• The field of education is overloaded with categories. “Good” and “bad” students, instruction and teachers being the foremost, but also categories of e.g. gender, nation-ness, race, and class, and categories of feelings such as performance anxieties and stress is operating. So is politically formulated categories such as “inclusion” and “competence”. As social science-humanities scholars of education, our research often focus on exploring such categories, but also we bring in preconstructions of such categories in our theoretical apparatus and due to our reading of the history and practices on the field we are studying.

     The course targets the challenge and question of how to establish categories in empirical material in education research with a focus on sociological, historical, political science and ethnographical approaches.

     

    How do we as education scientists establish theoretical approaches in the form of categories as optics to study the empirical material? How to establish a conversation with the material and the actors we are studiying? How to make the empirical material answering us back?

    Thse methodological questions are crucial challenges for scholars working empirical with researching education and upbringing, and the disciplines of history of education, educational sociology and ethnography and education policy studies offers different possibilities and problems in this context.

     At this one-day course we will establish a common laboratory for phd-scholars across the educational sciences to discuss and get inspired by senior scholars who work with similar challenges. We will share our laboratory work and challenges with each other.

     The learning objectives is

    -        to develop the competence of the participants to establish dialogues between empirical material and theoretical tools with a special focus on the question of categories and the process of categorization

    -        To extend the knowledge of the participant concerning the newest methodological development within the empirically and social-science/humanities (SSH)-based education sciences.

     The course provide and put into dialogue:

    - insights from the laboratory of four senior scholars speaking from respectively a transnational ethnography of education perspective (Li); a history of emotions of education-perspective (Buchardt); an applied pedagogical ethnology-perspective (Schmidt) and a Policy Ethnographic perspective (Brøgger).

    - discussion of and response to problems and data from the participants own laboratories.

Professor Finn Collin will teach a PhD course on a theory of science with a focus on 'social constructivism' applied to discourse studies.

Finn Collin is known by his research within theory of science with particular focus on the challenges of a theory of science in social studies and humanities and has a long list of publications, which has played an influential role in the field.

In addition to his research, Finn Collin is actively involved in teaching and supervising at Copenhagen University.

DAY 1 is dedicated to the philosophical background and foundation of epistemological and ontological constructivism with specific focus on social constructivism, i.e. a basic introduction to the philosophical background of constructivism and social constructivism.

DAY 2 is dedicated to social constructivism within discourse studies. The learning objectives are to familiarize PhD students with constructivism and social constructivism, and, furthermore, provide a basic knowledge of this social constructivist approach to be able to apply it in one’s work.

The learning objective is to strengthen the PhD students’ knowledge and assist their learning processes when working with theory and methodology in relation to discourse studies.

The prerequisite for participation is to read everything on the reading plan (in English).

A second prerequisite for participation is to hand in a 2-page draft with a focus on methodology in relation to social constructivism. The student must also add two specific questions in relation to applying social constructivism in their research.

The language of the course will be English.


Deadline: 1st September 2020

* The course will be organized virtually if necessary *

Description:

PhD course where you can build writing competence and establish an efficient and collective writing practice. 

  • Take control over their writing process
  • Use basic writing tools to write efficiently
  • Share challenges and support each other
  • Build a collective writing community at AAU

Course structure & content

The course is structured as 5 workshops (9.00-12.00). At each workshop, new tools and approaches will be introduced and others will be repeated. Participants write individually for at least 1,5 hours (2X45 minutes) followed by reflections on the writing process in groups. Themes and tools that will be taken up are:

 Speed writing and how to use it

  • Writing goals - how to make them specific
  • Distinguish between different phases in the writing process
  • Utilise smaller spans of time for writing and thereby keep the writing process going
  • How to tell the good story and make it into a scientific article
  • Different ways to give feedback
  • Work styles, to make realistic plans and to create a writing group

One month after the last workshop participants hand in a 2-page paper reflecting on their writing process and how they have changed their writing practice.

Background literature

Gardiner, M. & Kearns, H. (2012), The ABCDE of Writing: Coaching high-quality high-quantity writing, International Coaching Psychology Review, Vol. 7 No 2, http://ithinkwell.com.au/content/ABCDEwriting.pdf (opens in firefox).

C. Aitchinson & C. Guerin (Ed.) (2014), Writing Groups for Doctoral Education and Beyond, Routledge.

Organizer: 

The Doctoral School of the Humanities, AAU.

