Citations (159)
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Jie Bao, Dezheng (William) Feng, Guangwei Hu & Junju Wang. (2024) ‘You could make original contributions, just like them!’: supervisory interactions and a doctoral student’s academic identity construction. Studies in Higher Education 0:0, pages 1-16.
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David Addae & Olivia A. T. F. Kwapong. (2023) PhD Students’ Perceptions of Research Seminars in Doctoral Education: A Case Study. Cogent Education 10:1.
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Alistair McCulloch & Wendy Bastalich. (2023) Commencing research students’ expectations and the design of doctoral induction: introducing inflections of collaboration and pleasure. Journal of Further and Higher Education 47:5, pages 687-698.
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Will Shield. (2023) The role of academic and professional tutors in supporting trainee educational psychologist wellbeing. Educational Psychology in Practice 39:1, pages 1-18.
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Matthew R. Bice, Angela Hollman, James Ball & Travis Hollman. (2022) Mentorship: An Assessment of Faculty Scholarly Production, Mode of Doctoral Work, and Mentorship. American Journal of Distance Education 36:3, pages 208-226.
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Ebony O. McGee, Portia K. Botchway, Dara E. Naphan-Kingery, Amanda J. Brockman, Stacey Houston$suffix/text()$suffix/text() & Devin T. White. (2022) Racism camouflaged as impostorism and the impact on Black STEM doctoral students. Race Ethnicity and Education 25:4, pages 487-507.
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Tohru Yoshioka-Kobayashi & Sotaro Shibayama. (2021) Early career training and development of academic independence: a case of life sciences in Japan. Studies in Higher Education 46:12, pages 2751-2773.
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Dan Abell & Karen Becker. (2021) Enhancing university employer attractiveness for the next generation of academics. Journal of Higher Education Policy and Management 43:5, pages 457-473.
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Chandana Alawattage, Diane-Laure Arjaliès, Mereana Barrett, Julie Bernard, Silvia Pereira de Castro Casa Nova, Charles H. Cho, Christine Cooper, Mercy Denedo, Caecilia Drujon D’Astros, Russell Evans, Amanze Ejiogu, Lex Frieden, Alessandro Ghio, Nicholas McGuigan, Yi Luo, Erica Pimentel, Lisa Powell, Paula Andrea Navarro Pérez, Paolo Quattrone, Andrea M. Romi, Stewart Smyth, Joanne Sopt & Matthew Sorola. (2021) Opening accounting: a Manifesto. Accounting Forum 45:3, pages 227-246.
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Saule Bekova. (2021) Does employment during doctoral training reduce the PhD completion rate?. Studies in Higher Education 46:6, pages 1068-1080.
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Benjamin D. Espinoza. (2021) Understanding the Experiences of Racially Minoritized Doctoral Students in Evangelical Theological Education. Christian Higher Education 20:3, pages 141-159.
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Gary Barkhuizen. (2021) Identity dilemmas of a teacher (educator) researcher: teacher research versus academic institutional research. Educational Action Research 29:3, pages 358-377.
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Minghua Wu & Yanjuan Hu. (2020) Transitioning to an independent researcher: reconciling the conceptual conflicts in cross-cultural doctoral supervision. Studies in Continuing Education 42:3, pages 333-348.
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Anna Fox. (2020) Women Advising Women: Socializing Doctoral Students Into a Culture of Sacrifice. Journal of Women and Gender in Higher Education 13:2, pages 211-229.
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K. Andrew R. Richards & Victoria Nicole Shiver. (2020) Managing the Critical Friendship: Using Self-Study in the Doctoral Supervision Process. Studying Teacher Education 16:2, pages 240-257.
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K. Andrew R. Richards & Tim Fletcher. (2020) Learning to work together: conceptualizing doctoral supervision as a critical friendship. Sport, Education and Society 25:1, pages 98-110.
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Gabriella M. McLoughlin, K. Andrew R. Richards & Victoria Nicole Ivy. (2019) A Longitudinal Study of the Transition from Doctoral Student to Faculty Member in Physical Education. Research Quarterly for Exercise and Sport 90:4, pages 699-711.
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Gabriela González-Ocampo & Montserrat Castelló. (2019) How do doctoral students experience supervision?. Studies in Continuing Education 41:3, pages 293-307.
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Jamieson Dryburgh. (2019) Location of Possibilities. Journal of Dance Education 19:3, pages 89-97.
