Citations (17)
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Isabel Huet & Diogo Casanova. (2022) Exploring the professional development of doctoral supervisors through workplace learning: a literature review. Higher Education Research & Development 41:3, pages 774-788.
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R. Fisher, C. H. Brock, T. Frahm, A. Van Wig & V. R. Gillis. (2020) Reflections on writing and identity: exploring the role of qualifying exams in the sociocultural development of doctoral students. Studies in Continuing Education 42:3, pages 365-380.
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Gitte Wichmann-Hansen, Mirjam Godskesen & Margaret Kiley. (2020) Successful development programs for experienced doctoral supervisors – What does it take?. International Journal for Academic Development 25:2, pages 176-188.
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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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Wendy Bastalich. (2017) Content and context in knowledge production: a critical review of doctoral supervision literature. Studies in Higher Education 42:7, pages 1145-1157.
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Rebecca Turner, Tony Brown, Andrew Edwards-Jones, Julie Hughes, Alison Banks, Janet Bardsley, Yvette Bryan, Claire Gray, Amanda Isaac, Judith Mann, Maureen Mason, Liz McKenzie, Julie Osborn, Martin Rowe, Mark Stone & Rachel Wilkinson. (2015) Narrative explorations into the professional development of lecturers teaching higher education in English further education colleges. Professional Development in Education 41:3, pages 546-562.
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Cally Guerin, Heather Kerr & Ian Green. (2015) Supervision pedagogies: narratives from the field. Teaching in Higher Education 20:1, pages 107-118.
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Coralie McCormack & Robert Kennelly. (2011) ‘We must get together and really talk …’. Connection, engagement and safety sustain learning and teaching conversation communities. Reflective Practice 12:4, pages 515-531.
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Articles from other publishers (9)
Madhu Neupane Bastola & Victor Ho. (2023) Rhetorical structure of literature review chapters in Nepalese PhD dissertations: Students’ engagement with previous scholarship. Journal of English for Academic Purposes 65, pages 101271.
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Gina Sherwood. (2022) A review of undergraduates’ stories about their learning experiences analysed using the lens of fairy tales. Research in Education 114:1, pages 3-19.
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Tracey Bunda, Jing Qi, Catherine Manathunga & Michael J. Singh. 2020. Indigenous Studies. Indigenous Studies
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Christine Pearson Casanave. (2019) Performing expertise in doctoral dissertations: Thoughts on a fundamental dilemma facing doctoral students and their supervisors. Journal of Second Language Writing 43, pages 57-62.
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Toril Aagaard, June Breivik, Inger C. Erikson, Hjørdis Hjukse, Anne B. Swanberg, Anna Therese Steen-Utheim & Oddgeir Tveiten. (2018) Teknologi og nye undervisningspraksiser. Uniped 41:2, pages 133-146.
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Tracey Bunda, Jing Qi, Catherine Manathunga & Michael J. Singh. 2017. Student Culture and Identity in Higher Education. Student Culture and Identity in Higher Education
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Coralie McCormack, Robert Kennelly, John Gilchrist, Eleanor Hancock, Jesmin Islam, Maria Northcote & Kate Thomson. 2017. Communities of Practice. Communities of Practice
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Tracey J. Devonport & Andrew M. Lane. (2014) In it together: Dyadic coping among doctoral students and partners. Journal of Hospitality, Leisure, Sport & Tourism Education 15, pages 124-134.
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Eddie Blass, Anne Jasman & Roger Levy. (2012) Supervisor reflections on developing doctoralness in practice‐based doctoral students. Quality Assurance in Education 20:1, pages 31-41.
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