Citations (182)
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Kirsi Pyhältö, Lotta Tikkanen & Henrika Anttila. (2024) Relationship between doctoral supervisors’ competencies, engagement in supervisory development and experienced support from research community. Innovations in Education and Teaching International 61:3, pages 555-569.
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Caitlin Robinson. (2023) Mainstreaming the alternative format thesis in UK higher education: a systematic narrative review of institutional policies. Perspectives: Policy and Practice in Higher Education 27:4, pages 140-149.
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Brian Paltridge & Sue Starfield. (2023) The PhD by publication in the humanities and social sciences: a cross country analysis. Journal of Further and Higher Education 47:7, pages 863-874.
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Lina Calle-Arango & Natalia Ávila Reyes. (2023) Obstacles, facilitators, and needs in doctoral writing: A systematic review. Studies in Continuing Education 45:2, pages 133-151.
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Linlin Xu. (2023) Moving between fantasies, fallacies and realities: students’ perceptions of supervisors’ roles in doctoral publishing. Teaching in Higher Education 28:3, pages 565-579.
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Ju-Lee A. Wolsey, N. Raschelle Neild & M. Diane Clark. (2023) Finding the keystone for Deaf doctoral students’ success: Does mentoring matter?. Mentoring & Tutoring: Partnership in Learning 31:2, pages 228-249.
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Adam Rajčan & Edgar Burns. (2023) Interacting with Librarians to Locate Australian Sociology PhDs in the Era of Constant University Restructuring. Journal of the Australian Library and Information Association 72:1, pages 57-74.
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Adam Rajčan & Edgar A. Burns. (2022) Research productivity during PhD enrolment for New Zealand sociology 2010–19: latest decade output patterns by gender and university. Kōtuitui: New Zealand Journal of Social Sciences Online 17:4, pages 499-517.
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Linlin Xu. (2022) Chinese international doctoral students’ perceptions of publishing: a time–space perspective. Teaching in Higher Education 0:0, pages 1-18.
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Tim Anderson, Gillian Saunders & Ian Alexander. (2022) Alternative dissertation formats in education-based doctorates. Higher Education Research & Development 41:3, pages 593-612.
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Irina Lokhtina, Erika Löfström, Solveig Cornér & Montserrat Castelló. (2022) In pursuit of sustainable co-authorship practices in doctoral supervision: Addressing the challenges of writing, authorial identity and integrity. Innovations in Education and Teaching International 59:1, pages 82-92.
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Adeyinka Tella & Bosire Onyancha. (2021) Scholarly publishing experience of postgraduate students in Nigerian Universities. Accountability in Research 28:7, pages 395-427.
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Christopher Hill & Rawy Thabet. (2021) Publication challenges facing doctoral students: perspective and analysis from the UAE. Quality in Higher Education 27:3, pages 324-337.
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Yi Huang. (2021) Doctoral writing for publication. Higher Education Research & Development 40:4, pages 753-766.
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Harry G. Rolf. (2021) Navigating power in doctoral publishing: a data feminist approach. Teaching in Higher Education 26:3, pages 488-507.
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Sandris Zeivots. (2021) Outsiderness and socialisation bump: first year perspectives of international university research students. Asia Pacific Journal of Education 41:2, pages 385-398.
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Matthew D. Sanscartier & Matthew S. Johnston. (2021) Learning the language of craft: a publishing workshop for graduate students. Teaching in Higher Education 26:2, pages 197-210.
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Lewis Abedi Asante & Zaid Abubakari. (2021) Pursuing PhD by publication in geography: a collaborative autoethnography of two African doctoral researchers. Journal of Geography in Higher Education 45:1, pages 87-107.
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Jun Lei. (2021) Neoliberal ideologies in a Chinese university's requirements and rewards schemes for doctoral publication. Studies in Continuing Education 43:1, pages 68-85.
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Linlin Xu & Barbara Grant. (2020) Doctoral publishing and academic identity work: two cases. Higher Education Research & Development 39:7, pages 1502-1515.
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Margaret K. Merga, Shannon Mason & Julia E. Morris. (2020) ‘What do I even call this?’ Challenges and possibilities of undertaking a thesis by publication. Journal of Further and Higher Education 44:9, pages 1245-1261.
