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Leila Aflatoony, Kenneth Hepburn & Molly M. Perkins. (2024) From empathy to action: design thinking as a catalyst for community-based participatory research in dementia caregiving. Design for Health 8:1, pages 24-45.
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Ann Kingiri, Margrethe Holm Andersen & Rebecca Hanlin. (2024) Mentoring as a pathway to building research capacity in the field of innovation and development studies in Africa. Studies in Continuing Education 46:1, pages 101-120.
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Zachary G. Arens. (2023) A CREATIVE ABDUCTION APPROACH TO THEORY DEVELOPMENT IN MARKETING DOCTORAL EDUCATION. Marketing Education Review 33:4, pages 262-271.
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Yoon Ha Choi, Megan Brunner & Haley Traini. (2023) Partial, (in)authentic, and masked: an exploration of power in doctoral students’ identity development as scholars through collaborative autoethnography. International Journal of Qualitative Studies in Education 36:6, pages 1056-1072.
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Jennifer M. Johnson & Sharron Scott. (2023) Nuanced navigation: narratives of the experiences of Black ‘All but Dissertation’ (ABD) women in the academy. International Journal of Qualitative Studies in Education 36:4, pages 612-626.
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Ruth Albertyn. (2022) Making a case for Doctoral Intelligence: Conceptualisation and insights for researcher development. Innovations in Education and Teaching International 59:6, pages 623-633.
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Dely Lazarte Elliot. (2022) A ‘doctoral compass’: strategic reflection, self-assessment and recalibration for navigating the ‘twin’ doctoral journey. Studies in Higher Education 47:8, pages 1652-1665.
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Leila Aflatoony, Kenneth Hepburn, Molly M. Perkins, Drenna Waldrop & Lai Reed. (2022) Training clinical researchers with design thinking to develop dementia caregiving research initiatives. Design for Health 6:1, pages 69-90.
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Stephanie Cutler, Alexa Kottmeyer, Rachel Heinen, Yu Xia, Sarah Zappe & Tom Litzinger. (2022) A holistic assessment of the responsibilities and areas of support of engineering faculty. International Journal for Academic Development 27:1, pages 96-109.
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Cheryl Sparks & Heewon Chang. (2021) Doctoral Capstone Products: A Systems Thinking Model for Quality Assurance. Christian Higher Education 20:1-2, pages 38-56.
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Edwin Creely & Stella Laletas. (2020) Transitions, transformations and finding success. A phenomenological analysis of the experiences of a doctoral student in early candidature. Higher Education Research & Development 39:3, pages 439-453.
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Dely Lazarte Elliot & Sofie Kobayashi. (2019) How can PhD supervisors play a role in bridging academic cultures?. Teaching in Higher Education 24:8, pages 911-929.
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Liezel Frick. (2019) PhD by Publication – Panacea or Paralysis?. Africa Education Review 16:5, pages 47-59.
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Jamieson Dryburgh. (2019) Location of Possibilities. Journal of Dance Education 19:3, pages 89-97.
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Stavros D. Veresoglou & Matthias C. Rillig. (2019) Research experience modifies how participants profit from journal clubs in academia. Journal of Biological Education 53:3, pages 327-332.
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Renee M. Cunningham-Williams, Ellie S. Wideman, LaShawnda Fields & Brittni D. Jones. (2018) Research Productivity of Social Work PhD Candidates Entering the Academic Job Market: An Analysis of Pre- and Postadmission Productivity Indicators. Journal of Social Work Education 54:4, pages 776-791.
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Lynne D. Roberts & Kristen Seaman. (2018) Good undergraduate dissertation supervision: perspectives of supervisors and dissertation coordinators . International Journal for Academic Development 23:1, pages 28-40.
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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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Çiğdem Haser. (2017) Key Experiences in Becoming an Independent Mathematics Education Researcher. Canadian Journal of Science, Mathematics and Technology Education 0:0, pages 1-13.
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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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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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Mirjam Godskesen & Sofie Kobayashi. (2016) Coaching doctoral students – a means to enhance progress and support self-organisation in doctoral education. Studies in Continuing Education 38:2, pages 145-161.
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Ä. Leijen, L. Lepp & M. Remmik. (2016) Why did I drop out? Former students’ recollections about their study process and factors related to leaving the doctoral studies. Studies in Continuing Education 38:2, pages 129-144.
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Hannes Zacher & Emily Johnson. (2015) Leadership and creativity in higher education. Studies in Higher Education 40:7, pages 1210-1225.
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Sharon Kaye Chirgwin. (2015) Burdens too difficult to carry? A case study of three academically able Indigenous Australian Masters students who had to withdraw. International Journal of Qualitative Studies in Education 28:5, pages 594-609.
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Gianluca Bocchi, Eloisa Cianci, Alfonso Montuori, Raffaella Trigona & Oscar Nicolaus. (2014) Educating for Creativity. World Futures 70:5-6, pages 336-369.
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StephanieB. King & FrankieK. Williams. (2014) Barriers to Completing the Dissertation as Perceived by Education Leadership Doctoral Students. Community College Journal of Research and Practice 38:2-3, pages 275-279.
