship between supervisor and candidate.
We also have a practice of maintaining a ‗register‘ of supervisors and chief
supervisors.
Registration of Supervisors
The Postgraduate Studies Office maintains a register of supervisors. These
are checked before the appointment of a supervisor is approved. Staff of the
University of Waikato and also staff from other institutions who are not
already on the register as supervisors must be approved for registration by
the Postgraduate Studies Committee according to the criteria outlined on
the next page. Applications for registration should be endorsed by the
Chairperson of Department and the Dean's nominee for postgraduate
studies and accompanied by relevant documentation.
15 July 12.00—2.00 Supervision Conversations 1
23 September 12.00—2.00 Supervision Conversations 2
4 November 12.00—2.00 Supervision Conversations 3
Book through iWaikato (My Work > Staff Development > Coming Events)
JUNE 2009 • TDU TALK
• 16 •

Eligibility for supervision of theses
A supervisor for an MPhil
candidate will:
A supervisor for a doctoral
candidate will:
have had research experience in the general field of the thesis
be a member of the permanent academic staff of The University of
Waikato
have a PhD, EdD or equivalent qualification, and/or
have experience approved by the Postgraduate Studies Committee
be an active researcher in The University of Waikato or other
research-based organization or have recent research experience in
such a setting
(i) have undertaken formal professional development in
postgraduate supervision, or (ii) have participated in seminars and
other opportunities provided by the University to enhance their
supervision of postgraduate students, or (iii) are prepared to
undertake (i) or (ii) within 6 months of the start of supervising a
postgraduate student.
NOT be enrolled for a higher degree
In addition to the above :
A Chief Supervisor for a
doctoral candidate will:
have previously been co-supervisor for at least two successful
doctoral candidates, or
have been approved by the Postgraduate Studies Committee to act
as a chief supervisor, in which case the Committee will take account
of such experiences as examination of doctoral theses and the
overseeing of major research projects
be a member of the permanent academic staff of The University of
Waikato
Potential supervisors who do not meet the usual
criteria
The Chair of Department should provide, to the Postgraduate Studies
Committee, detailed written support of a submission for a staff member to
be included in a supervisory panel, either as chief supervisor or as second
or third supervisor who does not meet the usual criteria. The application
should be supported in writing by the Dean's Nominee for postgraduate
studies of the appropriate School/Faculty. The staff member may also make
submissions directly to the Committee in support of their application.
• 17 • JUNE 2009 • TDU TALK

In these cases the Committee will take account of such elements as:
a. supervisory experience at Masters‘ level
b. successful supervision at doctoral level at another institution
c. examination of doctoral theses
d. oversight of major research projects
e. publications and research record
f. willingness and ability of the Head of Department to ensure continuing
mentoring and support for the new supervisor
Approval of staff to act as a member of a doctoral supervisory panel will
include them automatically on the Register of Supervisors (unless a specific
exception is made by the Committee).
See further details at http://www.waikato.ac.nz/sasd/postgraduate/
supervision.shtml
Make a space at your place for teaching
Some of the best learning happens through conversation and most of the working life of academics is focused around
the department. So why not make the occasional space for conversation about teaching in your department
JUNE 2009 • TDU TALK
• 18 •

Best practice supervision: tips and techniques
Supervisors can assist candidates to develop a range of skills, which can
include:
Communication skills
Intellectual skills (problem statement, analysis, evaluation)
IT skills (e.g. programming, statistics, thesis preparation)
Organizational skills (e.g. time/project management)
Motivation
Independence (from student to researcher)
Perseverance
Knowledge
▪ of different worldviews
▪ of subject and related subjects
▪ of methods/methodologies
▪ of networks and contacts
What makes an effective research supervisor
Should ideally have a PhD and extensive research experience
Have a professional network of national and international academic
colleagues
Have an appropriate level of technical knowledge to cover the research
area
Be aware of all university procedures and requirements
Be accessible, flexible, sympathetic, open and supportive,
constructively critical
Have the time and motivation to work with and deal with students‘
problems
Able to advise on conferences, publications, training needs, pastoral
issues
(Eventually) advise on career development and opportunities
• 19 • JUNE 2009 • TDU TALK

