ABSTRACT
Reflecting on the experience and practice of higher degree supervision leads me to the conclusion that over the years there have been significant changes in the tasks and expectations of supervisors. In practical terms there is a need to create the climate in which this educative process can occur. This involves the need to map out a plan or programme of meetings but this programme must have a purpose which is supported by appropriate tasks — for both student and supervisor. There is also a need for the supervision process to be a management process. Management functions occur in every stage of higher degree research. At the outset what is required is the crystallization of the ideas, the inevitable process of working to ensure that the student’s ‘grand idea’ is translated into a workable research topic and that this is related to a realistic timescale, with landmarks identified to encourage and give incentive.
