Understanding postgraduate supervision through a socio-critical lens

Image credit: https://pixabay.com/en/alone-walking-night-people-city-764926/
Heroes, imposters and deviants in a
strange land: A socio-critical model for
understanding postgraduate supervision
By Paul Prinsloo (University of South Africa)
@14prinsp

ACKNOWLEDGEMENTS
I do not own the copyright of any of the images in this
presentation. I hereby acknowledge the original
copyright and licensing regime of every image used. All
the images used in this presentation have been sourced
from Google, Pixabay and Flickr and were labeled for
non-commercial reuse.
This work (excluding the images goverened by their
original licencing) is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License

Pictures tap into a different vocabulary and offer a different
lens on a phenomenon as experienced by the narrator
(Shinebourne & Smith, 2010).
Pictures, like metaphors, are not neutral but chosen, they
are ideologically laden, immersed in fluid meanings, flowing
from and perpetuating a particular social imaginary.
Pictures also disturb, disrupt, challenge and, hopefully, slow
down the discourses on graduate supervision, allow us to
ask new questions, and, enable us “to comprehend partially
what cannot be comprehended totally”
(Lakoff & Johnson, 1980, p. 193).

Image credit: https://pixabay.com/en/tree-natur-nightsky-cloud-stars-736887/
Higher education/graduate
supervision as field

An elephant in the
learning analytics
room –
the obligation to act
By Paul Prinsloo (University of South Africa) &
Sharon Slade (Open University, UK)
Image credit:
https://www.flickr.com/photos/lollyman/4941417146
Image credit: Canadian Gunners in the Mud, Passchendaele by Lieutenant Alfred Bastien, 1917, oil on canvas. Retrieved from,
https://en.wikipedia.org/wiki/Military_art
Higher education/graduate supervision as a battlefield of
contesting claims– whether disciplinary, institutional,
student and/or claims arising from our macro context.

Image credit: https://www.flickr.com/photos/lisanorwood/1046416640
Let us explore postgraduate supervision
as a phenomenon of ‘misfits’ and
of not ‘fitting in’

What follows is a reflection on how I describe
the field I am playing on as supervisor…
Imagecredit:http://www.artrix.co.uk/whats-on/cinema/i-daniel-blake

An elephant in the
learning analytics
room –
Image credit:
Shall I speak, or how shall I speak of …
• Being a supervisor where everything is measured, counted and where
numbers on spreadsheets are more important than the lives they
represent
• The (oc)cult of auditing, accountability, innovation and excellence --
where everyone signs oaths of transparency and ethics in often empty
rituals of fake fraternisation
• Increasing and contesting workloads
• Students who are increasingly underprepared for scholarly
engagement on graduate level
• Supervisors who are underprepared to ask new questions and let go of
answers and processes that may have been appropriate and effective
in the past
• Supervision is outsourced to the highest (or is it any available?) bidder
• Being a supervisor where offline is no longer an option and where
even when you are offline, you are “onlife” (The Onlife Manifesto, Floridi, 2015)

Image credit: https://pixabay.com/en/wonder-woman-superman-superhero-552109/
In this strange land
there are
superheroes
(Pitt & Mewburn, 2016)

Image credit: https://pixabay.com/en/graffiti-artist-graffiti-art-1380108/
Deviants…
(Attwood, 2010)

Image credit: https://pixabay.com/en/one-against-all-all-against-one-1744083/
In this strange land
there are also,
…imposters
(McMillan, 2016)
Those supervisors and students that
never quite fit in, according to others, or
feel that they fit in – forever nomad
(Maritz & Prinsloo, 2015)

Image credit: https://pixabay.com/en/one-against-all-all-against-one-1744086/
A strange land where novice researchers ‘Fake
it till you [they] make it’ (Ivana, 2016)