Supervisors can provide guidance about …
The nature of research
How to establish hypotheses, research questions, design tests, and
evaluate results
The standards expected of the student
Research conventions/ethics, the ‗do‘s and don‘ts‘ of the discipline or
field
‗How to‘ research (methods, tools, approaches)
Availability of resources
How to maintain motivation and get through the doctorate
Supervisors can clarify University procedures
Establish milestones and monitoring points
Comment on progress reports as required through the term of
candidature
Assess training needs
Alert the candidate to professional development courses on e.g. Getting
Published, Teaching for the First Time, Giving Presentations etc
Transferable skills (literature searches, time management, IT skills)
Supervisors can assist in planning and maintaining contact
Set targets and assess progress
Identify strengths and weaknesses
Arrange regular and structured meetings – communication is
everything
Define research objectives and approach and meet to discuss
amendments
Build up a research partnership
Move from supervisor-student to researcher-researcher relationship
JUNE 2009 • TDU TALK
• 20 •

Supervisors can facilitate networking
Encourage research candidate to meet with other research students and
staff
Encourage research candidate to seek both academic and pastoral
advice
With peers by presenting at workshops, seminars and conferences
Supervisors can assist with monitoring and final examination
Regular review with constructive criticism
Nip any problems ‗in the bud‘
Explain the benefits of self-assessment
Provide assistance in producing deliverables
Be available and accessible for clarification
Arrange for external examination
Mock vivas, progression exams, etc. all help
8 June 1.00-3.00 Workshop 1: Getting started with resources
15 June 1.00-3.00 Workshop 2: Paper Settings & Communication
22 June 1.00-3.00 Workshop 3: Assessment tools in Moodle
29 June 1.00-3.00 Workshop 4: Groups and Groupings
Contact Teresa Gibbison (teresag@waikato.ac.nz) or book through iWaikato (My Work > Staff Development > Coming Events)
• 21 • JUNE 2009 • TDU TALK

Māori doctoral students and their supervisors: A brief
summary of research in progress
Sue Middleton (School of Education) on behalf of the research team: Principal
Investigators Elizabeth McKinley and Barbara Grant (University of Auckland); Coresearchers
Sue Middleton (University of Waikato), Kathie Irwin (Te Puni Kokiri) and
Les Tumoana Williams (Nga Pae o te Maramatanga).
In recent years there has been a dramatic increase in the number of Māori
doctoral student enrolments – from 77 nationally in 1994, to 275 in 2005
(Ministry of Education, 2007). The current cohort has a distinctive
demographic profile: Māori women participate in doctoral studies at a
significantly higher rate than men; approximately 40% are aged over 40;
Māori have slightly higher first-year attrition rates, overall similar retention
rates but notably longer completion rates than other ethnic groups,
particularly among students over 24 years (Ministry of Education, 2006).
There is, however, some evidence that this profile is changing to include a
higher proportion of younger students going into doctoral studies straight
from other degrees. Yet research literature includes little information about
the experiences and perspectives of this group of students.
This gap in the literature is particularly striking given the current national
policy context of intensified commitment towards Māori aspirations for
higher education. This political commitment is expressed in two key
documents: the Māori Tertiary Education Framework (2003) and the
Tertiary Education Strategy 2007-2012 (2007). The Framework includes
an outline of goals, principles and priority areas for Māori in tertiary
education. This report from the Māori Tertiary Reference Group identifies
the importance of Māori-centred knowledge creation and sets the goal of:
‗Developing TEO strategies that encourage and enhance kaupapa Māori
research activity, supervision and accountability for inclusion within
provider charters‘ (Framework, 2003, p.36). The Tertiary Education
Commission‘s Strategy echoes this goal, albeit in more general terms: ‗The
Strategy recognises that a key aspiration of Māori is that Māori knowledge,
Māori ways of doing and knowing things, in essence Māori ways of being,
are validated across the tertiary education sector‘ (Strategy, 2007, p.4).
Alongside its strategic commitments, the Government has provided two
forms of targeted equity funding to tertiary education organisations to
support enhanced outcomes for Māori students. Since 2001, Special
Supplementary Grant monies have been available to support institutional
retention and success initiatives at both undergraduate and postgraduate
levels and, more recently, Māori (and Pacific) doctoral completions have
received an ‗equity weighting‘ which funds them at double the rate of non-
Māori (or non-Pacific) completions (although the benefits of the latter will
only now be arriving into institutions).
JUNE 2009 • TDU TALK
• 22 •

