Abstract

The field of podcasting research has seen substantial growth over the past decade (Berry, 2016), with numerous doctoral completions exploring various aspects of podcasting. Research has examined educational podcasting as a pedagogical tool (Hew, 2009), its role in fostering community (McHugh, 2022), and more recently, emerging practices such as co-created podcasts between students and lecturers (Thomas et al., 2025). However, whilst there has been considerable scholarly attention to podcasts as objects of study and pedagogical practice, there remains a significant gap in documented guidance and frameworks for those supervising doctoral research specifically focused on podcasting. As supervisors we have observed that whilst there have been plenty of completions, we lack codified knowledge about how we might best supervise a PhD in podcasting, especially one that straddles disciplines such as education and podcasting.
In our case, supervising a part-time PhD exploring co-created podcasts in distance learning teacher education requires the integration of distinct traditions from education research and media/podcasting scholarship. Without established models of supervision for this emerging interdisciplinary field, there is a risk of continually reinventing approaches rather than building on collective wisdom. Furthermore, this raises important questions about research methodologies, assessment criteria, and how to conceptualise podcasting as simultaneously an object of study and a form of practice.
This presentation will share our work-in-progress reflections and an emerging framework from supervising one such doctorate. Following a reflective practitioner model, we are documenting our supervisory journey through meeting transcripts, recorded supervision sessions, and reflective dialogue. We assert that this positions supervision as a form of co-production, where the different forms of expertise we each bring shape ideas through open-ended dialogue and trust, with our eyes firmly on the product: the PhD itself. We are analysing these materials to identify key decision points, challenges, and solutions as they emerge across the doctoral journey.
This presentation is Season1, Episode 1 of our developing framework for supervising podcasting-focused doctoral research, identifying critical considerations including establishing effective interdisciplinary supervisory relationships as spaces of collaboration and co-production; supporting our supervisee to build networks and "find their tribe" through relevant scholarly communities; balancing podcasting practice with academic scholarship; addressing practical and methodological questions unique to the field; and fostering research that advances both podcasting theory and educational practice. Attendees will gain insights and have the opportunity to contribute to developing collective wisdom in this area, moving us beyond isolated completions towards shareable pedagogies of supervision.
References
Berry, R. (2016) Podcasting: Considering the evolution of the medium and its association with the word 'radio'. The Radio Journal: International Studies in Broadcast & Audio Media, 14(1), pp. 7-22. DOI: https://doi.org/10.1386/rjao.14.1.7_1
Hew, K.F. (2009) Use of audio podcast in K-12 and higher education: a review of research topics and methodologies. Educational Technology Research and Development, 57(3), pp. 333-357. DOI: https://doi.org/10.1007/s11423-008-9108-3
McHugh, S. (2022) Talking to ourselves: A brief history of podcast communities. In Berry, R., Llinares, D. and Kattenbelt, M. (eds.) Podcast Studies: Perspectives on Listening, Experience and Community. Cham: Palgrave Macmillan, pp. 215-231.
Thomas, M.A.M., Pike, C. and Rime, J. (2025) Podcasts as pedagogy in higher education: A scoping review to map and advance the field. British Journal of Educational Technology, 56(1), pp. 73-99. DOI: https://doi.org/10.1111/bjet.70021