Postgraduate supervision: a question of ‘fit’
• ‘Fit’ between the student and his/her chosen focus, methodology,
discipline, institution, research expertise of the supervisor
• ‘Fit’ between the student and his or her supervisor - interpersonal
• ‘Fit’ between the supervisor and the amount and foci of students
allocated to him or her
• ‘Fit’ between the student aspirations and time-management with
the workload, aspirations and time-management of supervisors
• ‘Fit’ of students and supervisors within the broader disciplinary
networks of inclusion and exclusion
• ‘Fit’ between students and supervisors in a particular political,
social, economic, technological, legal and environmental context
• ‘Fit’ between the supervisor and institutional policy frameworks,
processes, networks of inclusion and exclusion, tacit knowledge and
contacts (Adapted from Subotzky and Prinsloo, 2011; Prinsloo, 2017)

Image credit:
Do I/they ‘fit’? How do I/they ‘fit’?
According to whom and why does it matter?
What are the costs of (not) fitting in?
Who pays?

Image credit: https://www.flickr.com/photos/missmoon/1918473801
Habitus, hysteresis and
habitus clivé
“There is nothing more practical than a good theory”
(Lewin 1952, p.169)

An elephant in the
learning analytics
room –
Image credit:
Image credit:
http://thesociologicalcinema.tumblr.com/post/142531355075/youre
-playing-monopoly-one-player-is-given-all
The idea of habitus was born
from trying to make sense of
choices we have and make ,
considering our context, our
past and present, our
behaviors, our capital and
dispositions, and our
gendered and raced role(s),
relations and positions in a
particular context/field and
time - as embodied, as
‘structured and structuring
structure’
(Bourdieu, 1994, p. 170).

An elephant in the
learning analtics room
–
Image credit:
[(habitus) (capital)] + field = practice/agency
(Bourdieu 1984, p. 101).

An elephant in the
learning analytics
room –
Image credit:
Image credit: https://pixabay.com/en/grass-green-football-football-field-1176417/
So... when you change my position --whether
as student or as supervisor--
on the field, or change the field, or change the
rules or change the requirements and skills
required by the new field, role or rules, you
impact on my agency or, at least, my
perception thereof...

Image credit: https://pixabay.com/en/man-luggage-forward-young-2138962/
And often, these changes result in a deep sense
of discomfort, of feeling out-of-place, of not
fitting in, of being
… an imposter/
nomad/deviant

Image credit:
Image credit: http://www.pixnio.com/fauna-animals/fishes/roach-fish-on-dry-land
The phenomenon of a misfit between an individual’s
habitus and capital in a particular context is described
as the ‘hysteresis effect’ and a cleft in habitus or
habitus clivé
(Bourdieu & Passeron, 1977, p. 78)
Hysteresis //alienation (Marx in Fowler, 2003)//
anomie (Durkheim in Naudet, 2008)//torpor (Prinsloo, 2016)

An elephant in the
learning analytics
room –
Image credit:
Image credit: https://pixabay.com/en/bird-death-dead-829242/
Torpor as metaphor …
“It somehow gave me a handle, a way of making sense of my
own experiences of shutting down, Ctrl-Alt-Del, of playing
dead, of stop-the-world-I-want-to-get-off feelings”
(Prinsloo, 2016 – https://opendistanceteachingandlearning.wordpress.com/2016/10/24/a-blog-on-not-blogging/)

Image credit: https://www.flickr.com/photos/cgpgrey/5023794412
Habitus clivé :When individuals move ‘upwards’,
individuals become class ‘transfuges’ -- caught in a
‘painful’ position of social limbo, of ‘double isolation’,
from both their origin and destination class
(Friedman, 2013, p. 10; Bourdieu, 1998b).
Becoming nomad/refugee -- ‘torn by contradiction
and internal division’ (Bourdieu, 2004 in Friedman, 2013, p. 11).

Image credit: https://commons.wikimedia.org/wiki/File:Lytovchenko_Olexandr_Kharon.jpg
Leaving many of us mulling around on the
banks of the Acheron, not sure whether or
not to pay Charon his price
(or bribe him)...