These policy initiatives can be seen as responses to persistent statistical
evidence of the under-representation of Māori students in higher education
at every level and also to clearly articulated aspirations from within the
Māori community. A key player in profiling these aspirations at the
doctoral level has been the Māori and Indigenous Postgraduate
Advancement (MAI) programme. First established at the University of
Auckland around 2000, MAI was later incorporated into Ngā Pae o te
Māramatanga (NPOTM), one of the seven national research centres funded
in 2002.
While anecdotal reports of distinctive supervision difficulties experienced
by Māori doctoral students had been surfacing for some time in various
forums, there had been no systematic studies of the supervision of Māori
thesis students or of their experiences more broadly. In 2005 Emeritus
Professor Les Tumoana Williams, Leader of the Capability Building
programme of NPOTM, approached individuals with expertise in higher
educational research in general and Māori education in particular. Because
advancement of Māori doctoral student research was one of NPOTM‘s key
strategic objectives, research on this topic would be in keeping with its
mission. A research team soon formed and won funding from the Ministry
of Education‘s Teaching and Learning Research Initiative (TLRI Contract
no. 9250). The Principal Investigators were Associate Professor Elizabeth
McKinley and Dr Barbara Grant (The University of Auckland); coresearchers
were Professor Sue Middleton (University of Waikato),
Professor Kathie Irwin (at that time at Te Whare Wānanga o Awanuiarangi
but currently at Te Puni Kokiri) and Emeritus Professor Les Tumoana
Williams.
Entitled Teaching and Learning in the Supervision of Māori Doctoral
Students the project, in keeping with the TLRI‘s priorities, was focused
where possible on aspects of teaching and learning. How do Māori doctoral
students and their supervisors work together as teachers and learners in
supervision If, as the anecdotal reports were suggesting, Māori students
were experiencing distinctive supervision difficulties, what might these be
We wanted to identify which teaching and learning processes might be
most appropriate for the supervision of Māori doctoral candidates through
to completion. How might supervision capability be improved to support
better outcomes for Māori doctoral students and their institutions We also
wanted to produce materials that could helpfully inform both Māori
doctoral students themselves, those who supervise them, and those
responsible for oversight of doctoral systems and policies within tertiary
institutions.
• 23 • JUNE 2009 • TDU TALK

We reviewed publicly available statistical information and reviewed
national and institutional policy documents. We interviewed 38 Māori
doctoral students from a range of disciplines and institutions in the North
Island about their experience of supervision. About half were still being
supervised while the other half had either recently submitted theses or
graduated. We also interviewed 20 supervisors of Māori doctoral students,
again from a range of disciplines and institutions in the North Island, about
their experience of supervision. The supervisors had supervised between
one and 24 Māori doctoral students. All participated in a one-to-one
interview that lasted between 45 and 90 minutes. The summary below is
condensed from the project‘s final report to the TLRI.
ISSUES IDENTIFIED IN THE INTERVIEWS
The following issues emerged as distinctive features in the supervision of
Māori doctoral students: the nature of students‘ research projects; the
nature of supervision arrangements; the importance of cultural advice;
pedagogies involving active supervision and reciprocity. We identified
challenges and pleasures in the supervisory relationship and the kind of
commitment necessary for effective supervision. Broader issues of Māori
culture and identity infused our interviews, our team discussions, and
continue to inform our current writing of research papers, teaching and
professional development resources, workshops and presentations.
a. Students’ research projects
Almost all of the students in our study were undertaking projects that had a
mātauranga Māori dimension. Often students described political intentions
in that they hoped to contribute to improved circumstances for their iwi or
for Māori more broadly.
Some described their research projects as designed to highlight traditional
knowledge. For example, one saw her doctorate as giving status to her
grandmother‘s teachings, while another moved between the worlds of
intellectual and spiritual knowing, and yet another presented a defence of
the contemporary pedagogical importance of traditional narrative forms. A
Māori doctoral student‘s thesis may have to navigate not only separated
and seemingly incommensurate knowledge domains, including tensions
around the accessibility of certain forms of knowledge, but also potentially
JUNE 2009 • TDU TALK
• 24 •