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Viviana Meschitti. (2019) Can peer learning support doctoral education? Evidence from an ethnography of a research team. Studies in Higher Education 44:7, pages 1209-1221.
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Lihong Wang & Michael Byram. (2019) International doctoral students’ experience of supervision: a case study in a Chinese university. Cambridge Journal of Education 49:3, pages 255-274.
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Gill Adams. (2019) A narrative study of the experience of feedback on a professional doctorate: ‘a kind of flowing conversation’. Studies in Continuing Education 41:2, pages 191-206.
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Michael Byram, Adelheid Hu & Mizanur Rahman. (2019) Are researchers in Europe European researchers? A study of doctoral researchers at the University of Luxembourg. Studies in Higher Education 44:3, pages 486-498.
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Isabelle Skakni. (2018) Doctoral studies as an initiatory trial: expected and taken-for-granted practices that impede PhD students’ progress. Teaching in Higher Education 23:8, pages 927-944.
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Julie Posselt. (2018) Normalizing Struggle: Dimensions of Faculty Support for Doctoral Students and Implications for Persistence and Well-Being. The Journal of Higher Education 89:6, pages 988-1013.
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Sefika Mertkan & Hatice Bayrakli. (2018) Re-inventing researcher identity: when the individual interacts with the contextual power dynamics. Higher Education Research & Development 37:2, pages 316-327.
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Manuela Schmidt & Erika Hansson. (2018) Doctoral students’ well-being: a literature review. International Journal of Qualitative Studies on Health and Well-being 13:1.
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Chiara Andrà & Domenico Brunetto. (2017) The First Research Paper in Mathematics Education: A Beginner and His Young Mentor Talk About Their Experience. Canadian Journal of Science, Mathematics and Technology Education 0:0, pages 1-8.
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Margaret Kiley. (2017) Career professionals entering doctoral study: Advantages and challenges. Innovations in Education and Teaching International 54:6, pages 550-559.
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Jeremy T. Snipes & Lucy A. LePeau. (2017) Becoming a scholar: a duoethnography of transformative learning spaces. International Journal of Qualitative Studies in Education 30:6, pages 576-595.
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Lilia Mantai. (2017) Feeling like a researcher: experiences of early doctoral students in Australia. Studies in Higher Education 42:4, pages 636-650.
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K. Andrew R. Richards & James D. Ressler. (2017) “Still Finding the Ground:” A Self-Study of a First-Year Physical Education Teacher Educator. Studying Teacher Education 13:1, pages 3-19.
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Eimear Enright, Steven B Rynne & Laura Alfrey. (2017) ‘Letters to an early career academic’: learning from the advice of the physical education and sport pedagogy professoriate. Sport, Education and Society 22:1, pages 22-39.
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Anesa Hosein & Namrata Rao. (2017) Students’ reflective essays as insights into student centred-pedagogies within the undergraduate research methods curriculum. Teaching in Higher Education 22:1, pages 109-125.
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Anna Sala-Bubaré & Montserrat Castelló. (2017) Exploring the relationship between doctoral students’ experiences and research community positioning. Studies in Continuing Education 39:1, pages 16-34.
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Jared Russell, Karen Lux Gaudreault & K. Andrew R. Richards. (2016) Doctoral Student Socialization: Educating Stewards of the Physical Education Profession. Quest 68:4, pages 439-456.
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Daniel B. Saunders, Ethan A. Kolek, Elizabeth A. Williams & Ryan S. Wells. (2016) Who is shaping the field? Doctoral education, knowledge creation and postsecondary education research in the United States. Higher Education Research & Development 35:5, pages 1039-1052.
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Simon Pervan, Deborah Blackman, Terry Sloan, Michelle Wallace, Andrea Vocino & Cathy Byrne. (2016) Framing the socialisation process of the DBA candidate: what can universities offer and what should candidates bring?. Studies in Continuing Education 38:3, pages 299-317.
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Eva M. Brodin. (2016) Critical and creative thinking nexus: learning experiences of doctoral students. Studies in Higher Education 41:6, pages 971-989.
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Ann-Louise Silfver & Britt-Marie Berge. (2016) ‘We are like orphans’: exploring narratives of Lao doctoral alumni educated in Sweden. Higher Education Research & Development 35:3, pages 575-588.
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Rachelle Winkle-Wagner & Dorian L. McCoy. (2016) Entering the (Postgraduate) Field: Underrepresented Students' Acquisition of Cultural and Social Capital in Graduate School Preparation Programs. The Journal of Higher Education 87:2, pages 178-205.
