This chapter explores whether supervision of social science doctoral researchers can be interpreted as pedagogic practice, what this means for the supervisory relationship and the potential consequences for doctoral research. The authors take into account different modes of study and supervision. They examine tensions between teams of supervisors over research methods and the resistance of some supervisors to any formalised research methods training. The chapter draws on Lee’s work on key features of the supervision process and Dowle’s research about how supervisors try to develop particular qualities in students. It refers to recent work on the future of doctoral education and on student and academics’ experiences of research methods teaching. The authors suggest that those who both supervise doctoral researchers and teach social research methods may have a different understanding of what happens when doctoral candidates co-create research methods knowledge and practice, than supervisors who are not involved in collective research methods training.
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Front Matter
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Part I: Teaching and learning social research methods in the classroom
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Part II: Teaching and learning social research methods online
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Part III: Teaching and learning social research methods in the field and other contexts
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Back Matter