difficult emotions that may result from competing allegiances – to iwi or
loved relatives, on the one hand, and to the academic disciplinary
community, on the other.
Many students were using some form of Kaupapa Māori methodology
(Smith, 1999) that involved a more or less formal partnership, and various
obligations, with other Māori. Some were given their thesis topic by
members of their iwi. The process of doing the research might involve
intense mentoring or grooming for leadership. We also heard about the
importance of karakia and spirituality in students‘ research process and
how they located themselves and their research in tribal whakapapa,
understanding this as both a spiritual and an epistemological grounding.
b. Supervision arrangements
Many were aware they had a lot to lose if they didn‘t have someone who
was sympathetic to their goals. Sometimes students were approached by
potential supervisors or departments looking to recruit Māori students – and
in such cases, if the student didn‘t know the individual, they were often
quite cautious in agreeing. All our interviewees talked about how few
Māori supervisors there are, with almost none in some disciplines, and how
overworked the existing ones are. Non-Māori supervisors who had
successfully supervised a Māori student often found they were
subsequently approached by others – even when their academic expertise
was not particularly relevant. Our data showed a wide variety of successful
supervision arrangements. Most were a mix of Māori and non-Māori
supervisors, often with quite different roles and from different disciplines.
c. The importance of cultural advice
In many situations where Māori students had a non-Māori main supervisor,
the supervisor (or the student) sought to include a Māori secondary
supervisor, either in a highly active (almost co-supervising) role, or in a
more background role providing support on an ‗as needed‘ basis. Many
students, especially those who were undertaking mātauranga Māori
projects, sought occasional or ongoing advice from members of the wider
Māori community, sometimes of their iwi or whānau. While many students
undertook their doctoral research from a position of considerable strength
and maturity ‗as Māori‘, this was not the case for all. Some, especially
• 25 • JUNE 2009 • TDU TALK

younger, students described undertaking a slow and demanding journey
towards becoming more secure in themselves as Māori at the same time as
they were doing their research and, indeed, for some through their research.
Such students carry a double burden of identity work – that of ‗becoming a
scholar-researcher‘ carried by every doctoral student, but also that of
‗becoming Māori‘.
d. Teaching and learning practices
Most supervisors did not think they worked differently, in any systematic
way, with Māori doctoral students. However they, and even more so the
students that we interviewed, described in some detail a wide range of
successful teaching and learning practices that were employed inside
supervision. This data (which is too numerous and detailed to be included
here) will be incorporated into a series of Information Notes for students
(that will also be made available to supervisors), as well as into a resource
written specifically for supervisors of Māori doctoral students. Collectively,
however, what these practices highlight is the benefits of active (although
not necessarily directive) supervision, that is an approach to supervision
that doesn‘t leave too much up to the student, that is strategically
interventionist and problem-solving, although always with an eye on the
goal of promoting the student‘s transition towards scholarly independence.
A feature of both supervisors‘ and students‘ accounts of supervision was
descriptions of reciprocity in teaching and learning, partly linked to ideas
about the student‘s growing independence and partly to distinctive kinds of
projects the students were undertaking. One of the things that supervisors
expected and enjoyed in their doctoral supervision was learning from their
students, and Māori students had things to teach that came from a very
different worldview and life experience. Likewise students valued being
able to teach their supervisors – this experience confirmed the value of their
work and their sense of themselves as Māori and scholars.
e. Supervisory challenges and pleasures
Our interviewees described the complex networks of obligations that the
students were often enmeshed within. This was partly a function of the age
and gender of many of the students: they were parents (mothers) and
grandparents (grandmothers), often working, and often held leadership
positions within various iwi-based and other organisations. When crises
JUNE 2009 • TDU TALK
• 26 •