Lecturers:
Mirjam Godskesen, mirjam@hum.aau.dk, mobile +45 6166 7239

ECTS:
Participants get 2 ECTS point for participating. To get the points participants need to attend 4 out of 5 workshops and hand in the reflection paper.

Time:
Tuesdays, 5/5, 19/5, 26/5, 2/6 og 16/6, all days 9.00-12.00

Place:
Aalborg University, Copenhagen

The course is open for participants from Aalborg and Esbjerg via video.

5/5 + 19/5 + 2/6/: CPH ACM15 (A) 2.1.025

26/5 + 16/6: CPH ACM15 (A) 2.1.021 

City: Copenhagen

Number of seats: 24

Deadline: 20/4-2020

Fee: A fee of DKK 2000,- is charged for PhD student affilliated with other doctoral schools than the Doctoral School of the Humanities

Welcome to PhD course in Music Therapy


Description: 

The goal of the Doctoral Programme in Music Therapy is to train researchers with sufficient theoretical, technical, methodological and applied clinical research knowledge in the field of music therapy research to assure scientific rigor. The 5 ECTS biannual courses includes a rich mixture of course work and aim to cover the following topics of learning: a) Reflexive methodology including data administration and data analysis, b) Objectivistic methodology including data administration and statistical analysis, c) Research ethics and reflexivity, d) Theory of science, and e) Academic writing and dissemination.

The course is announced at the programme website: www.mt-phd.aau.dk

The working methods for the biannual courses consist of workshops, round table discussions, lectures, presentations of research in progress with feedback from the professors and the peer group. The PhD courses are in English. Master’s level music therapy students are invited to the doctoral defences and guest teachers’ lectures. The doctoral students’ presentations are only open to the group of doctoral researchers, professors and to invited guests. 

Pedagogically the doctoral program is informed by the principles of Problem Based Learning, offering strategies where the doctoral students learn through peer-reflections and collaborative peer learning and take the role for self-directed and self-regulated learning with problematization as an important driving force. By offering internal courses where the students work with the peer group, invited presenters and the supervisors, a cross-disciplinary and enriching learning community is created where ideas and problems are shared, and where learning has value at an academic as well as at a professional and personal level. The peer group consists of a majority of highly experienced music therapists, but also other professionals, and at all levels of their doctoral training. The newly enrolled student therefore learn from the peers who are at different steps of the research process, and also from the public PhD defences where a committee of three experts discusses and evaluates the research with the candidate.

For full participation in a course 5 ECTS are given. The following areas are covered by 1 ECTS each:

a) Reflexive methodology including data administration and data analysis,

b) Objectivistic methodology including data administration and statistical analysis,

c) Research Ethics and reflexivity,

d) Theory of science,

e) Academic writing and Dissemination.


Time: 08 November 2020 - 14 November 2020

Place: Musikkens Hus - Musikkens Plads 1, 9000 Aalborg

Deadline: 18 October 2020

Welcome to Suffering in Contemporary Society

POSTPONED TO MARCH 2021 


Description: For description of the course and registration, please visit: https://phdcourses.dk/Course/70778.

Time26-29 May 2020

CityAalborg

Deadline8 May 2020

Welcome to Academic Information Searching, Publishing and Management (AISPM).

Due to the Corona situation the course is postponed. New date: 12-13 November 2020.


If you have already been registered for the course in March, please register again if you wish to participate in November.

Please observe that this course is intended for PhD students within the Faculty of Social Sciences and Humanities.

Date: 12-13 November 2020

Place: ONLINE

Time: 9.00 - 15.00

Description: This 2-day course gives you skills and knowledge within a wide range of relevant areas useful during your PhD. The objective of the course is to facilitate your entrance into the academic research world, so it is recommended that you take it when starting your PhD.

The course will cover these essential areas (see the attached file for a detailed programme):

• Searching, evaluating and organising information – How to apply a structured method to search information e.g. for a literature review. How to prepare and apply relevant criteria for assessing and documenting the search results. How reference management tools can facilitate the process of organising search results

• Research evaluation – What research evaluation entails. Citations and h-index as measures for evaluating research. How to use the most central databases in research evaluation for your subject

 • Publication strategy - How to increase publications’ visibility and searchability in databases through well-informed choices regarding an article’s key features (titles, keywords and abstracts) and choice of publication channel such as BFI and other relevant impact measures. How to use relevant tools and websites for choosing where to publish

 • Research visibility, networking and profiling - How to register research in VBN, knowledge and use of researcher identifiers, scholarly networks and Open Access

The course is a “toolbox for research”-course with a mix of presentations and hands-on exercises, either working on your own focusing on your own PhD-project or in small groups with a shared focus. Please remember to bring your computer.