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Yanjuan Hu, Klaas van Veen & Alessandra Corda. (2016) Pushing too Little, Praising too Much? Intercultural Misunderstandings between a Chinese Doctoral Student and a Dutch Supervisor. Studying Teacher Education 12:1, pages 70-87.
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Joanna Gilmore, Michelle Vieyra, Briana Timmerman, David Feldon & Michelle Maher. (2015) The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students. The Journal of Higher Education 86:6, pages 834-863.
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Alexey Bessudnov, Igor Guardiancich & Ramon Marimon. (2015) A statistical evaluation of the effects of a structured postdoctoral programme. Studies in Higher Education 40:9, pages 1588-1604.
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Vicki L. Baker & Meghan J. Pifer. (2015) Antecedents and outcomes: theories of fit and the study of doctoral education. Studies in Higher Education 40:2, pages 296-310.
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Amy E. Smith & Deneen M. Hatmaker. (2014) Knowing, Doing, and Becoming: Professional Identity Construction among Public Affairs Doctoral Students. Journal of Public Affairs Education 20:4, pages 545-564.
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Jennifer Sinclair, Robyn Barnacle & Denise Cuthbert. (2014) How the doctorate contributes to the formation of active researchers: what the research tells us. Studies in Higher Education 39:10, pages 1972-1986.
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Katja Lahenius & Heini Ikävalko. (2014) Joint supervision practices in doctoral education – A student experience. Journal of Further and Higher Education 38:3, pages 427-446.
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Shuhua Chen. (2014) Balancing knowing and not-knowing: an exploration of doctoral candidates’ performance of researcher selves in the dissertation defence. Assessment & Evaluation in Higher Education 39:3, pages 364-379.
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Vicki L. Baker, Meghan J. Pifer & Blair Flemion. (2013) Process Challenges and Learning-Based Interactions in Stage 2 of Doctoral Education: Implications from Two Applied Social Science Fields. The Journal of Higher Education 84:4, pages 449-476.
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Joellen
E. Coryell, Susan Wagner, M.
Carolyn Clark & Carol Stuessy. (2013) Becoming real: adult student impressions of developing an educational researcher identity. Journal of Further and Higher Education 37:3, pages 367-383.
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Katalin Szelényi. (2013) The Meaning of Money in the Socialization of Science and Engineering Doctoral Students: Nurturing the Next Generation of Academic Capitalists?. The Journal of Higher Education 84:2, pages 266-294.
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Virginia King. (2013) Self-portrait with mortar board: a study of academic identity using the map, the novel and the grid. Higher Education Research & Development 32:1, pages 96-108.
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Susan
R. Hemer. (2012) Informality, power and relationships in postgraduate supervision: supervising PhD candidates over coffee. Higher Education Research & Development 31:6, pages 827-839.
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Iain MacLeod, Laura Steckley & Rowena Murray. (2012) Time is not enough: promoting strategic engagement with writing for publication. Studies in Higher Education 37:6, pages 641-654.
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Denise Cuthbert, Dharma Arunachalam & Dunja Licina. (2012) ‘It feels more important than other classes I have done’: an ‘authentic’ undergraduate research experience in sociology. Studies in Higher Education 37:2, pages 129-142.
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Katja Lahenius & Miia Martinsuo. (2011) Different Types of Doctoral Study Processes. Scandinavian Journal of Educational Research 55:6, pages 609-623.
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Marco
J. Barker. (2011) Racial context, currency and connections: Black doctoral student and white advisor perspectives on cross-race advising. Innovations in Education and Teaching International 48:4, pages 387-400.
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Rowena Murray & Everarda Cunningham. (2011) Managing researcher development: ‘drastic transition’?. Studies in Higher Education 36:7, pages 831-845.
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Susan K. Gardner. (2010) Contrasting the Socialization Experiences of Doctoral Students in High- and Low-Completing Departments: A Qualitative Analysis of Disciplinary Contexts at One Institution. The Journal of Higher Education 81:1, pages 61-81.
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Marian Jazvac‐Martek. (2009) Oscillating role identities: the academic experiences of education doctoral students. Innovations in Education and Teaching International 46:3, pages 253-264.
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Rodney
A. Stewart & Le Chen. (2009) Developing a framework for work integrated research higher degree studies in an Australian engineering context. European Journal of Engineering Education 34:2, pages 155-169.
