English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

One of the critical tasks of academics in any research-intensive university is the supervision of postgraduate students. Given the central role of this activity, how novice academics learn to supervise is significant. In this paper, we present our narratives as novice academics, and we focus on our learning of the supervision role. We drew from experiential learning and role identity theories to frame our understanding of this process. Using a narrative inquiry methodology, we shared and examined our narratives of lived experiences as novice supervisors. Upon examining our narratives, we identified four sources of learning that were significant in developing our supervisor identity: our current or previous supervisors; senior colleagues; meaningful corridor talks; and the practice of reflexivity. We recommend that institutions of higher learning pay added attention to the development of novice supervisors. Although structured programmes are significant, other learning avenues need to be explored to assist novice supervisors to develop a supervisor identity.

Developing a supervisor identity through experiential learning: Narratives of three novice academics working in a South African University