Citations (48)
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Read on this site (22)
Li’An Chen, Inger Mewburn & Hanna Suominen. (2024) Australian doctoral employability: a systematic review of challenges and opportunities. Higher Education Research & Development 43:2, pages 298-314.
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Sue Cronshaw, Peter Stokes & Alistair McCulloch. (2022) Online communities of practice and doctoral study: working women with children resisting perpetual peripherality. Journal of Further and Higher Education 46:7, pages 959-971.
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Melina Aarnikoivu. (2021) The spatiotemporal dimension of doctoral education: a way forward. Studies in Higher Education 46:11, pages 2431-2443.
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Cristina Sin, Diana Soares & Orlanda Tavares. (2021) Coursework in industrial doctorates: a worthwhile contribution to students’ training?. Higher Education Research & Development 40:6, pages 1298-1312.
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Kim Brown. (2021) Cultivating a ‘collegial turn’ in doctoral education. Teaching in Higher Education 26:6, pages 759-775.
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Tai Peseta, Giedre Kligyte, Amani Bell, Brittany Hardiman, Delyse Leadbeatter, Jenny Pizzica, Gina Saliba, Fiona Salisbury, Kate Thomson & Robyn Yucel. (2021) Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors. Teaching in Higher Education 26:3, pages 422-437.
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Sylvia Anne Mackie & Onnida Thongpravati. (2019) Identifying curricular tensions in a technology innovation doctoral programme. Innovations in Education and Teaching International 56:2, pages 130-139.
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Andrew Loxley & Mark Kearns. (2018) Finding a purpose for the doctorate? A view from the supervisors. Studies in Higher Education 43:5, pages 826-840.
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Olga Kozar & Juliet F. Lum. (2017) ‘They want more of everything’: what university middle managers’ attitudes reveal about support for off-campus doctoral students. Higher Education Research & Development 36:7, pages 1448-1462.
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Eli Bitzer & Fulgence Matimbo. (2017) Cultivating African academic capital – Intersectional narratives of an African graduate and his PhD study supervisor. Innovations in Education and Teaching International 54:6, pages 539-549.
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Anastasia Gouseti. (2017) Exploring doctoral students’ use of digital technologies: what do they use them for and why?. Educational Review 69:5, pages 638-654.
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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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Israel Kariyana, Reynold A. Sonn & Newlin Marongwe. (2017) Objectivity of the subjective quality: Convergence on competencies expected of doctoral graduates. Cogent Education 4:1.
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Alistair McCulloch, Vijay Kumar, Susan van Schalkwyk & Gina Wisker. (2016) Excellence in doctoral supervision: an examination of authoritative sources across four countries in search of performance higher than competence. Quality in Higher Education 22:1, pages 64-77.
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Dorit Maor, Jason D. Ensor & Barry J. Fraser. (2016) Doctoral supervision in virtual spaces: A review of research of web-based tools to develop collaborative supervision. Higher Education Research & Development 35:1, pages 172-188.
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Joe Hurley & Elizabeth Jean Taylor. (2016) Australian early career planning researchers and the barriers to research–practice exchange. Australian Planner 53:1, pages 5-14.
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J.F. Canal-Domínguez & Alan Wall. (2014) Factors determining the career success of doctorate holders: evidence from the Spanish case. Studies in Higher Education 39:10, pages 1750-1773.
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Erin Crede & Maura Borrego. (2014) Understanding retention in US graduate programs by student nationality. Studies in Higher Education 39:9, pages 1599-1616.
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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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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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Gabriela Gutierrez-Huerter O, Sarah Glozer & Anica Zeyen. Transdisciplinarity from the grassroots: exploring student-led dialogues for sustainability. Studies in Higher Education 0:0, pages 1-15.
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Articles from other publishers (26)
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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Karen Gravett, Marion Heron & Adeeba Ahmad. (2023) The doctorate unbound: relationality in doctoral literacy research. Literacy 57:3, pages 305-314.
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Marion Heron, Karen Gravett & Adeeba Ahmad. (2023) Doctoral literacy practices as sites of connections, competition and discomfort. International Journal of Educational Research 119, pages 102175.
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Jisun Jung, Hugo Horta, Li-fang Zhang & Gerard A. Postiglione. (2021) Factors fostering and hindering research collaboration with doctoral students among academics in Hong Kong. Higher Education 82:3, pages 519-540.
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Luisa A. Unda, Amrinder Khosa, Steven Burch & Carla Wilkin. (2018) Sustainability of the accounting and finance academic profession: students’ and supervisors’ views about the PhD supervision process. Accounting & Finance 60:3, pages 3103-3132.
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Josefina Patiño-Salceda. (2019) Análisis comparativo entre el doctorado profesional y de investigación en México. Revista Iberoamericana de Educación Superior, pages 25-41.
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Katie Dunworth & Faisal Al Saidi. 2019. Literacy Unbound: Multiliterate, Multilingual, Multimodal. Literacy Unbound: Multiliterate, Multilingual, Multimodal
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Kylie M. Shaw & Allyson P. Holbrook. (2018) Integrative possibilities in Fine Arts doctoral supervision: a four-quadrant model. Studies in Graduate and Postdoctoral Education 9:2, pages 165-180.
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Jisun Jung. (2018) Learning experience and perceived competencies of doctoral students in Hong Kong. Asia Pacific Education Review 19:2, pages 187-198.
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Dorit Maor & Janice Kay Currie. (2017) The use of technology in postgraduate supervision pedagogy in two Australian universities. International Journal of Educational Technology in Higher Education 14:1.
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Melinda Z. Kalainoff & Matthew G. Clark. 2017. Leader Development Deconstructed. Leader Development Deconstructed
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Wendy Bastalich. (2016) Social philosophy curriculum in social science and humanities structured doctoral programmes. International Journal for Researcher Development 7:1, pages 15-29.
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Juan Francisco Canal Domínguez & César Rodríguez Gutiérrez. (2016) Doctoral training and labour market needs. Evidence in Spain. Research Evaluation 25:1, pages 79-93.
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Minna Maunula. (2015) Building Individual Expertise in Doctoral Studies the Significance of Everyday Experiences and Changing Contexts. Procedia - Social and Behavioral Sciences 174, pages 2326-2330.
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Erin Crede & Maura Borrego. (2012) From Ethnography to Items. Journal of Mixed Methods Research 7:1, pages 62-80.
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Kenneth Gibbs, Erin Crede & Maura Borrego. (2012) “Need to Know” in engineering programs; STEMing the uncertainty around graduate education. “Need to Know” in engineering programs; STEMing the uncertainty around graduate education.
Kristjan Vassil & Mihkel Solvak. (2012) When failing is the only option: explaining failure to finish PhDs in Estonia. Higher Education 64:4, pages 503-516.
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Erin Crede & Maura Borrego. (2013) Learning in Graduate Engineering Research Groups of Various Sizes. Journal of Engineering Education 101:3, pages 565-589.
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Jacqueline H. Watts. (2012) To Publish or Not to Publish before Submission? Considerations for Doctoral Students and Supervisors. Creative Education 03:06, pages 1101-1107.
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Kenneth David Strang & Robert J. Symonds. (2012) Analyzing Research Activity Duration and Uncertainty in Business Doctorate Degrees. International Journal of Risk and Contingency Management 1:1, pages 29-48.
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