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T. Jowsey, A. Corter & A. Thompson. (2020) Are doctoral theses with articles more popular than monographs? Supervisors and students in biological and health sciences weigh up risks and benefits. Higher Education Research & Development 39:4, pages 719-732.
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Shannon Mason, M.K. Merga & J.E. Morris. (2020) Typical scope of time commitment and research outputs of Thesis by Publication in Australia. Higher Education Research & Development 39:2, pages 244-258.
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Muhammad Sufyan & Ahmad Ali Ghouri. (2020) Why Fit in When You Were Born to Stand Out? The Role of Peer Support in Preventing and Mitigating Research-Related Stress among Doctoral Researchers. Social Epistemology 34:1, pages 12-30.
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Emily Danvers, Tamsin Hinton-Smith & Rebecca Webb. (2019) Power, pedagogy and the personal: feminist ethics in facilitating a doctoral writing group. Teaching in Higher Education 24:1, pages 32-46.
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Josipa Roksa, David F. Feldon & Michelle Maher. (2018) First-Generation Students in Pursuit of the PhD: Comparing Socialization Experiences and Outcomes to Continuing-Generation Peers. The Journal of Higher Education 89:5, pages 728-752.
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Montserrat Castelló, Lynn McAlpine & Kirsi Pyhältö. (2017) Spanish and UK post-PhD researchers: writing perceptions, well-being and productivity. Higher Education Research & Development 36:6, pages 1108-1122.
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Olle ten Cate, Anselme Derese, Steven J. Durning & Patricia O’Sullivan. (2017) Excellence in PhD dissertations in health professions education: Toward standards and expectations. Medical Teacher 39:9, pages 926-930.
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Daniel Bos, Robin Finlay, Peter Hopkins, Jenny Lloyd & Michael Richardson. (2017) Reflections on the ESRC internship scheme for postgraduates. Journal of Geography in Higher Education 41:1, pages 106-118.
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Neil Carr & Stu Hayes. (2017) An analysis of trends in Ph.D. research in tourism. Tourism Recreation Research 42:1, pages 32-44.
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Lars Brinck & Lene Tanggaard. (2016) Embracing the unpredictable. Leadership, learning, changing practice. Human Resource Development International 19:5, pages 374-387.
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Jari Ojala, Tiina Hemminki & Pasi Nevalainen. (2016) Defending dissertations on economic history. Scandinavian Economic History Review 64:3, pages 179-188.
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Charlotte Wegener, Ninna Meier & Karen Ingerslev. (2016) Borrowing brainpower – sharing insecurities. Lessons learned from a doctoral peer writing group. Studies in Higher Education 41:6, pages 1092-1105.
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Kai Hakkarainen, Kaisa Hytönen, Juho Makkonen & Erno Lehtinen. (2016) Extending collective practices of doctoral education from natural to educational sciences. Studies in Higher Education 41:1, pages 63-78.
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Marguerite Koole & Sara Stack. (2016) Doctoral students’ identity positioning in networked learning environments. Distance Education 37:1, pages 41-59.
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Catherine Pickering, Julien Grignon, Rochelle Steven, Daniela Guitart & Jason Byrne. (2015) Publishing not perishing: how research students transition from novice to knowledgeable using systematic quantitative literature reviews. Studies in Higher Education 40:10, pages 1756-1769.
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Anne Lee & Rowena Murray. (2015) Supervising writing: helping postgraduate students develop as researchers. Innovations in Education and Teaching International 52:5, pages 558-570.
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John G. Sharp, Brian Hemmings, Russell Kay & Carol Callinan. (2015) When worlds collide: identity, culture and the lived experiences of research when ‘teaching-led’. Journal of Further and Higher Education 39:5, pages 612-644.
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Raimo Kaasila & Sonja Lutovac. (2015) Developing Research Relationships toward a Learning Partnership. Scandinavian Journal of Educational Research 59:2, pages 177-194.
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Amanda Roberts & Kathryn Weston. (2014) Releasing the hidden academic? Learning from teacher-educators’ responses to a writing support programme. Professional Development in Education 40:5, pages 698-716.
