Citations (62)
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Mariona Corcelles-Seuba, Núria Suñe-Soler, Anna Sala-Bubaré & Montserrat Castelló. (2023) Doctoral student perceptions of supervisory and research community support: their relationships with doctoral conditions and experiences. Journal of Further and Higher Education 47:4, pages 481-491.
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Alaster Scott Douglas. (2022) Dimensions of fit for doctoral candidates: supporting an academic identity. Research Papers in Education 37:6, pages 954-974.
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Xiaoya Sun & Yin Ling Cheung. (2022) Bidding for successful academic enculturation: the story of a home-trained, home-based non-Anglophone scientist. Studies in Continuing Education 44:1, pages 135-154.
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Yiran Zhang, Shulin Yu & Kaihao Yuan. (2020) Understanding Master’s students’ peer feedback practices from the academic discourse community perspective: A rethinking of postgraduate pedagogies. Teaching in Higher Education 25:2, pages 126-140.
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Linlin Xu & Barbara Grant. (2017) International doctoral students’ becoming: A dialogic perspective. Innovations in Education and Teaching International 54:6, pages 570-579.
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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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V. Virtanen, J. Taina & K. Pyhältö. (2017) What disengages doctoral students in the biological and environmental sciences from their doctoral studies?. Studies in Continuing Education 39:1, pages 71-86.
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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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Devika Naidoo. (2015) Understanding non-traditional PhD students habitus – implications for PhD programmes. Teaching in Higher Education 20:3, pages 340-351.
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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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Phil Teeuwsen, Snežana Ratković & Susan A. Tilley. (2014) Becoming academics: experiencing legitimate peripheral participation in part-time doctoral studies. Studies in Higher Education 39:4, pages 680-694.
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Juup Stelma & Richard Fay. (2014) Intentionality and developing researcher competence on a UK master's course: an ecological perspective on research education. Studies in Higher Education 39:4, pages 517-533.
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Colin Pilbeam, Gaynor Lloyd-Jones & David Denyer. (2013) Leveraging value in doctoral student networks through social capital. Studies in Higher Education 38:10, pages 1472-1489.
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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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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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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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Lia Blaj-Ward. (2011) Skills versus pedagogy? Doctoral research training in the UK Arts and Humanities. Higher Education Research & Development 30:6, pages 697-708.
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Mostafa Hasrati & Reza Hashemi. (2011) The PhD game in a Middle Eastern setting: a small-scale study of science students in an Iranian university. Quality in Higher Education 17:3, pages 331-352.
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Jane Agee & Sedef Uzuner Smith. (2011) Online discussions in a doctoral research methods course: ‘Like a text by many authors’. Studies in Continuing Education 33:3, pages 301-319.
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LauraE. Welfare, Corrine Sackett & Heather Moorefield‐Lang. (2011) Student–Faculty Collaborative Research: A Qualitative Study of Experiences with the Authorship Determination Process. Mentoring & Tutoring: Partnership in Learning 19:2, pages 179-198.
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J. Stubb, K. Pyhältö & K. Lonka. (2011) Balancing between inspiration and exhaustion: PhD students' experienced socio-psychological well-being. Studies in Continuing Education 33:1, pages 33-50.
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Xiaoli Jiang, Roberto Di Napoli, Michaela Borg, Rachel Maunder, Heather Fry & Elaine Walsh. (2010) Becoming and being an academic: the perspectives of Chinese staff in two research‐intensive UK universities. Studies in Higher Education 35:2, pages 155-170.
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Lynn McAlpine & Cheryl Amundsen. (2009) Identity and agency: pleasures and collegiality among the challenges of the doctoral journey. Studies in Continuing Education 31:2, pages 109-125.
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Colin Pilbeam & David Denyer. (2009) Lone scholar or community member? The role of student networks in doctoral education in a UK management school. Studies in Higher Education 34:3, pages 301-318.
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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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RussellP. Warhurst. (2008) ‘Cigars on the flight‐deck’: new lecturers’ participatory learning within workplace communities of practice. Studies in Higher Education 33:4, pages 453-467.
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K. Lange & C. Baillie. (2008) Exploring graduate student learning in applied science and student-supervisor relationships: views of supervisors and their students. Engineering Education 3:1, pages 30-43.
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Reza Ahmadi & Hiwa Weisi. A phenomenological inquiry into students’ research practice experiences in Iran’s higher education: special focus on supervisor-student relationships. Studies in Higher Education 0:0, pages 1-14.
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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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Yanru Xu & Ji’an Liu. (2023) Exploring and understanding perceived relationships between doctoral students and their supervisors in China. Humanities and Social Sciences Communications 10:1.
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Nomanesi Madikizela-Madiya & Abraham Tlhalefang Motlhabane. (2022) Educational Research Ethics Committees as Space for Situated Learning in Higher Education. Education Research International 2022, pages 1-10.
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Tugba Kamali Arslantas, Gamze Turkmen, Okan Arslan & Selin Deniz Uzunosmanoglu. (2020) Formation of an Academic Research and Writing Group. Journal of Education 202:3, pages 287-295.
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Lorena Fernandez-Fastuca. (2021) ¿Por qué directores y tesistas deciden discontinuar la relación pedagógica?. Magis, Revista Internacional de Investigación en Educación 14, pages 1-26.
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Marco Seeber & Hugo Horta. (2021) No road is long with good company. What factors affect Ph.D. student’s satisfaction with their supervisor?. Higher Education Evaluation and Development 15:1, pages 2-18.
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Matthew W. Kemp, Benjamin M. Lazarus, Gabriel G. Perron, William P. Hanage & Elaine Chapman. (2014) Biomedical Ph.D. Students Enrolled in Two Elite Universities in the United Kingdom and the United States Report Adopting Multiple Learning Relationships. PLoS ONE 9:7, pages e103075.
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Kirsi Pyhältö, Auli Toom, Jenni Stubb & Kirsti Lonka. (2012) Challenges of Becoming a Scholar: A Study of Doctoral Students' Problems and Well-Being. ISRN Education 2012, pages 1-12.
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Sarah Crafter & Rachel Maunder. (2012) Understanding transitions using a sociocultural framework. Educational and Child Psychology 29:1, pages 10-18.
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Mostafa Hasrati & Brian Street. (2009) PhD topic arrangement in ‘D’iscourse communities of engineers and social sciences/humanities. Journal of English for Academic Purposes 8:1, pages 14-25.
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