ABSTRACT
Graduate research supervision is a pedagogy of its own. Supervision styles are closely netted to academic dispositions. Personal interrogation in the form of a clear articulation of supervisory and scholarly beliefs as well as deep insightful reflections on graduate supervision practices can strengthen supervisory abilities. In this chapter, elements of perceived best practices in graduate research supervision derived from informal conversations and interactions with research supervisors with supervisory experiences ranging from 3 to 10 years are explored and documented. Four graduate research supervisors from the School of Education at the University of the West Indies (UWI), St. Augustine, agreed to be interviewed for this work. Experiences, beliefs, challenges, roles and responsibilities as well as new learnings are shared through open discussions and personal stories. The insights revealed from these interactions are instructive for novice research supervisors, for graduate students, and may have implications for any future possibility of training for graduate research supervisors.
