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Studies in Higher Education Volume 27, 2002 - Issue 2
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Original Articles

Research Training and Supervision Development

Margot Pearson
&
Angela Brew
Pages 135-150 | Published online: 25 Aug 2010

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Amanda Thomas, Rhiannon Packer & Gina Dolan. (2024) Current issues in doctoral supervision practice in the UK. Research in Post-Compulsory Education 29:1, pages 158-188.
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Annlizé L. Marnewick. (2023) A supervision approach to facilitate learning during the master’s research journey. Teaching in Higher Education 28:2, pages 357-372.
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Nina Ginsberg & Sherilyn Lennon. (2023) Using velo-onto-epistemology to reimagine the candidate-supervisor-relationship. Teaching in Higher Education 0:0, pages 1-16.
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Min Yang & Rui Yuan. (2023) Early-stage doctoral students’ conceptions of research in higher education: cases from Hong Kong. Teaching in Higher Education 28:1, pages 85-100.
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İhsan Aytekin, Wendy Murphy, Mehmet Yildiz, Ismail Çağrı Doğan & Semih Ceyhan. (2022) Developmental networks affect academics’ career satisfaction through research productivity. The International Journal of Human Resource Management 33:17, pages 3387-3413.
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Angela U. Ekwonye & Sarah Gerdes. (2022) Exploring the effectiveness of virtual compassionate presence sessions in reducing loneliness and isolation among assisted-living older adults: a pilot study. Journal of Religion, Spirituality & Aging 34:2, pages 174-193.
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Christian Schneijderberg. (2021) Supervision practices of doctoral education and training. Studies in Higher Education 46:7, pages 1285-1295.
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Puleng Motshoane & Sioux McKenna. (2021) Crossing the border from candidate to supervisor: the need for appropriate development. Teaching in Higher Education 26:3, pages 387-403.
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Ann Macfadyen, Christine English & Maggie Coates. (2020) Articulating and developing supervisory skills through collaborative action research. International Journal for Academic Development 25:4, pages 324-336.
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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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Kalypso Filippou. (2020) Identifying thesis supervisors’ attitudes: Indications of responsiveness in international master’s degree programmes. Innovations in Education and Teaching International 57:3, pages 274-284.
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Ricardo Jorge Dinis-Oliveira. (2020) COVID-19 research: pandemic versus “paperdemic”, integrity, values and risks of the “speed science”. Forensic Sciences Research 5:2, pages 174-187.
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Agnes Bäker, Julia Muschallik & Kerstin Pull. (2020) Successful mentors in academia: are they teachers, sponsors and/or collaborators?. Studies in Higher Education 45:4, pages 723-735.
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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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Gabriela González-Ocampo & Montserrat Castelló. (2019) Supervisors were first students: Analysing supervisors’ perceptions as doctoral students versus doctoral supervisors. Innovations in Education and Teaching International 56:6, pages 711-725.
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Ann Macfadyen, Christine English, Michael Kelleher, Maggie Coates, Colin Cameron & Vanessa Gibson. (2019) ‘Am I doing it right?’ Conceptualising the practice of supervising master’s dissertation students. Higher Education Research & Development 38:5, pages 985-1000.
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Melinda Kirk & Kylie Lipscombe. (2019) When a Postgraduate Student Becomes a Novice Researcher and a Supervisor Becomes a Mentor: A Journey of Research Identity Development. Studying Teacher Education 15:2, pages 179-197.
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Amanda Mason & Jarmila Hickman. (2019) Students supporting students on the PhD journey: An evaluation of a mentoring scheme for international doctoral students. Innovations in Education and Teaching International 56:1, pages 88-98.
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Hans Agné & Ulf Mörkenstam. (2018) Should first-year doctoral students be supervised collectively or individually? Effects on thesis completion and time to completion. Higher Education Research & Development 37:4, pages 669-682.
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Mayke W.C. Vereijken, Roeland M. van der Rijst, Jan H. van Driel & Friedo W. Dekker. (2018) Novice supervisors’ practices and dilemmatic space in supervision of student research projects. Teaching in Higher Education 23:4, pages 522-542.
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Claire T. McEvoy, Ruth F. Hunter, Kyle B. Matchett, Linda Carey, Michelle C. McKinley, Karen D. McCloskey & Jayne V. Woodside. (2018) Exploring perceived support of postgraduate medical science research students. Journal of Further and Higher Education 42:4, pages 454-466.
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Anne Lee. (2018) How can we develop supervisors for the modern doctorate?. Studies in Higher Education 43:5, pages 878-890.
