Exploring strategies for developing doctorateness: a diagnostic theory-based tool for supervisors’ self-evaluation. In S. Leshem (ordf.), Developing Doctorateness. Symposium
We report here on a diagnostic tool for improving doctoral supervision that supervisors in training at Lund University use to develop strategies for supporting their student’s learning. The tool has been developed by combining two theoretical models, an empirically generated model of orientations to doctoral supervision (Lee, 2008) and a meta-perspective on professional learning (Dall'Alba & S