ABSTRACT
This chapter is concerned with the impact of the J. S. Dawkins reforms on the provision of research degree programmes in the 'new' universities in the unified system. The task of developing competitive research degree programmes and providing quality supervision presents special challenges for those post-1987 Australian universities which do not have a strong history of research and postgraduate education. There are three main elements to university's approach to the management of research degree supervision: a policy framework, organizational support, and staff development. There has been no formal process in Australian universities for the training or accreditation of research degree supervisors. The university's academic staff development unit has responsibility for providing training programmes, support and advice for staff in their teaching role, including those involved in supervising research students. Various methods are used to stimulate discussion about role and responsibilities of supervisors and to encourage staff to reflect on what teaching and learning theories underpin their own approaches to supervision.