Preparation before the course: Please see the attached file with articles of subjects covered in the course. Prior to the course you also need to make sure you can log in to Aalborg University Research Portal at vbn.aau.dk/admin. For support, please contact vbn@aub.aau.dk.

Exercises: There will be both class exercises and home exercises. The home exercises will be introduced during the course. You are required to finish the home exercises at home and return them by a specific date.

Accommodation: There will be coffee and tea during the day. However, you will have to bring your own lunch. Alternatively, you have to go to the canteen at Fibigerstræde 15. It is approximately a 10 minutes’ walk.

Course language: English

Important: In order to pass the course you are required to be present for the duration of the course’s two days and complete the home exercises.

Organizers: Anne Marya Greve, e-mail: amj@aub.aau.dk

Lecturers from Aalborg University Library Infoteam and VBN Team

ECTS: 2

Registration deadline: 1 November 2020

 

The IPEP Summer School will consider theories and methods relevant across the field of educational policy research. It is designed for primarily PhD students, but also relevant to postdoctoral fellows and researchers of policy in all areas of education; and advanced master students can participate (if seats are available).

IPEP builds on a cooperation agreement between the University of Verona (Department of Human Sciences) and Aalborg University (Department of Culture and Learning). It stems from a synergy between these universities, the University of Nottingham (School of Education), and the Institute of Research on Population and Social Policies of the National Research Council of Italy (CNR-IRPPS), co-founders of the International Research Centre for Global and Comparative Policy Studies on the Education and Learning of Adults (IRC-GloCoPoS).

The Summer School will include an explicit focus on policy related to higher and adult education, and the specific content of activities will be developed in light of the participants’ profiles.

In continuity with past years’ seasonal schools (in Verona), this IPEP Summer School will provide participants with an opportunity to learn about, and discuss:

  • The nature and the role of ‘theory’ in the understanding of educational policy
  • The relationship between global, national, and institutional governance in education
  • The strengths and limits of document analysis, discourse analysis and educational ethnography to investigate education policy
  • Current discourses on new technologies, their consequences and educational responses to them
  • Urgent education policy issues in the countries represented by the participants

PhD supervision seminar - for experienced PhD supervisors at AAU

October 21, 2020. 

The course is physical and focus is on dialogue and variation. Among other things, there will be a walk-n-talk in the programme. This means that the participants take a walk two and two, and discuss a theme and share experiences over the cell phone. We have received good feedback with this course form and if the weather is bad, the walk-n-talk will be replaced by small breakout rooms.

The course is aimed at experienced supervisors at the Faculties of Humanities and Social Sciences at AAU. It is a very intensive one-day course and the focus is on reflection on supervision style and learning from each other by sharing experiences. As preparation participants must write a supervision letter. The course language is English.

Teacher and facilitator: Mirjam Godskesen

Language: Danish

Place: Fibigerstræde 13, Room 53

Time: Wednesday, October 21, 2020, 9.00-16.00

Course secretary: Lisa Frahm Kristensen - lisafk@adm.aau.dk

Target group: The seminar is directed at experienced PhD supervisors who have supervised at least 3 PhD students (1-2 can be co-supervision).

Form and content: Teaching at the course alternates between presentations, working with tools and methods, and exchanging experiences related to supervision. The following topics are included in the course:

  • Theories and reflections on the supervisor role
  • Critical moments and early warning signs
  • Active listening
  • Reading strategy
  • Writing tools
  • Feedback
  • Tools to support alignment of expectations

Learning objectives: After completion of the course you will be able to:

  • Reflect on your supervisory experiences in a more theoretical perspective
  • Be aware of early warning signs
  • Apply listening in a way that promotes development of independence
  • Give feedback in a more constructive way
  • Help your PhD student develop efficient reading and writing habits
  • Align expectations in an explicit way

Preparation: Write a supervisor letter and send it to Mirjam@learning.aau.dk. Instructions will be sent to participants after registration. Deadline is October 7, 2020.

Program

09.00-10.15         The supervisor role – does it change for the experienced supervisor?

