TY - JOUR
T1 - Action learning enhances professional development of research supervisors: An Australian health science exemplar
AU - Davis, Kierrynn
AU - Brownie, Sonya
AU - Doran, Frances
AU - Evans, Sue
AU - Hutchinson, Marie
AU - Mozolic-Staunton, Beth
AU - Provost, Stephen
AU - van Aken, Rosalie
PY - 2012/3
Y1 - 2012/3
N2 - The worldwide academic workforce is ageing. At the same time, health and human services workforces are expanding. The preparation of educators to fill gaps in expertise and to position the health sciences for future growth is an urgent need. The findings from a recent action learning project that aimed to enhance the professional growth and development of higher degree researcher student supervisors in a School of Health and Human Sciences are presented. Seven early career researchers and the facilitator met for two hours every two to three weeks over 4months between April and July 2010, in a rural and regional university in New South Wales, Australia. The processes initiated were a combination of experiential knowledge, referral to relevant published reports, use of an effective supervision checklist, and critical conversations. Learning outcomes centered on higher degree management and supervision pedagogy, communities of practice, knowledge translation, and the establishment of a research culture. The contextual barriers and implications of the methodology and learning outcomes for the professional development of health and human science practitioners, researchers and educators is also discussed.
AB - The worldwide academic workforce is ageing. At the same time, health and human services workforces are expanding. The preparation of educators to fill gaps in expertise and to position the health sciences for future growth is an urgent need. The findings from a recent action learning project that aimed to enhance the professional growth and development of higher degree researcher student supervisors in a School of Health and Human Sciences are presented. Seven early career researchers and the facilitator met for two hours every two to three weeks over 4months between April and July 2010, in a rural and regional university in New South Wales, Australia. The processes initiated were a combination of experiential knowledge, referral to relevant published reports, use of an effective supervision checklist, and critical conversations. Learning outcomes centered on higher degree management and supervision pedagogy, communities of practice, knowledge translation, and the establishment of a research culture. The contextual barriers and implications of the methodology and learning outcomes for the professional development of health and human science practitioners, researchers and educators is also discussed.
UR - http://www.scopus.com/inward/record.url?scp=84857196029&partnerID=8YFLogxK
U2 - 10.1111/j.1442-2018.2011.00660.x
DO - 10.1111/j.1442-2018.2011.00660.x
M3 - Article
C2 - 22303872
AN - SCOPUS:84857196029
SN - 1441-0745
VL - 14
SP - 102
EP - 108
JO - Nursing and Health Sciences
JF - Nursing and Health Sciences
IS - 1
ER -