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Ben Daniel, Vijay Kumar & Noritah Omar. (2018) Postgraduate conception of research methodology: implications for learning and teaching. International Journal of Research & Method in Education 41:2, pages 220-236.
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Agnieszka M. Lech, Christian van Nieuwerburgh & Sirine Jalloul. (2018) Understanding the experience of PhD students who received coaching: an interpretative phenomenological analysis. Coaching: An International Journal of Theory, Research and Practice 11:1, pages 60-73.
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Margaret J. Robertson. (2017) Trust: the power that binds in team supervision of doctoral students. Higher Education Research & Development 36:7, pages 1463-1475.
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Pamela Olmos-López & Jane Sunderland. (2017) Doctoral supervisors’ and supervisees’ responses to co-supervision. Journal of Further and Higher Education 41:6, pages 727-740.
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Christoph Pimmer, Jennifer Chipps, Petra Brysiewicz, Fiona Walters, Sebastian Linxen & Urs Gröhbiel. (2017) Facebook for supervision? Research education shaped by the structural properties of a social media space. Technology, Pedagogy and Education 26:5, pages 517-528.
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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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Elizabeth A. L. Roumell & Doris U. Bolliger. (2017) Experiences of Faculty With Doctoral Student Supervision in Programs Delivered via Distance. The Journal of Continuing Higher Education 65:2, pages 82-93.
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Brent Carnell. (2016) Aiming for autonomy: formative peer assessment in a final-year undergraduate course. Assessment & Evaluation in Higher Education 41:8, pages 1269-1283.
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Ronél van der Watt & Carla Sharp. (2016) Advanced training in child psychology: Key elements in offering a Doctor of Psychology (DPsych) programme in South Africa. Journal of Psychology in Africa 26:4, pages 401-406.
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Susan Camille van Schalkwyk, Deborah Murdoch-Eaton, Ara Tekian, Cees van der Vleuten & Francois Cilliers. (2016) The supervisor’s toolkit: A framework for doctoral supervision in health professions education: AMEE Guide No. 104. Medical Teacher 38:5, pages 429-442.
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Sanna Vehviläinen & Erika Löfström. (2016) ‘I wish I had a crystal ball’: discourses and potentials for developing academic supervising. Studies in Higher Education 41:3, pages 508-524.
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Ronél van der Watt. (2016) Strengthening doctoral supervision in a Doctor of Psychology (DPsych) Specialisation in Child and Adolescent Psychology. Journal of Psychology in Africa 26:1, pages 84-91.
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Ann Mitsis. (2015) Redeveloping a business undergraduate honours research degree to improve educational outcomes: implications for PhD supervision. Teaching in Higher Education 20:8, pages 807-820.
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Hesta Friedrich-Nel & Joyce Mac Kinnon. (2015) Formative postgraduate assessment: a comparative case study using a university in the USA and one in South Africa. Innovations in Education and Teaching International 52:6, pages 653-662.
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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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Denise Jackson & Grant Michelson. (2015) Factors influencing the employment of Australian PhD graduates. Studies in Higher Education 40:9, pages 1660-1678.
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Jeanette Maritz & Paul Prinsloo. (2015) A Bourdieusian perspective on becoming and being a postgraduate supervisor: the role of capital. Higher Education Research & Development 34:5, pages 972-985.
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Scott Harrison & Catherine Grant. (2015) Exploring of new models of research pedagogy: time to let go of master-apprentice style supervision?. Teaching in Higher Education 20:5, pages 556-566.
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Kirsi Pyhältö, Jenna Vekkaila & Jenni Keskinen. (2015) Fit matters in the supervisory relationship: doctoral students and supervisors perceptions about the supervisory activities. Innovations in Education and Teaching International 52:1, pages 4-16.
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Wendy Abigail & Pauline Hill. (2015) Choosing a research higher degree supervisor: a framework for nurses. Quality in Higher Education 21:1, pages 7-25.
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Clemence Due, Sofia C. Zambrano, Anna Chur-Hansen, Deborah Turnbull & Christiane Niess. (2015) Higher degree by research in a foreign country: a thematic analysis of the experiences of international students and academic supervisors. Quality in Higher Education 21:1, pages 52-65.
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Renske A.M. de Kleijn, Paulien C. Meijer, Mieke Brekelmans & Albert Pilot. (2015) Adaptive research supervision: exploring expert thesis supervisors' practical knowledge. Higher Education Research & Development 34:1, pages 117-130.
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Shona Crabb & Stuart Ekberg. (2014) Retaining female postgraduates in academia: the role of gender and prospective parenthood. Higher Education Research & Development 33:6, pages 1099-1112.
