A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

176 ❘
Teaching, supervising, learning
Case study 1: Vice-Chancellor’s award for excellence in
doctoral supervision
Context
Over the past two decades or so, virtually all UK universities have adopted
awards for excellence in teaching and learning, but not for doctoral supervision.
This is in marked contrast to universities in Australia and the USA, where such
awards are common. In 2005, and with the strong encouragement and support
of the then Vice-Chancellor Sir Kenneth Calman, Durham University instituted
such awards. These have attracted a significant number of high-quality
applications and have helped to raise the status of doctoral supervision.
The purpose of this award is to promote, recognise and reward excellence in
doctoral supervision. The award will be made to members of the university’s
staff who can demonstrate excellence in the supervision of doctoral students,
including those studying for the Ph.D., the DBA and the Ed.D.
Eligibility
Academic and research staff who have normally participated in the supervision
of at least three doctoral students to successful completion and who have not
previously won an award.
Nomination
Nominations are invited from heads of department, in consultation with directors
of postgraduate research. Agreement should be obtained from prospective
nominees to their names going forward for consideration for the award.
The university expects all of its supervisors to enable their students to:
• where appropriate, initiate and plan a research project;
• acquire the research skills to undertake it and gain adequate access to
resources;
• complete it on time;
• produce a high-quality thesis;
• be successful in examination;
• disseminate the results;
• lay the basis for their future career.
It would expect that an excellent supervisor would also be able to demonstrate:
• a strong interest in, and enthusiasm for, supervising and supporting research
students;