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Exploring Doctoral Supervision in Law Education: Perspectives in Teaching and Pedagogy

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Title: Exploring Doctoral Supervision in Law Education: Perspectives in Teaching and Pedagogy
Language: English
Authors: Tasnim Ahm
Source: Malaysian Journal of Learning and Instruction. 2025 22(1):1-22.
Availability: Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: https://e-journal.uum.edu.my/index.php/mjli
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Doctoral Students, Legal Education (Professions), Law Students, Student Attitudes, Supervisors, Supervision, College Faculty, Teacher Attitudes, Teaching Methods, Teacher Student Relationship, Foreign Countries, Supervisory Methods, Cooperation, Transformative Learning, Student Development
Geographic Terms: United Kingdom (England)
ISSN: 1675-8110
2180-2483
Abstract: Purpose: This paper explores the pedagogical practices employed in supervising law PhD students within law schools. The study adopts an auto-ethnographic approach to investigate the beliefs of both supervisors and students regarding teaching, learning, research and supervision. Methodology: An overarching auto-ethnographic method was used to examine the perspectives of students and supervisors on teaching, learning, research and supervision. Data collection spanned eight months and followed a multi-step process. The first set of data was obtained through a focus group comprising five supervisors from the Business and Law Faculty. The second set of data involved naturalistic observations of three supervisory meetings per supervisor and their respective students. The final set of data was collected through the observation of five student annual progression panel proceedings, focusing on the same five students whose supervisory sessions were previously observed. Findings: The observations revealed five distinct pedagogical approaches to teaching within the supervisory context. Additionally, participants' beliefs were found to be interconnected, allowing for the identification of orientations. Participants aligned with a particular orientation exhibited a unique set of beliefs. It was noted that a supervisor's choice of orientation influences the overall pedagogical approach adopted during supervision. Each orientation incorporated an element of teaching, highlighting the integral role of teaching within supervisory practices. Significance: The findings have significant implications for faculty professional development, particularly for staff involved in doctoral supervision. They provide insights into the dynamics of student learning during interactions between staff and students throughout the doctoral journey. These insights can inform future supervision training programmes, offering valuable guidance to novice supervisors and enhancing the overall doctoral supervision experience.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462507
Database: ERIC
FullText Text:
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  Data: Exploring Doctoral Supervision in Law Education: Perspectives in Teaching and Pedagogy
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  Data: <searchLink fieldCode="SO" term="%22Malaysian+Journal+of+Learning+and+Instruction%22"><i>Malaysian Journal of Learning and Instruction</i></searchLink>. 2025 22(1):1-22.
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  Data: Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: https://e-journal.uum.edu.my/index.php/mjli
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 1675-8110<br />2180-2483
– Name: Abstract
  Label: Abstract
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  Data: Purpose: This paper explores the pedagogical practices employed in supervising law PhD students within law schools. The study adopts an auto-ethnographic approach to investigate the beliefs of both supervisors and students regarding teaching, learning, research and supervision. Methodology: An overarching auto-ethnographic method was used to examine the perspectives of students and supervisors on teaching, learning, research and supervision. Data collection spanned eight months and followed a multi-step process. The first set of data was obtained through a focus group comprising five supervisors from the Business and Law Faculty. The second set of data involved naturalistic observations of three supervisory meetings per supervisor and their respective students. The final set of data was collected through the observation of five student annual progression panel proceedings, focusing on the same five students whose supervisory sessions were previously observed. Findings: The observations revealed five distinct pedagogical approaches to teaching within the supervisory context. Additionally, participants' beliefs were found to be interconnected, allowing for the identification of orientations. Participants aligned with a particular orientation exhibited a unique set of beliefs. It was noted that a supervisor's choice of orientation influences the overall pedagogical approach adopted during supervision. Each orientation incorporated an element of teaching, highlighting the integral role of teaching within supervisory practices. Significance: The findings have significant implications for faculty professional development, particularly for staff involved in doctoral supervision. They provide insights into the dynamics of student learning during interactions between staff and students throughout the doctoral journey. These insights can inform future supervision training programmes, offering valuable guidance to novice supervisors and enhancing the overall doctoral supervision experience.
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      – Text: English
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        PageCount: 22
        StartPage: 1
    Subjects:
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Legal Education (Professions)
        Type: general
      – SubjectFull: Law Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Supervisors
        Type: general
      – SubjectFull: Supervision
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Supervisory Methods
        Type: general
      – SubjectFull: Cooperation
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      – SubjectFull: Transformative Learning
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      – SubjectFull: Student Development
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      – SubjectFull: United Kingdom (England)
        Type: general
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      – TitleFull: Exploring Doctoral Supervision in Law Education: Perspectives in Teaching and Pedagogy
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