ABSTRACT
This chapter introduces a conceptual and research-driven approach to supervising research students doing research. It looks at how the different approaches can all be utilised to develop independence, skills in research and academic writing. The process of forming scholars and scholarly work is central to research supervision; we are increasingly demanding researcher skills from our undergraduates as well as postgraduates. The chapter intends to enable the academic to analyse their own preferences, strengths and weaknesses. It introduces the rationale behind. The chapter aims to exemplify one way of holding the tension between research and teaching by creating an evidence-based framework for supervising students who research. It describes the framework itself and demonstrated how it can be used to look at supervisor approaches, possible student reactions and to engender creativity. The chapter argues that the framework is holistic and integrative, it includes organisational, sociological, philosophical, psychological and emotional dimensions.