10.30-12.00         Critical moments and active listening

Dynamics of the PhD process are presented and challenges in the supervision experience are explored in groups through active listening

12.00-12.45         Lunch

12.45-14.15         Reading, writing and feedback

How can you help your PhD student make a reading strategy and develop good writing habits? And how do you give constructive feedback? Tools will be presented that might even be beneficial in your own work-life.             

14.15-14.30         Coffee/the break

14.30-15.00         Aligning expectations

Different tools to align expectations are presented and participants discuss them in groups

15.00-16.00         Feedback on supervisor letters in groups and wrap up

 

The Course will be an on-line course. More information will be sent out after deadline.

A three-day blended learning course (two full days online , followed by a 1 day online activity appr. two weeks after).

The course focus is: Understanding complex learning and learning design processes through the use of audio/visual materials (images, sound, video, animation and other similar artefacts) as qualitative digital research methods for data production and analysis.

The course addresses the research potential from using audio/visual approaches when investigating learning, where learning is understood in the broadest sense of processes and environments, and using a richness of analogue, digital and blended empirical material. When new learning cultures emerge in institutions and in workplaces, the matter of how and why to choose qualitative empirical methods becomes a relevant question to everybody who investigate pedagogical situations, implementation of learning practices, as well as organizational change and development. Research in this area will today challenge well-known approaches within data collection, production and analysis, as the empirical materials become digital and digital technologies provide distributed roles, actions and information in time and space. By taking on the audio/visual approaches, the course will come about the many faceted ways of producing empirical data from the many faceted practices in the field of learning.

The course is relevant for participants working with methodological and methodical issues in doctoral research projects addressing learning, didactics, pedagogy and organizational change.

The course combines practical experience from lab-activities with theoretical knowledge generation and is organized in three parts:

  •  Part 1: 14 days prior to the course, submission of a paper, that includes an audio/visual approach related to the PhD project (see below).
  • Part 2: Two full days in Copenhagen, with a combination of hands-on activities and theoretical lectures.
  • Part 3: One day online session with presentations, feed-back and feed-forward in relation to the resubmitted paper on the participant’s projects.

All parts of the course are mandatory, including the course literature. Bring your computer and headphones.

SCHEDULE

DAY 1 (25 May 2020, online)

9.00 - 9.30: Welcome and introduction to the course

9.30 – 12.00 Laboratorium (lab)

  • Short exercises that introduce various methodical approaches, as eye openers, as listening but not seeing, seeing not listening, drawing instead of writing etc.
  • Exercise on types of materials and representation that can be relevant for projects on learning

13.00 – 15.00 Lecture and discussions:

  • Theoretical contributions from the phd teacher team, including how it relates to some of the research projects they are / have been involved with

15.00 -16.00 - LAB

  • Relating today's work to own phd project

DAY 2 (26 May 2020, online)

9.00 - 11.00 Lecture and discussions:

  • Guest lecture
  • Theoretical contributions from the phd teacher team, including how it relates to some of the research projects they are / have been involved with

11.00 -12:00 LAB

  • Continuation of the exercise from day 1

13.00 – 14.00 Lecture and discussions:

  • Theoretical contributions from the phd teacher team, including how it relates to some of the research projects they are / have been involved with

14-15 - LAB

  • Relating today's work to own phd project

15-16 Plenary: Instruction and setting stage for online sessions (day 3)

DAY 3 (11 June 2020, online)

Theme: Qualifying the research design and analysis

10:00 - 14:00

  • Depending on the number of participants we will online in plenary or in smaller groups go into depth with the resubmitted papers

Description of paper requirements:

Mandatory preparation: 14 days prior to the course, participants submit a paper. The paper must consist of:

  • a piece of material that the PhD student is working with (this can be in the form of audio/visual materials, video or animations)
  • a description of what it is, and what they plan to do with this material (max 1½ page),
  • a brief PhD project description (max 1 page).

 After the first two course days, the paper is revised, considering the theoretical and methodological consequences, and resubmitted ahead of the online course day.

Key literature:

(will be updated / elaborated)

Douglas Harper (2002) Talking about pictures: A case for photo elicitation, Visual Studies, 17:1, 13-26, DOI: 10.1080/14725860220137345

Evans-Agnew, R. A., & Rosemberg, M. A. S. (2016). Questioning photovoice research: whose voice?. Qualitative Health Research, 26(8), 1019-1030.

