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Studies in Continuing Education Volume 38, 2016 - Issue 2
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Articles

Coaching doctoral students – a means to enhance progress and support self-organisation in doctoral education

Mirjam GodskesenDepartment of Learning and Philosophy, Aalborg University, A.C. Meyers Vænge 15, 2450 Kbh SV, Copenhagen, DenmarkCorrespondence[email protected]
&
Sofie KobayashiDepartment of Science Education, University of Copenhagen, Øster Voldgade 3, 1350 Kbh K, Copenhagen, Denmark
Pages 145-161 | Received 01 Aug 2014, Accepted 22 May 2015, Published online: 01 Sep 2015

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Martine George & Ruth Hughes. (2023) Exploring the lived experience of mature Ph.D. students receiving one-to-one coaching sessions during their Ph.D. journey. Coaching: An International Journal of Theory, Research and Practice 16:2, pages 205-218.
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Lynn Nichol, Janice Cook & Catharine Ross. (2022) Adopting coaching for doctoral supervision: opportunities and challenges for HRD. Human Resource Development International 25:4, pages 488-499.
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Jay Wilson & Wendy James. (2022) Ph.D. partnership: effective doctoral supervision using a coaching stance. Journal of Further and Higher Education 46:3, pages 341-353.
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Erika Löfström & Kirsi Pyhältö. (2020) What Are Ethics in Doctoral Supervision, and How Do They Matter? Doctoral Students’ Perspective. Scandinavian Journal of Educational Research 64:4, pages 535-550.
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Emma Waight & Aline Giordano. (2018) Doctoral students’ access to non-academic support for mental health. Journal of Higher Education Policy and Management 40:4, pages 390-412.
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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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Articles from other publishers (10)

Lichao Ma, Hao Yao & Jiaqi Hou. (2023) Exploring the Relationship Between Supervisor Support and Anxiety of Graduate Students in China: The Mediating Role of Scientific Research Efficacy. The Asia-Pacific Education Researcher 33:2, pages 321-329.
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Vrinda Acharya & Ambigai Rajendran. (2023) A holistic model of resources to enhance the doctoral student's well-being. International Journal of Educational Management 37:6/7, pages 1445-1480.
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Betül CAN. (2023) Türk Akademisinde Lisansüstü Süreçlerde Yaşanan Sorunlara Bir Çözüm Önerisi Olarak Akademik KoçlukAcademic Coaching as a Solution Tool to the Problems of the Graduate Processes in Turkish Academy. Üniversite Araştırmaları Dergisi 6:1, pages 60-77.
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Kay Guccione. 2023. Developing Researcher Independence Through the Hidden Curriculum. Developing Researcher Independence Through the Hidden Curriculum 181 188 .
Sherrica Senewiratne. 2022. Research and Teaching in a Pandemic World. Research and Teaching in a Pandemic World 243 256 .
Kay Guccione & Steve Hutchinson. 2021. Coaching and Mentoring for Academic Development. Coaching and Mentoring for Academic Development i xxv .
Sandra Julia Diller, Christina Muehlberger, Isabell Braumandl & Eva Jonas. (2020) Supporting students with coaching or training depending on their basic psychological needs. International Journal of Mentoring and Coaching in Education 10:1, pages 84-100.
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Hui Meng & Desheng Gao. (2019) An Intellectual Interaction Between International Research Students and Western Educators in the Internationalization of Australian Research Education. The Asia-Pacific Education Researcher 29:2, pages 113-122.
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Dely L. Elliot, Søren S. E. Bengtsen, Kay Guccione & Sofie KobayashiDely L. Elliot, Søren S. E. Bengtsen, Kay Guccione & Sofie Kobayashi. 2020. The Hidden Curriculum in Doctoral Education. The Hidden Curriculum in Doctoral Education 77 94 .
Søren S. E. Bengtsen. 2017. Handbook of Research on Creative Problem-Solving Skill Development in Higher Education. Handbook of Research on Creative Problem-Solving Skill Development in Higher Education 260 282 .

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