Processes - Inter & intra-personal domains
Attribution, locus of control, self-efficacy
Processes – Academic, operational, social
Attribution, locus of control, self-efficacy
THE STUDENT AS AGENT
IDENTITY, ATTRIBUTES, CAPITAL
& HABITUS
Success
Graduateness
Doctorateness
THE SUPERVISOR AS AGENT
IDENTITY, ATTRIBUTES, CAPITAL
& HABITUS
SHAPING CONDITIONS: (predictable as well as uncertain)
SHAPING CONDITIONS: (predictable as well as uncertain)
Choice,
Admission
Learning/supervision activities
THE SUPERVISION JOURNEY
Multiple, mutually constitutive
interactions between student,
institution & networks
F
I
T
FIT
F
I
T
FIT
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
THE INSTITUTION AS AGENT
IDENTITY, ATTRIBUTES, CAPITAL &
HABITUS
F
I
T
F
I
T
F
I
T
F
I
T
Adapted from: Subotzky, G., & Prinsloo, P. (2011). Turning the tide: a socio-critical model and framework for improving student success in open
distance learning at the University of South Africa. Distance Education, 32(2): 177-19.

Image credit:
Pointers for a supervision contract between
institution-supervisors-students
Construct 1: Students, supervisors and the institution are situated
agents – [(habitus)(capital)] + field = agency/practice
-> How do we assess student and supervisor habitus/capital in a
particular field/context before admitting students and assigning
students to supervisors?
-> What are the processes and criteria for recognising the habitus
of students/supervisors and what do we consider ‘capital’?
-> How do we support students/supervisors when they experience
hysteresis/habitus clivé?
Adapted from Subotzky and Prinsloo (2011); Prinsloo, 2017)

Image credit:
institution-supervisors-students (cont.)
Construct 2: The supervision walk or “third space”– the
intersecting, mutually constitutive and often competing variables
in the nexus between student, supervisor, institution and macro-
societal context
-> How do we support this walk?
-> What are the co-responsibilities of students, supervisors and the
institution?
-> How can we assure that supervisors and students are not to
blame for systemic failures?
-> How do we assure that supervisors and students don’t hide
behind systemic failures – loci of control/self-efficacy?

Image credit:
institution-supervisors-students (cont.)
Construct 3: The notion of ‘fit’ is a constitutive, layered element in
supervision success and intersect with the reality and impact of
hysteresis, and habitus clivé on the supervision process

How do we facilitate/ensure the ‘fit’ between
• The student and his/her chosen focus, methodology, discipline,
institution, research expertise of the supervisor
• A student and his or her supervisor – interpersonal
• The supervisor and the amount and foci of students allocated to
him or her
• Student aspirations and time-management with the workload,
aspirations and time-management of supervisors
• Students and supervisors within the broader disciplinary networks
of inclusion and exclusion
• Students and supervisors in a particular political, social, economic,
technological, legal and environmental context
• A supervisor and institutional policy frameworks, processes,
networks of inclusion and exclusion, tacit knowledge and contacts

Image credit: https://pixabay.com/en/metro-station-wait-hold-on-905400/
And finally, how do we create space(s)
in the supervision process for …

Image credit: https://pixabay.com/en/photographer-hero-camera-action-1436917/
…those successful students and supervisors to share
their knowledge and capital and mentor others?

Image credit: https://www.flickr.com/photos/brianauer/2402882692
…those students and supervisors who contest rules and
policies, who break the rules and write their own rules

Image credit: https://pixabay.com/en/hallway-abandoned-damaged-deserted-1245845/
… all of us, students and supervisors, who negotiate
meaning in the graduate supervision process as a
strange land – where we are all, in one way or another,
imposters

Image credit: https://pixabay.com/en/empty-abandoned-messy-grunge-scene-863118/
THANK YOU
Paul Prinsloo
Research Professor in Open Distance Learning (ODL)
College of Economic and Management Sciences,
Office number 3-15, Club 1, Hazelwood, P O Box 392
Unisa, 0003, Republic of South Africa
T: +27 (0) 12 433 4719 (office)
T: +27 (0) 82 3954 113 (mobile)
prinsp@unisa.ac.za
Skype: paul.prinsloo59
Personal blog: http://opendistanceteachingandlearning.wordpress.com
Twitter profile: @14prinsp

An elephant in the
learning analytics
room –
Image credit:
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