Hine, C. (2004).Virtual Ethnography Revisited, Paper summary prepared for session on Online Research Methods, Research Methods Festival, Oxford, July 1st 2004

Lyle, J. (2003). Stimulated Recall: a report on its use in naturalistic research, British Educational Research Journal, Vol. 29, No. 6 December 2003

Pink, Sarah (2016). Digital ethnography. Innovative methods in media and communication research, 161-165.

Rose, Gillian (2016). Visual methodologies. An introduction to Researching with Visual materials. Los Angeles, London, New Delhi: Sage 4rth Edition

Snee, H, Hine, C., Morey, Y, Roberts, S, Watson, H. (2016). Digital Methods as Mainstream Methodology: An Introduction. In Snee, H, Hine, C., Morey, Y, Roberts, S, Watson, H. (eds.) in: Digital Methods as Mainstream Methodology: An Interdisciplinary Guide to Research Innovation, Springer Link


Organizer:

Mie Buhl

Rikke Ørngreen


Lecturers:

Rikke Ørngreen, Dept. of Culture and Learning, AAU

Mie Buhl, Dept. of Communication and Psychology, AAU


ECTS: 3

Time: 25.-26. May 2020 online, Third day online 11. june 2020

Place: TBA, 

Number of seats: 12-20

Deadline: Please register before 1. may 2020

Please note: ONLINE AND NEW DATE!

Description: 

Being a PhD student – motivation, coping strategies and organisational set-up

The purpose of this course is to give PhD students further insight into being a PhD student in general and specifically at the Doctoral School of Humanities and to share experiences on motivation, coping strategies and the general ups and downs of PhD studies. Participants will be given an introduction to the organizational set-up, daily work and development goals of the Doctoral School of Humanities, before the course moves into a presentation and discussion on motivation, coping strategies and getting the best out of being a PhD student. The course is mainly aimed at recently enrolled PhD students (within the last year) but all PhDs are welcome.

Content:

  • Presentation on the Doctoral School of Humanities: organisational set-up and daily work, by Anette Therkelsen, Head of Doctoral School
  • Presentation on the work and action plan of the PhD study board, by Lars Birch Andreasen, Head of Study Board
  • Presentation on being a PhD student, including research stays in other research environments, and being a study board member, by Birgitte S. Henningsen, PhD student
  • Motivation and coping strategies for PhDs, by Charlotte Wegener, Associate Professor
  • Sharing experiences and discussing how challenges may be solved

Organizer: Doctoral School of the Humanities

Lecturers: Anette Therkelsen, Lars Birch Andreasen, Charlotte Wegener and Birgitte S. Henningsen

ECTS: 0 ECTS

Time: 12 May 2020, 9:00-11:30

Place: Online

You will receive a link for a meeting in Skype for Business prior to the course.

City: 


Deadline: 11 May 2020

Cancelled!

We regret to inform you that 11th March the government in Denmark closed all non-critical public institutions for at least 14 days and prohibited gatherings of more than a 100 participants. Furthermore, Aalborg University has banned all travel activities to foreign countries for staff. Together with our Head of Department we have decided that we, under these circumstances cannot host the OLKC conference in April this year. Thus, we are sorry to inform you that the PhD course:  Organizational learning in a changing world – Tomorrows’ solutions for the problems of today hereby is canceled. We are so sad that we have to cancel but we cannot guarantee your safety and we will most like not be able or even allowed to accommodate so many people from all over the World in the midst of April. Furthermore, still more countries are setting up restrictions for entering and leaving the country and nobody can foresee where this is heading in the forthcoming months.

Organizational learning in a changing world – Tomorrows’ solutions for the problems of today

Description:

This course is part of the International Conference on Organizational Learning and Knowledge Capabilities hosted by Aalborg University. The theme of the conference is “Bridging research and practice through Organizational Learning - Collaboration and Co-production in the 21st Century” (More information regarding the conference: www.olkc2020.aau.dk). In this Ph.D. course we will focus on how organizations need to change in order to address the challenges of tomorrow and how research can help promote this change.