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David Boud, Angela Brew, Robyn Dowling, Margaret Kiley, Jo McKenzie, Janne Malfroy, Kevin Ryland & Nicky Solomon. (2014) The coordination role in research education: emerging understandings and dilemmas for leadership. Journal of Higher Education Policy and Management 36:4, pages 440-454.
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Helen Basturkmen, Martin East & John Bitchener. (2014) Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community. Teaching in Higher Education 19:4, pages 432-445.
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Erika Löfström & Kirsi Pyhältö. (2014) Ethical Issues in Doctoral Supervision: The Perspectives of PhD Students in the Natural and Behavioral Sciences. Ethics & Behavior 24:3, pages 195-214.
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Theresa Winchester-Seeto, Judi Homewood, Jane Thogersen, Christa Jacenyik-Trawoger, Catherine Manathunga, Anna Reid & Allyson Holbrook. (2014) Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates. Higher Education Research & Development 33:3, pages 610-626.
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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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Martin Gough. (2014) The problem of identity for academic practice in terms of definition. Studies in Higher Education 39:4, pages 590-607.
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Abrie Michau & Willa Louw. (2014) Tuesdays with an Open and Distance Learning mentor. Africa Education Review 11:2, pages 133-145.
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Gina Wisker & Margaret Kiley. (2014) Professional learning: lessons for supervision from doctoral examining. International Journal for Academic Development 19:2, pages 125-138.
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Jenni Stubb, Kirsi Pyhältö & Kirsti Lonka. (2014) Conceptions of research: the doctoral student experience in three domains. Studies in Higher Education 39:2, pages 251-264.
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Linda Evans. (2013) The Professional Status of Educational Research: Professionalism and Developmentalism in Twenty-First-Century Working Life. British Journal of Educational Studies 61:4, pages 471-490.
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Cally Guerin & Ian Green. (2013) ‘Collaborative critique’ in a supervisor development programme. Innovations in Education and Teaching International 50:4, pages 399-409.
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Dorothy Spiller, Giselle Byrnes & Pip Bruce Ferguson. (2013) Enhancing postgraduate supervision through a process of conversational inquiry. Higher Education Research & Development 32:5, pages 833-845.
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MatthewW. Kemp, TimothyJ. Molloy, Marina Pajic & Elaine Chapman. (2013) Peer relationships and the biomedical doctorate: a key component of the contemporary learning environment. Journal of Higher Education Policy and Management 35:4, pages 370-385.
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Jitka Lindén, Mats Ohlin & Eva M. Brodin. (2013) Mentorship, supervision and learning experience in PhD education. Studies in Higher Education 38:5, pages 639-662.
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Laura Ryser, Sean Markey & Greg Halseth. (2013) Developing the next generation of community-based researchers: tips for undergraduate students. Journal of Geography in Higher Education 37:1, pages 11-27.
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Renske A.M. de Kleijn, M. Tim Mainhard, Paulien C. Meijer, Albert Pilot & Mieke Brekelmans. (2012) Master's thesis supervision: relations between perceptions of the supervisor–student relationship, final grade, perceived supervisor contribution to learning and student satisfaction. Studies in Higher Education 37:8, pages 925-939.
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Catherine Manathunga, Rachael Pitt, Laura Cox, Paul Boreham, George Mellick & Paul Lant. (2012) Evaluating industry-based doctoral research programs: perspectives and outcomes of Australian Cooperative Research Centre graduates. Studies in Higher Education 37:7, pages 843-858.
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Christine Halse & Peter Bansel. (2012) The learning alliance: ethics in doctoral supervision. Oxford Review of Education 38:4, pages 377-392.
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Suzanne Morris, Rachael Pitt & Catherine Manathunga. (2012) Students’ experiences of supervision in academic and industry settings: results of an Australian study. Assessment & Evaluation in Higher Education 37:5, pages 619-636.
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Bridget Juniper, Elaine Walsh, Alan Richardson & Bernard Morley. (2012) A new approach to evaluating the well-being of PhD research students. Assessment & Evaluation in Higher Education 37:5, pages 563-576.
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Jenni Stubb, Kirsi Pyhältö & Kirsti Lonka. (2012) The Experienced Meaning of Working with a PhD Thesis. Scandinavian Journal of Educational Research 56:4, pages 439-456.
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Lee-Ann Fenge. (2012) Enhancing the doctoral journey: the role of group supervision in supporting collaborative learning and creativity. Studies in Higher Education 37:4, pages 401-414.