arose, they felt bound to respond even though this often involved journeys
of considerable distance. Such obligations impacted on most of the students
we talked to and had clear effects on their timely progress.
Many supervisors, both Māori and non-Māori, described being sometimes
uncomfortably on the edge of their academic knowledge and expertise.
This was partly a function of the shortage of qualified supervisors,
especially in some disciplines, for the kind of work that students were
doing, and the fact that the work was often interdisciplinary in the sense of
bringing academic knowledge and mātauranga Māori into dialogue with
each other.
Supervisors also described their pleasure in getting to know students and
their whānau, in learning more about mātauranga Māori and Te Ao Māori,
being involved in research with social and political significance and in
seeing first-generation students graduate as scholars.
f. The kind of commitment necessary for effective supervision
While most supervisors did not think that there were particular differences
in the kinds of teaching and learning practices they used when supervising
Māori doctoral students compared to non-Māori, most did think that a
special kind of commitment was required. This was particularly the case in
the accounts of non-Māori supervisors who found aspects of this
commitment challenging and uncomfortable at times, but also deeply
rewarding. One element of this special commitment was the ability to
challenge the student‘s thinking and writing while at the same time
showing them respect so that a relationship of trust was maintained. This is
a tricky balance to strike in any supervision but it requires particular
attention in the context of cross-cultural supervision where
misunderstandings and incomprehension are likely elements. It also
requires careful attention when supervising Māori students who are
working out issues of Māori, as well as academic, identity and/or who have
previously experienced struggle or marginalisation in the education system.
The commitment to supervise also sometimes required advocating for the
student to the institution when complex obligations and life circumstances
meant the student was not progressing as they might have been. This was a
common thread in the interviews and was seen by some to be connected to
the fact that many Māori doctoral students are mature women with
significant and diverse responsibilities.
• 27 • JUNE 2009 • TDU TALK

Resources for Students, Supervisors and Managers
At the time of writing (May 2009), a number of conference papers have
been presented or are in preparation and several articles are currently being
produced for submission to scholarly journals. However, a primary reason
for doing this project was to produce resources for the various
‗practitioners‘ associated with the supervision of Māori doctoral students:
• For Māori doctoral students: We are producing a series of Information
Notes on various topics that emerged from our data and seminars at
national conferences and writing retreats. Some of these are completed,
others in production. For information contact: Dr Barbara Grant:
bm.grant@auckland.ac.nz.
• Resource for supervisors (Māori and non-Māori): We are writing a
document summarising collegial advice from experienced supervisors
we interviewed.
• Academic advisors who provide professional development for
supervisors: seminars at relevant conferences and national forums.
• Learning advisors who provide professional development for students:
seminars at relevant conferences and national forums.
• University administrators e.g. Deans and Directors of Graduate Studies:
a summary report drawing on relevant findings to make
recommendations for institutions.
A resource for iwi, hapū, whānau
and Māori community use is in the
planning stages.
For details as to the availability of
these resources, contact the project
director: Associate Professor
Elizabeth
McKinley:
e.mckinley@auckland.ac.nz
JUNE 2009 • TDU TALK
• 28 •

