A case study of accredited training for research awards supervisors through reflective practice

The paper outlines the development of accredited supervisor trainingusing reflective journals at Leeds Metropolitan University. It explores someof the tensions between quality assurance and reflective practice whichemerged in the implementation of the programme. One of the advantages of amore formalised approach to training has been the increased participation ofwomen supervisors. Some of the themes emerging from journals concerntensions within supervisory teams and pressures in relation to completion.Supervisors also report difficulties when research students appear to beresistant to advice. Issues about the dynamics of race and gender insupervision are also surfacing, and there is some disagreement about therole and legitimacy of experience as part of the research process. Overallcourse participants appear to welcome exchanges across disciplineboundaries, although there is some resistance to perceived ’education speak‘in the concept of reflection. Despite the lack of measurable behaviouraloutcomes a number of supervisors report that the process of keeping ajournal is empowering.