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CamilleB. Kandiko & IanM. Kinchin. (2012) What is a doctorate? A concept-mapped analysis of process versus product in the supervision of lab-based PhDs. Educational Research 54:1, pages 3-16.
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MichaelJ. Platow. (2012) PhD experience and subsequent outcomes: a look at self-perceptions of acquired graduate attributes and supervisor support. Studies in Higher Education 37:1, pages 103-118.
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Wendy Bastalich. (2011) Beyond the local/general divide: English for academic purposes and process approaches to cross disciplinary, doctoral writing support. Higher Education Research & Development 30:4, pages 449-462.
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Elaine Walsh. (2010) A model of research group microclimate: environmental and cultural factors affecting the experiences of overseas research students in the UK. Studies in Higher Education 35:5, pages 545-560.
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Jim Cumming. (2010) Contextualised performance: reframing the skills debate in research education. Studies in Higher Education 35:4, pages 405-419.
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Jim Cumming. (2010) Doctoral enterprise: a holistic conception of evolving practices and arrangements. Studies in Higher Education 35:1, pages 25-39.
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NadineM. Kalin, DanielT. Barney & RitaL. Irwin. (2009) Complexity thinking mentorship: an emergent pedagogy of graduate research development. Mentoring & Tutoring: Partnership in Learning 17:4, pages 353-367.
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Linda Evans. (2009) S/he who pays the piper calls the tune? Professionalism, developmentalism, and the paucity of in‐service education within the research profession. Professional Development in Education 35:2, pages 289-304.
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Rylan Egan, Denise Stockley, Brenda Brouwer, Dean Tripp & Natalie Stechyson. (2009) Relationships between area of academic concentration, supervisory style, student needs and best practices. Studies in Higher Education 34:3, pages 337-345.
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Rachel Parker. (2009) A learning community approach to doctoral education in the social sciences. Teaching in Higher Education 14:1, pages 43-54.
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Ross Deuchar. (2008) Facilitator, director or critical friend?: contradiction and congruence in doctoral supervision styles. Teaching in Higher Education 13:4, pages 489-500.
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Anne Lee. (2008) How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education 33:3, pages 267-281.
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JanH. F. Meyer, MartinP. Shanahan & RüdigerC. Laugksch. (2007) Students' Conceptions of Research. 2: An exploration of contrasting patterns of variation. Scandinavian Journal of Educational Research 51:4, pages 415-433.
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Gina Wisker, Gillian Robinson & Miri Shacham. (2007) Postgraduate research success: communities of practice involving cohorts, guardian supervisors and online communities. Innovations in Education and Teaching International 44:3, pages 301-320.
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Sarah Li & Clive Seale. (2007) Managing criticism in Ph.D. supervision: a qualitative case study. Studies in Higher Education 32:4, pages 511-526.
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Catherine Manathunga. (2007) Supervision as mentoring: the role of power and boundary crossing. Studies in Continuing Education 29:2, pages 207-221.
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Ulla Melin Emilsson & Eva Johnsson. (2007) Supervision of supervisors: on developing supervision in postgraduate education. Higher Education Research & Development 26:2, pages 163-179.
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Catherine Manathunga, Paul Lant & George Mellick. (2007) Developing professional researchers: research students’ graduate attributes. Studies in Continuing Education 29:1, pages 19-36.
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David Boud & Alison Lee. (2005) ‘Peer learning’ as pedagogic discourse for research education . Studies in Higher Education 30:5, pages 501-516.
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Catherine Manathunga. (2005) Early warning signs in postgraduate research education: a different approach to ensuring timely completions. Teaching in Higher Education 10:2, pages 219-233.
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Rob Gilbert , Jo Balatti, Phil Turner & Hilary Whitehouse. (2004) The generic skills debate in research higher degrees. Higher Education Research & Development 23:3, pages 375-388.
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Debra Bath, Calvin Smith , Sarah Stein & Richard Swann. (2004) Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum. Higher Education Research & Development 23:3, pages 313-328.
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Angela Brew & Tai Peseta. (2004) Changing postgraduate supervision practice: a programme to encourage learning through reflection and feedback. Innovations in Education and Teaching International 41:1, pages 5-22.
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Margaret Cargill . (2004) Transferable skills within research degrees: a collaborative genre‐based approach to developing publication skills and its implications for research education. Teaching in Higher Education 9:1, pages 83-98.
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Grant Harman. (2003) PhD student satisfaction with course experience and supervision in two Australian Research-intensive Universities. Prometheus 21:3, pages 312-333.
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Angela Brew. (2001) Conceptions of Research: A phenomenographic study. Studies in Higher Education 26:3, pages 271-285.
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