References
McKinley, E. and Grant, B. (2008). TLRI: Supervision of Māori Doctoral Students
(Contract No 9250, awarded 2006). Auckland, Unpublished final report
prepared for the New Zealand Council of Educational Research,
December 2008.
Ministry of Education. (2003) The Māori Tertiary Education Framework: A Report
by the Māori Tertiary Reference Group. Wellington: Ministry of
Education.
Ministry of Education. (2006) Māori in Doctoral Study. Retrieved 01 Aug 2008
from http://educationcounts.edcentre.govt.nz/.
Smith, L. (1999). Decolonising methodologies: Research and indigenous peoples.
Dunedin, London and New York: University of Otago Press and Zed
Books.
Tertiary Education Commission. (2007). Tertiary Education Strategy 2007-2012.
Wellington: Tertiary Education Commission.
2 June 10.00—12.00 ICT Induction for New Staff
16 June 12.00-2.00 Managers’ Forum Meeting
16 June 9.00–12.00 Dealing With People More Effectively
18 June 9.00–12.00 KompoZer for Website Maintenance
19 June 9.00–12.00 Supervisory Skills 1: The Role of the Supervisor
22 June 2.00—4.00 PowerPoint, Pedagogy and Practice
23 June 12.00-2.00 COD Forum Meeting
23 June 9.00-10.30 Professional Goal Setting (PGS) for Managers
24 June 4.00-5.30 Associate Deans Forum Meeting
24 June 9.00-12.00 Time Management for Enhanced Effectiveness
26 June 9.00–12.00 Supervisory Skills 2: Delegation and Motivation
30 June 2.00-4.00 ICT Induction for New Staff
Book through iWaikato (My Work > Staff Development > Coming Events)
• 29 • JUNE 2009 • TDU TALK

Best practice in supervisor feedback to thesis
writers in New Zealand universities
The University of Waikato is participating in a multi-institutional research
project, ‗Best practice in supervisor feedback to thesis writers in New
Zealand universities‘. The project is funded by Ako Aotearoa the National
Centre for Tertiary Teaching Excellence, and is led by Professor John
Bitchener, Auckland University of Technology, Dr Helen Basturkmen,
University of Auckland, and Dr Martin East, Unitec. During the study,
language use by supervisors in three main discipline areas, Applied
Linguistics, Mathematics/ Statistics, and Marketing will be investigated. By
participating in this research project, we hope to learn more about effective
supervision and best practice in supervisory feedback.
Background
Many thesis-writing students have limited experience writing up a major
piece of research when they begin higher degree study. Indeed, thesiswriting
students frequently indicate that they are uncertain about what
material to include, how best to organize material, and what is considered
acceptable academic writing practice. One way to address these concerns is
through identifying and examining the feedback that supervisors provide.
While there is extensive research into academic literacy in general, there is
little published research that addresses the specific linguistic feedback
strategies used by supervisors with postgraduate or higher degree students.
The study investigates ‗best practice‘ in the types of
feedback that supervisors offer to their doctoral, masters
and dissertation thesis students with a view to
formulating ‗best practice guidelines‘ for supervisors.
These guidelines will be of value to all university
disciplines as well as to non-thesis research writers both
within and outside the university. Finally, the study
involves collaboration across universities and therefore
contributes to the development of a more coherent
knowledge base of effective tertiary teaching and
learning in Aotearoa New Zealand.
Reviewers and researchers have been investigating
responses to student writing since the early 1980s in both first and second
language contexts but most of the studies have focused on undergraduate
writing. At postgraduate level, some studies have investigated the
difficulties that thesis students experience (from both student and
supervisor perspectives), yet very little attention has been given to the
specific types of response that supervisors routinely provide to thesis
students or the extent to which students find the feedback helpful.
JUNE 2009 • TDU TALK
• 30 •