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Samira Feizi, Bärbel Knäuper & Frank Elgar. Perceived stress and well-being in doctoral students: effects on program satisfaction and intention to quit. Higher Education Research & Development 0:0, pages 1-18.
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Sofia Patsali, Michele Pezzoni & Fabiana Visentin. Research independence: drivers and impact on PhD students’ careers. Studies in Higher Education 0:0, pages 1-24.
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Duygun Gokturk. How boundaries work in higher education: an ethnographic account of Ph.D. students’ identity formation. Compare: A Journal of Comparative and International Education 0:0, pages 1-18.
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Leslie D. Gonzales, Naseeb K. Bhangal, Chastity Stokes & Jesenia Rosales. Faculty Hiring: Exercising Professional Jurisdiction Over Epistemic Matters. The Journal of Higher Education 0:0, pages 1-26.
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Rosemary J. Perez, Angie Kim, Amber Williams, Raúl Gámez, Jarett D. Haley & Christian Feliciano. Building Capacity for Collective Possibilities: Reimagining Research Teams in Higher Education. The Journal of Higher Education 0:0, pages 1-23.
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Jesse McCain, Josipa Roksa & Stephanie Breen. (2024) Support without Status: Inequities in Student–Advisor Relational Dynamics between First-Generation and Continuing-Generation Doctoral Students. Education Sciences 14:5, pages 441.
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Stephanie M. Breen, Jesse McCain & Josipa Roksa. (2024) Breaking points: exploring how negative doctoral advisor relationships develop over time. Higher Education.
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Dounia Bourabain. (2024) Integration, negotiation, interrogation: Gendered‐racialised barriers to the socialisation of doctoral students in Belgian higher education. European Journal of Education.
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Christopher J. Kinder, Victoria N. Shiver, K. Andrew R. Richards, Amelia Mays Woods & Casey Liane Cushing. (2023) Learning on the fly: Transitioning from doctoral student to physical education teacher educator. European Physical Education Review 30:1, pages 19-35.
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Jennifer Tullet, Jennifer Leigh, Brandon Coke, David Fisher, Johanna Haszczyn, Steven Houghton, Johanna Fish, Laura Freeman, Isabella Garcia, Stefan Penman & Emma Hargreaves. (2024) Using reflective practice to support PhD students in the biosciences. eLife 13.
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Huirui Zhang & Xiaoqing Wang. 2024. Innovation and Evolution in Tertiary Education [Working Title]. Innovation and Evolution in Tertiary Education [Working Title].
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Erin Nerlino. (2023) “A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time. Studies in Graduate and Postdoctoral Education 14:3, pages 259-275.
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Torrie A. Cropps. (2023) Black doctoral women’s socialization experiences in agricultural science and education departments. Studies in Graduate and Postdoctoral Education 14:3, pages 294-314.
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Leslie D. Gonzales, Penny A. Pasque, Kyle D. Farris & Jordan M. Hansen. (2023) Epistemic Injustice and Legitimacy in U.S. Doctoral Education: A Systematic Review of Literature. Review of Educational Research.
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Jarred Shellhouse, Nicole Stedman & J. C. Bunch. (2023) Am I an imposter? Navigating the research journey of university faculty. Advancements in Agricultural Development 4:3, pages 1-15.
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Kathia Serrano Velarde, Kai Behrendt & Patrik Dahl. (2022) „Ablehnungen gehören halt zum Geschäft.“ Lernprozesse in wissenschaftlichen Drittmittelbiografien“Rejections are part of the business.” Learning processes in scientific third-party funding careers« Les refus font partie du metier. » Processus d’apprentissage dans les biographies scientifiques de financement externe. Berliner Journal für Soziologie 33:1-2, pages 137-162.
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Kelsey Inouye. (2022) Developing the PhD thesis project in relation to individual contexts: a multiple case study of five doctoral researchers. Higher Education 85:5, pages 1143-1160.
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Sam Clem & Beth Buyserie. (2023) Questioning Neoliberal Rhetorics of Wellness: Designing Programmatic Interventions to Better Support Graduate Instructor Wellbeing. Communication Design Quarterly 11:1, pages 32-41.
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M. I. Sotnikova. (2022) Doctoral Education in Post-Soviet Countries: From a Unified Model to Variety of Approaches. University Management: Practice and Analysis 26:3, pages 67-82.
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V. Duarte-Martínez, M.J. Cobo & A.G. López-Herrera. (2022) Uncovering patterns in the supervision of Spanish theses: a comprehensive analysis. Journal of Informetrics 16:3, pages 101319.