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Michelle A. Maher, David F. Feldon, Briana E. Timmerman & Jie Chao. (2014) Faculty perceptions of common challenges encountered by novice doctoral writers. Higher Education Research & Development 33:4, pages 699-711.
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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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Kai Pekka Hakkarainen, Susanna Wires, Jenni Keskinen, Sami Paavola, Pasi Pohjola, Kirsti Lonka & Kirsi Pyhältö. (2014) On personal and collective dimensions of agency in doctoral training: medicine and natural science programs. Studies in Continuing Education 36:1, pages 83-100.
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David Hyatt. (2013) The critical policy discourse analysis frame: helping doctoral students engage with the educational policy analysis. Teaching in Higher Education 18:8, pages 833-845.
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Carly J. Lassig, Lisette H. Dillon & Carmel M. Diezmann. (2013) Student or scholar? Transforming identities through a research writing group. Studies in Continuing Education 35:3, pages 299-314.
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John
G. Sharp, Brian Hemmings, Russell Kay & Carol Callinan. (2013) An application of the revised ‘Lecturer Self-Efficacy Questionnaire’: an evidence-based route for initiating transformational change. Journal of Further and Higher Education 37:5, pages 643-674.
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Denise Jackson. (2013) Completing a PhD by publication: a review of Australian policy and implications for practice. Higher Education Research & Development 32:3, pages 355-368.
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Becky
Siu Chu Kwan. (2013) Facilitating novice researchers in project publishing during the doctoral years and beyond: a Hong Kong-based study. Studies in Higher Education 38:2, pages 207-225.
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L. Clowes & T. Shefer. (2013) “It's not a simple thing, co-publishing”: Challenges of co-authorship between supervisors and students in South African higher educational contexts. Africa Education Review 10:1, pages 32-47.
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Michelle A. Maher, Briana Crotwell Timmerman, David F. Feldon & Denise Strickland. (2013) Factors Affecting the Occurrence of Faculty-Doctoral Student Coauthorship. The Journal of Higher Education 84:1, pages 121-143.
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Nari Carter. (2012) Action research: improving graduate-level writing. Educational Action Research 20:3, pages 407-421.
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Iain MacLeod, Laura Steckley & Rowena Murray. (2012) Time is not enough: promoting strategic engagement with writing for publication. Studies in Higher Education 37:6, pages 641-654.
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Claire Aitchison, Janice Catterall, Pauline Ross & Shelley Burgin. (2012) ‘Tough love and tears’: learning doctoral writing in the sciences. Higher Education Research & Development 31:4, pages 435-447.
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Brian
Colin Hemmings, Russell Kay, John Sharp & Claire Taylor. (2012) A transnational comparison of lecturer self-efficacy. Journal of Further and Higher Education 36:3, pages 291-307.
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Robyn Dowling, Andrew Gorman-Murray, Emma Power & Karina Luzia. (2012) Critical Reflections on Doctoral Research and Supervision in Human Geography: The ‘PhD by Publication’. Journal of Geography in Higher Education 36:2, pages 293-305.
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Doreen Sullivan. (2012) Publication anxiety: emotion and the stages of publishing in the Library and Information Science literature. The Australian Library Journal 61:2, pages 133-141.
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Brian Hemmings. (2012) Sources of research confidence for early career academics: a qualitative study. Higher Education Research & Development 31:2, pages 171-184.
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Michael Singh. (2011) Learning from China to internationalise Australian research education: pedagogies of intellectual equality and ‘optimal ignorance’ of ERA journal rankings. Innovations in Education and Teaching International 48:4, pages 355-365.
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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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Brian Hemmings & Russell Kay. (2010) University lecturer publication output: qualifications, time and confidence count. Journal of Higher Education Policy and Management 32:2, pages 185-197.
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Alison Lee & Barbara Kamler. (2008) Bringing pedagogy to doctoral publishing. Teaching in Higher Education 13:5, pages 511-523.
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Lotta Tikkanen, Henrika Anttila & Kirsi Pyhältö. How does supervision influence a doctoral supervisor’s occupational wellbeing?. European Journal of Higher Education 0:0, pages 1-19.
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Jie Bao & Dezheng (William) Feng. Supervisory feedback and doctoral students’ academic literacy development: the case of writing for publication. Teaching in Higher Education 0:0, pages 1-18.
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