One area, for example, about which students often express uncertainty, is
effective organization of content within a thesis structure. In this respect, if
this study can reveal, for example, the type of feedback supervisors provide
their students, and the extent to which students find such feedback helpful,
it could be possible to recommend ‗best practice‘ guidelines for supervisors
to follow. Moreover, insights gained from this study could assist in the
design of research methods courses where the focus is on the report
writing.
The need for such research has been informed by the anecdotal evidence
provided by supervisors at each of the researchers‘ institutions. For
example, feedback collated at AUT for the past six years suggests that
students want more specific feedback from supervisors, particularly
regarding the content and structure of the different chapters and sections of
the thesis. Some students have explained that while their supervisors are
very supportive, they have difficulty explaining exactly what they want
their students to do; even though they are undertaking research themselves
and publishing in international journals (Bitchener & Basturkmen, 2006).
These issues are not confined to those working and studying in New
Zealand institutions. The international literature (Cooley & Lewcowicz,
1995, 1997; Dong, 1998; Paltridge, 2002) frequently reports similar issues,
both for supervisors and thesis students.
Aims of this study
The specific aims of this study focus on supervisor and student language as
outlined below:
1. Supervisors:
the types of feedback that supervisors say they provide their students,
accompanied by the reasons for their choices; the extent to which
supervisors believe these approaches are effective; and how they determine
such effectiveness.
2. Students:
the types of feedback that students say they receive from their supervisors;
whether or not the students find the feedback helpful; whether or not
students would like feedback on areas not covered by their supervisors;
why they think this additional feedback would be helpful for them; whether
or not they would prefer feedback to be delivered in different formats; how
students believe additional modes of delivery would help them; and how
they determine whether or not their supervisor‘s feedback is effective.
• 31 • JUNE 2009 • TDU TALK

The data for each of these issues will also be further examined to
discover whether or not there are differences in approach (a)
across and within discipline areas and (b) for native speakers/
writers of English and for non-native speakers/writers of English.
The data collection process will begin with an exploratory interview with
supervisors and students. Data from this first stage will inform the types of
questions that are asked in the questionnaire (stage 2) and follow-up
interviews (stage 3).
Data will be collected from 273 thesis/dissertation students and supervisors
from seven of New Zealand‘s universities (University of Auckland, AUT
University, Waikato University, Massey University, Victoria University,
Canturbury University and Otago University). The sample will include 30
students (10 from each of 3 different disciplines) and 9 supervisors (3 from
each of 3 different disciplines) from each of the universities, giving a total
of 63 supervisors and 210 students. All participants will be asked to
complete the questionnaire (stage 2) and it is hoped that more than 50%
will be available for the in-depth interviews (stage 3). For the exploratory
interview (stage 1), the 6 supervisors (2 from each of 3 different
disciplines) and 6 students (2 from each of 3 different disciplines) who take
part will not be included in stages 2 and 3 of the data collection.
Project findings
A summary of the project‘s findings will
be published on the Ako Aotearoa
website, in journal articles, and through
conference and invited guest speaker
presentations across the country and
overseas. Additionally, a report of the
findings will be distributed to all who
participated in the project. In addition Pro
Vice Chancellors (Academic) at each
university will be provided with a project
summary for distribution to relevant
sectors of their institutions. These forms
of dissemination will include the findings
on supervisor and student responses as
well as a summary of best practice
guidelines for supervisors and students.
JUNE 2009 • TDU TALK
• 32 •

Bibliography
Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of
postgraduate L2 thesis students writing the discussion section. Journal of
English for Academic Purposes, 5, 4-18.
Cooley, L., & Lewkowicz, J. (1995). The writing needs of graduate students at the
University of Hong Kong: A project report. Hong Kong papers in Linguistics and
language teaching, 18, 121-123.
Cooley, L., & Lewkowicz, J. (1997). Developing awareness of the rhetorical and
linguistic conventions of writing a thesis in English: Addressing the needs of
ESL/EFL postgraduate students, in A. Duszak (Ed.) Culture and styles of
academic discourse (Berlin: Mouton de Gruyter), 113-140.
Dong, Y. (1998). Non-native graduate students’ thesis/dissertation writing in
science: self-reports by students and their advisors from two US institutions.
English for Specific Purposes, 17, 369-390.
Paltridge, B. (2002). Thesis and dissertation writing: An examination of published
advice and actual practice. English for Specific Purposes, 21, 125-143.
For further information contact Professor Giselle Byrnes, Pro Vice-Chancellor
(Postgraduate Research and Supervision) giselle@waikato.ac.nz and Dr Marcia
Johnson, Director, Student Learning Support, Waikato Pathways College
Marcia@waikato.ac.nz
PowerPoint, Pedagogy & Practice
• 33 • JUNE 2009 • TDU TALK

ĀHANGA