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Jieun Lee & Yonsuk Song. (2022) A survey of translation and interpreting studies doctoral students’ experiences. FORUM. Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation FORUM 20:1, pages 65-90.
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Ane Turner Johnson & Monica Reid Kerrigan. (2021) Emergency methodological pivots: a situational analysis of doctoral candidates’ research engagement during crisis in the United States. Studies in Graduate and Postdoctoral Education 13:1, pages 74-89.
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Esther de Groot, Debbie Vermond, Valerie A Sills, Saskia S L Mol, Fiona M Walter, Greg Rubin & Niek J de Wit. (2022) Factors determining development of researchers within a research network on cancer diagnosis in primary care (CanTest): an interview study. BMJ Open 12:3, pages e046321.
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Sergio Celis & Daniela Véliz. (2020) A Decade of Chilean Graduate Program Accreditation: A Push for Internationalization and Issues of Multidisciplinarity. Higher Education Policy 35:1, pages 133-154.
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Marc Torka. (2021) The transition from in-person to online supervision: Does the interaction between doctoral advisors and candidates change?. Innovations in Education and Teaching International 58:6, pages 659-671.
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Stephanie Cutler, Yu Xia, Cliff Lissenden, Francesco Costanzo, Bruce Gluckman & Thomas Litzinger. (2020) Work in Progress: A Problem-based Curriculum in Support of Structured Learning Experiences to Prepare Ph.D. Candidates for Independent Research. Work in Progress: A Problem-based Curriculum in Support of Structured Learning Experiences to Prepare Ph.D. Candidates for Independent Research.
Anna Sverdlik & Nathan C Hall. (2019) Not just a phase: Exploring the role of program stage on well-being and motivation in doctoral students. Journal of Adult and Continuing Education 26:1, pages 97-124.
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Ivan Gruzdev, Evgeniy Terentev & Zibeyda Dzhafarova. (2019) Superhero or hands-off supervisor? An empirical categorization of PhD supervision styles and student satisfaction in Russian universities. Higher Education 79:5, pages 773-789.
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Yanjuan Hu, Xiantong Zhao & Klaas van Veen. (2020) Unraveling the implicit challenges in fostering independence: Supervision of Chinese doctoral students at Dutch universities. Instructional Science 48:2, pages 205-221.
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Lilian H. Hill & Simone C. O. Conceição. (2019) Program and Instructional Strategies Supportive of Doctoral Students’ Degree Completion. Adult Learning 31:1, pages 36-44.
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Eunyoung Kim & Seung Jung Kim. (2019) Advisor Selection, Advisor-Advisee Relationship, and Perceived Stress among Korean and US Doctoral Students. International Journal of Chinese Education 8:2, pages 235-264.
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Jung Cheol Shin, Hyejoo Jung & Soo Jeung Lee. (2019) Professional Socialization of Postdoctoral Training among Academics in South Korea. International Journal of Chinese Education 8:2, pages 209-234.
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Robin Jung-Cheng Chen, Sophia Shi-Huei Ho & Ya-Han Hsu. (2019) The Relationships among Socialization, Professional Training and Perspectives on Job Market: Evidence from Taiwan Doctoral Students Survey. International Journal of Chinese Education 8:2, pages 134-159.
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Rosana G. Moreira, Karen Butler-Purry, Adrienne Carter-Sowell, Shannon Walton, Isah V. Juranek, Linda Challoo, Gloria Regisford, Richard Coffin & Angela Spaulding. (2019) Innovative Professional Development and Community Building Activity Program Improves STEM URM Graduate Student Experiences. International Journal of STEM Education 6:1.
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Lopes & Lourenço. (2019) Unveiling ‘European’ and ‘International’ Researcher Identities: A Case Study with Doctoral Students in the Humanities and Social Sciences. Social Sciences 8:11, pages 303.
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B. I. Bednyi, A. A. Mironos & N. V. Rybakov. (2019) Doctoral Education as an Institutional Resource for Training Research and Higher Education Personnel (Article 1). Vysshee Obrazovanie v Rossii = Higher Education in Russia 28:8-9, pages 44-54.
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Anders Broström. (2019) Academic breeding grounds: Home department conditions and early career performance of academic researchers. Research Policy 48:7, pages 1647-1665.
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Brian A. Burt. (2018) Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences. American Educational Research Journal 56:2, pages 289-332.
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