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Elaine Walsh, Katie Anders, Sally Hancock & Liz Elvidge. (2013) Reclaiming creativity in the era of impact: exploring ideas about creative research in science and engineering. Studies in Higher Education 38:9, pages 1259-1273.
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Christina Hughes & Malcolm Tight. (2013) The metaphors we study by: the doctorate as a journey and/or as work. Higher Education Research & Development 32:5, pages 765-775.
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Kathryn Roulston, Judith Preissle & Melissa Freeman. (2013) Becoming researchers: doctoral students' developmental processes. International Journal of Research & Method in Education 36:3, pages 252-267.
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Saadia Mahmud & Tracey Bretag. (2013) Postgraduate research students and academic integrity: ‘It's about good research training’. Journal of Higher Education Policy and Management 35:4, pages 432-443.
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Michelle Maher, Amber Fallucca & Helen Mulhern Halasz. (2013) Write On! Through to the Ph.D.: using writing groups to facilitate doctoral degree progress. Studies in Continuing Education 35:2, pages 193-208.
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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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Kylie Shaw, Allyson Holbrook & Sid Bourke. (2013) Student experience of final-year undergraduate research projects: an exploration of ‘research preparedness’. Studies in Higher Education 38:5, pages 711-727.
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Hazel Christie, Paul Barron & Norma D'Annunzio-Green. (2013) Direct entrants in transition: becoming independent learners. Studies in Higher Education 38:4, pages 623-637.
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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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Alfonso Montuori & Gabrielle Donnelly. (2013) Creative Inquiry and Scholarship: Applications and Implications in a Doctoral Degree. World Futures 69:1, pages 1-19.
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Patrick Guinness. (2012) Research-Based Learning: Teaching Development Through Fieldschools. Journal of Geography in Higher Education 36:3, pages 329-339.
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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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Marya Coonan. (2011) Navigating the Information Landscape. The Serials Librarian 61:3-4, pages 323-333.
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Helen Walkington, AmyL. Griffin, Lisa Keys-Mathews, SandraK. Metoyer, WendyE. Miller, Richard Baker & Derek France. (2011) Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum. Journal of Geography in Higher Education 35:3, pages 315-330.
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Christine Halse & Susan Mowbray. (2011) The impact of the doctorate. Studies in Higher Education 36:5, pages 513-525.
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Scott Willison & Emily Gibson. (2011) Graduate School Learning Curves: McNair Scholars’ Postbaccalaureate Transitions. Equity & Excellence in Education 44:2, pages 153-168.
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VickiL. Baker & MeghanJ. Pifer. (2011) The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education 33:1, pages 5-17.
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Evely Gildersleeve, NatashaN. Croom & PhilipL. Vasquez. (2011) “Am I going crazy?!”: A Critical Race Analysis of Doctoral Education. Equity & Excellence in Education 44:1, pages 93-114.
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Susan Mowbray & Christine Halse. (2010) The purpose of the PhD: theorising the skills acquired by students. Higher Education Research & Development 29:6, pages 653-664.
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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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JanetM. Liechty, Minli Liao & Christine Pegorraro Schull. (2009) FACILITATING DISSERTATION COMPLETION AND SUCCESS AMONG DOCTORAL STUDENTS IN SOCIAL WORK. Journal of Social Work Education 45:3, pages 481-497.
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Margaret Kiley. (2009) Identifying threshold concepts and proposing strategies to support doctoral candidates. Innovations in Education and Teaching International 46:3, pages 293-304.
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Mark Palmer, Paula O'Kane & Martin Owens. (2009) Betwixt spaces: student accounts of turning point experiences in the first‐year transition. Studies in Higher Education 34:1, pages 37-54.
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Susan K. Gardner. (2008) “What's too much and what's too little?”: The Process of Becoming an Independent Researcher in Doctoral Education. The Journal of Higher Education 79:3, pages 326-350.
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Barbara E. Lovitts. (2008) The Transition to Independent Research: Who Makes It, Who Doesn't, and Why. The Journal of Higher Education 79:3, pages 296-325.
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Anita Walsh. (2007) Researching in the workplace: a chance to avoid researchers' ‘reality shock’?. Research in Post-Compulsory Education 12:3, pages 319-330.
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Jackie Goode. (2007) Empowering or disempowering the international Ph.D. student? Constructions of the dependent and independent learner. British Journal of Sociology of Education 28:5, pages 589-603.
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Ying Zhang, Mengyi Shen, Si Shi & Shuiyun Liu. Supportive supervision and doctoral student creativity: the double-edged sword of family support. Studies in Higher Education 0:0, pages 1-16.
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Aida Alisic, Ruth Noppeney & Bettina S. Wiese. (2024) When doubts take over: a longitudinal study on emerging disengagement in the PhD process. Higher Education.
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Solveig Cornér, Lotta Tikkanen, Henrika Anttila & Kirsi Pyhältö. (2023) Personal interest, supervisory and research community support and dropout intentions among Finnish PhD candidates. Studies in Graduate and Postdoctoral Education 15:1, pages 1-18.
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Brooke Dinsmore & Josipa Roksa. (2023) Inequalities in Becoming a Scholar: Race, Gender and Student-Advisor Relationships in Doctoral Education. Teachers College Record: The Voice of Scholarship in Education 125:9, pages 84-107.
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