‘I'm not a caseworker, nor a carer, nor a support worker’: supervising doctoral researchers with disabilities, long-term health conditions and/or additional study needs
本研究调查了英国一所大学中导师支持残疾博士研究生的经历，发现导师的正式培训、对学生障碍的认知及自身经历影响其支持方式，并建议加强沟通、明确联络人、重视时间因素。
This article presents results from a study which investigated the experiences of doctoral supervisors supporting disabled postgraduate research students (PGRs) at a university in the United Kingdom. While the role of supervisors has been identified as critical to student support, the ways in which they navigate the supervision of this student population in the postdigital era have not been researched. Data was collected from supervisors via a survey (n = 22) and semi-structured interviews (n = 7) and analysed thematically. Drawing on postdigital and critical disability theories, the research demonstrates that supervisors’ experience of supporting these students was mediated by the formal training they had received, their awareness of the social, personal and institutional obstacles faced by students, and their own life experiences and positionalities. Supervisors described engaging in a range of additional affective and administrative labour in support of disabled PGRs and were particularly aware of the ways in which they had to manage their roles to mediate between their students and inaccessible university systems and processes. Supervisors’ recommendations for successful disability support for themselves and disabled PGRs included a closer communication with disability support teams, the identification of a single point of contact, taking into account the critical role of time – in terms of both timely responses to support requests, and the need to allow students and supervisors extra time –, and a proactive attitude and dialogue with their students.