 The challenge of tomorrow truly calls for inter-disciplinary approaches and understandings. The course will primarily focus on how concrete action and processes can bring about actual organizational change through participative, inter-disciplinary research. This PhD course intends to introduce, explore and critically reflect upon different methodological approaches to study organizational change. The course will take up discussions and explorations into how one can include understandings of global challenges and organizational change in inter-disciplinary research   

 The learning objectives of the course are:

  • to provide the PhD students with knowledge about the theoretical resources and heritage of action oriented and participatory research theories and strategies as well as processual perspectives on organizational learning and development.
  • to provide the PhD students with practical skills and know-how that will enable them to conduct their PhD studies and reflect on the role of action oriented and processual approaches in relation to the field of their studies.
  • to provide the PhD students with expertise that enables them to critically reflect on and assess the strengths and limitations of empirical studies that are guided by the theoretical and methodological assumptions of action oriented and processual approaches to organizational change


Organizer:

Anja Overgaard Thomassen, Department of Culture & Learning, Capacity Building and Evaluation

Nikolaj Stegeager, Department of Culture & Learning, Processes and Learning in Organizations

Søren Frimann, Department of Culture & Learning, Processes and Learning in Organizations


Lecturers:

Barbara Simpson, Professor, University of Strathclyde, Glasgow

Hilary Bradbury, Professor, Division of Management, The Taos Institute, Ohio, USA

Anja Overgaard Thomassen, Associate Professor, Aalborg University

Nikolaj Stegeager, Associate Professor, Aalborg University

Søren Frimann, Associate Professor, Aalborg University


ECTS:
3
Time:
21st, 22nd April 2020
Place: 

AAU Copenhagen, A.C.Meyers Vænge 15,

Zip code:
2450
City:
Copenhagen SV
Number of seats:
20
Deadline:
15 march 2020

How to register.

Click on the link below. If you don´t have a AAU password, please choose ”Users with other affiliation/Brugere med anden tilknytning” and sign up. Click on the course and scroll to the buttom af the page and press “enroll me in this course/tilmeld mig dette kursus. You are now enrolled and will shortly receive a confirmation e-mail.

Important information concerning PhD courses We have over some time experienced problems with no-show for both project and general courses. It has now reached a point where we are forced to take action. Therefore, the Doctoral School has decided to introduce a no-show fee of DKK 500 for each course where the student does not show up. Cancellations are accepted before deadline. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately three months before start. This can hopefully also provide new students a chance to register for courses during the year. We look forward to your registrations.

PhD supervision seminar - for experienced PhD supervisors at AAU

NEW DATE: 29 September, 2020, Copenhagen Campus

The course is aimed at experienced supervisors at the Faculties of Humanities and Social Sciences at AAU. It is a very intensive one-day course and the focus is on reflection on supervision style and learning from each other by sharing experiences. As preparation participants must write a supervision letter. The course language is English.

Teacher and facilitator: Mirjam Godskesen

Language: English

Time: September 29, 2020, 9.00-16.00

Place: CPH ACM15 (A) 2.1.006 Møderum

Course secretary: Mette Bjerring, email: mb@adm.aau.dk

Target group: The seminar is directed at experienced PhD supervisors who have supervised at least 3 PhD students (1-2 can be co-supervision).

Form and content: Teaching at the course alternates between presentations, working with tools and methods, and exchanging experiences related to supervision. The following topics are included in the course:

  • Theories and reflections on the supervisor role
  • Critical moments and early warning signs
  • Active listening
  • Reading strategy
  • Writing tools
  • Feedback
  • Tools to support alignment of expectations

Learning objectives: After completion of the course you will be able to:

  • Reflect on your supervisory experiences in a more theoretical perspective
  • Be aware of early warning signs
  • Apply listening in a way that promotes development of independence
  • Give feedback in a more constructive way
  • Help your PhD student develop efficient reading and writing habits
  • Align expectations in an explicit way

Preparation: Write a supervisor letter and send it to Mirjam@learning.aau.dk. Instructions will be sent to participants after registration. Deadline is September 15, 2020.

Program

09.00-10.15         The supervisor role – does it change for the experienced supervisor?

10.30-12.00         Critical moments and active listening

Dynamics of the PhD process are presented and challenges in the supervision experience are explored in groups through active listening

12.00-12.45         Lunch

12.45-14.15         Reading, writing and feedback

How can you help your PhD student make a reading strategy and develop good writing habits? And how do you give constructive feedback? Tools will be presented that might even be beneficial in your own work-life.                   

14.15-14.30         Coffee/the break

14.30-15.00         Aligning expectations

Different tools to align expectations are presented and participants discuss them in groups

15.00-16.00         Feedback on supervisor letters in groups and wrap up