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Lira Isis Valencia Quecano, Alfredo Guzmán Rincón & Sandra Barragán Moreno. (2024) Dropout in postgraduate programs: a underexplored phenomenon – a scoping review. Cogent Education 11:1.
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Mostafa Ayoobzadeh. (2023) Peer-mentoring and doctoral student retention: a longitudinal investigation. Higher Education Research & Development 42:3, pages 513-529.
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Lisa Hodge & Jason Murphy. (2023) Write on! Cultivating social capital in a writing group for doctoral education and beyond. Educational Review 0:0, pages 1-17.
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Wendy Larcombe, Tracii Ryan & Chi Baik. (2022) What makes PhD researchers think seriously about discontinuing? an exploration of risk factors and risk profiles. Higher Education Research & Development 41:7, pages 2215-2230.
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Margareth Kristoffersen, Bjørg Frøysland Oftedal & Febe Friberg. (2021) From a professional practitioner to a practice-based researcher: a qualitative study of Norwegian PhD candidates in the fields of health, welfare and education. Studies in Continuing Education 43:1, pages 16-32.
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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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Katlynn Fisher. Reimagining mentorship for doctoral student success: the potential utility of transformational leadership practices. International Journal of Leadership in Education 0:0, pages 1-17.
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Margaret Bearman, Joanna Tai, Michael Henderson, Rachelle Esterhazy, Paige Mahoney & Elizabeth Molloy. Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature. Assessment & Evaluation in Higher Education 0:0, pages 1-17.
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Aimee Haley, Mona Holmqvist & Karmen Johansson. Supervisors’ competences from doctoral students’ perspectives – a systematic review. Educational Review 0:0, pages 1-20.
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Alice Tontodimamma, Emiliano del Gobbo, Mariangela Corbo & Antonio Aquino. (2023) How to improve academic well-being: an analysis of the leveraging factors based on the Italian case. Quality & Quantity 58:2, pages 1425-1445.
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Taghreed El Hajj, Neele Wiltgen Georgi, Susie Crossman, Nadia Tagoe & Imelda Bates. (2024) How research consortia can contribute to improvements in PhD students’ research environment and progress in sub-Saharan African countries. F1000Research 13, pages 238.
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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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Keshrie Naidoo, Laura Quaynor & Yuyang Shen. (2023) Doctoral Students’ Experiences, Self-Efficacy, and Sense of Belonging Related to Academic Writing in an Online Program. Education Sciences 13:11, pages 1097.
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Patrícia Alves, Amélia Lopes, Ricardo Cruz-Correia & Isabel Menezes. (2023) The interrupted journey: factors and processes related to withdrawal, re-enrolment and dropout from doctoral education. Higher Education.
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Erika Löfström, Jouni Peltonen, Liezel Frick, Katrin Niglas & Kirsi Pyhältö. (2022) Profiles of doctoral students’ experience of ethics in supervision: an inter-country comparison. Higher Education 86:3, pages 617-636.
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Concepta McManus, Abilio Afonso Baeta Neves, Carlos Henrique Carvalho, Antonio Gomes Souza Filho, Denise Maria Guimarães Freire, Maria Clorinda Soares Fioravanti, Sônia Nair Báo, Isac Almeida de Medeiros, José Alexandre Diniz Filho, Bruno Lourenço Diaz, Ernani Rodrigues de Carvalho, Jorge Luís Nicolas Audy, Marcio de Castro Silva Filho, Juliano Rodrigues Gimenez, Margarida Carvalho, Robério Rodrigues da Silva & Marcelo Henrique Napimoga. (2023) Considerations for continued expansion of the Brazilian post-graduate system. Frontiers in Education 8.
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Tommy Tanu Wijaya, Boran Yu, Fei Xu, Zhiqiang Yuan & Mailizar Mailizar. (2023) Analysis of Factors Affecting Academic Performance of Mathematics Education Doctoral Students: A Structural Equation Modeling Approach. International Journal of Environmental Research and Public Health 20:5, pages 4518.
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Africa S. Hands & Virginia M. Tucker. (2022) Fostering Doctoral Student Socialization and Research Expertise through Writing Pedagogy. Journal of Education for Library and Information Science 63:1, pages 64-79.
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Maija Vähämäki, Essi Saru & Lauri-Matti Palmunen. (2021) Doctoral supervision as an academic practice and leader–member relationship: A critical approach to relationship dynamics. The International Journal of Management Education 19:3, pages 100510.
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Lian Boulet, France Landry & Georgette Goupil. (2021) Élaboration et processus de validation de l’Échelle d’évaluation des difficultés aux études de cycles supérieurs (EDECS) : étude préliminaire. Mesure et évaluation en éducation 44:2, pages 103.
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Sude Bilige & Yongtao Gan. (2019) Hidden School Dropout Among Adolescents in Rural China: Individual, Parental, Peer, and School Correlates. The Asia-Pacific Education Researcher 29:3, pages 213-225.
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Heejin Lim, Xin Li & Hyejoo Jung. (2019) Exploring Factors Associated with Doctoral Students’ Concern about Completing Their Degree in Time: a Case from a Research-Focused University in Korea. International Journal of Chinese Education 8:2, pages 265-292.
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Melissa Laufer & Meta Gorup. (2018) The invisible others: stories of international doctoral student dropout. Higher Education 78:1, pages 165-181.
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Sadie Geraghty & Kim Oliver. (2018) In the shadow of the ivory tower: Experiences of midwives and nurses undertaking PhDs. Nurse Education Today 65, pages 36-40.
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Liina Lepp, Marvi Remmik, Äli Leijen & Djuddah A. J. Leijen. (2016) Doctoral Students’ Research Stall. SAGE Open 6:3, pages 215824401665911.
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