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Citing Li, Wenjun Kong & Xuesong (Andy) Gao. (2024) International doctoral students’ academic socialisation in China: A social network analysis. Research Papers in Education 39:2, pages 301-323.
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Helen Donaghue & Gill Adams. (2023) The role of situated talk in developing doctoral students’ researcher identities. Studies in Continuing Education 0:0, pages 1-20.
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Alaster Scott Douglas. (2023) Engaging doctoral students in networking opportunities: a relational approach to doctoral study. Teaching in Higher Education 28:2, pages 322-338.
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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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Jodi Webber, Stacey Hatch, Julie Petrin, Rhona Anderson, Ansha Nega, Candi Raudebaugh, Karen Shannon & Marcia Finlayson. (2022) The impact of a virtual doctoral student networking group during COVID-19. Journal of Further and Higher Education 46:5, pages 667-679.
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Tracii Ryan, Chi Baik & Wendy Larcombe. (2022) How can universities better support the mental wellbeing of higher degree research students? A study of students’ suggestions. Higher Education Research & Development 41:3, pages 867-881.
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Amrita Kaur, Vijay Kumar & Mohammad Noman. (2022) Partnering with doctoral students in research supervision: opportunities and challenges. Higher Education Research & Development 41:3, pages 789-803.
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Haniye Seyri & Abbas Ali Rezaee. (2022) PhD students’ identity construction in face-to-face and online contexts. Research in Post-Compulsory Education 27:1, pages 48-65.
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Carles Monereo & Eva Liesa. (2022) Early career researchers’ identity positions based on research experiences. Higher Education Research & Development 41:1, pages 193-210.
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Suzanne Janssen, Mark van Vuuren & Menno D. T. de Jong. (2021) Sensemaking in supervisor-doctoral student relationships: revealing schemas on the fulfillment of basic psychological needs. Studies in Higher Education 46:12, pages 2738-2750.
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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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Kun Dai & Ian Hardy. (2021) The micro-politics of cultural change: a Chinese doctoral student’s learning journey in Australia. Oxford Review of Education 47:2, pages 243-259.
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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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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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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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Bjørn Sletto, Kristine Stiphany, Jane Futrell Winslow, Andrea Roberts, Marla Torrado, Alejandra Reyes, Ariadna Reyes, Juan Yunda, Christina Wirsching, Kwangyul Choi & Kristina Tajchman. (2020) Demystifying Academic Writing in the Doctoral Program: Writing Workshops, Peer Reviews, and Scholarly Identities. Planning Practice & Research 35:3, pages 349-362.
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Elizabeth A. Roumell, Xinyi Bian & Qi Sun. (2020) Noetic dispositions: A model for intellectual excellence. International Journal of Lifelong Education 39:3, pages 291-304.
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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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B. Liezel Frick & Eva M. Brodin. (2020) A return to Wonderland: Exploring the links between academic identity development and creativity during doctoral education. Innovations in Education and Teaching International 57:2, pages 209-219.
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Antonia J Clarke, Annette Burgess, Christie van Diggele & Craig Mellis. (2019) The role of reverse mentoring in medical education: current insights. Advances in Medical Education and Practice 10, pages 693-701.
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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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Viviana Meschitti. (2019) Can peer learning support doctoral education? Evidence from an ethnography of a research team. Studies in Higher Education 44:7, pages 1209-1221.
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Polly Parker, Richard D. Cotton, Miriam S. Yates, Janeen Baxter & Susan Arend. (2019) Developmental network structure and support: gendered consequences for work–family strain and work–parenting strain in the Australian mining industry. The International Journal of Human Resource Management 30:10, pages 1635-1665.
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Rong Ma. (2019) Advanced academic literacy development: a case study of a successful Chinese doctoral student. Language, Culture and Curriculum 32:2, pages 207-222.
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Mark J. Hager, Frances Turner & Stephanie Dellande. (2019) Academic and social integration: psychosocial support and the role of developmental networks in the DBA. Studies in Continuing Education 41:2, pages 241-258.
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Julie Posselt. (2018) Normalizing Struggle: Dimensions of Faculty Support for Doctoral Students and Implications for Persistence and Well-Being. The Journal of Higher Education 89:6, pages 988-1013.
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Deandra Little, David A. Green & Colette Hoption. (2018) A lasting impression: the influence of prior disciplines on educational developers’ research. International Journal for Academic Development 23:4, pages 324-338.
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Jisun Jung. (2018) Students’ perception of EdD and PhD programmes in Hong Kong. Tertiary Education and Management 24:4, pages 284-297.
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Katrine Lindvig. (2018) The implied PhD student of interdisciplinary research projects within monodisciplinary structures. Higher Education Research & Development 37:6, pages 1171-1185.
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Sheryn D. Pitman, Christopher B. Daniels & Paul C. Sutton. (2018) Characteristics associated with high and low levels of ecological literacy in a western society. International Journal of Sustainable Development & World Ecology 25:3, pages 227-237.
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Bart Rienties & YingFei Héliot. (2018) Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education 43:3, pages 437-451.
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Sefika Mertkan & Hatice Bayrakli. (2018) Re-inventing researcher identity: when the individual interacts with the contextual power dynamics. Higher Education Research & Development 37:2, pages 316-327.
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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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Derek S. Thomson, Kate Carter & Fiona Grant. (2017) Unpacking Cohort Social Ties: The Appropriateness of Perceived Social Capital to Graduate Early Career Performance in Construction Project Teams. International Journal of Construction Education and Research 13:4, pages 299-316.
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Faye Miller, Helen Partridge, Christine Bruce & Brian Hemmings. (2017) Designing informal learning experiences for early career academics using a knowledge ecosystem model. Journal of Further and Higher Education 41:5, pages 692-705.
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Rebecca Sawiuk, William. G. Taylor & Ryan Groom. (2017) An analysis of the value of multiple mentors in formalised elite coach mentoring programmes. Physical Education and Sport Pedagogy 22:4, pages 403-413.
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Lilia Mantai. (2017) Feeling like a researcher: experiences of early doctoral students in Australia. Studies in Higher Education 42:4, pages 636-650.
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Eimear Enright, Steven B Rynne & Laura Alfrey. (2017) ‘Letters to an early career academic’: learning from the advice of the physical education and sport pedagogy professoriate. Sport, Education and Society 22:1, pages 22-39.
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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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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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Matthew J. Mayhew, Jeffrey S. Simonoff, William J. Baumol, Benjamin S. Selznick & Stephen J. Vassallo. (2016) Cultivating Innovative Entrepreneurs for the Twenty-First Century: A Study of U.S. and German Students. The Journal of Higher Education 87:3, pages 420-455.
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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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Sara Cotterall. (2015) The rich get richer: international doctoral candidates and scholarly identity. Innovations in Education and Teaching International 52:4, pages 360-370.
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Mo Xue, Xia Chao & Aaron M. Kuntz. (2015) Chinese visiting scholars' academic socialization in US institutions of higher education: a qualitative study. Asia Pacific Journal of Education 35:2, pages 290-307.
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Cally Guerin, Asangi Jayatilaka & Damith Ranasinghe. (2015) Why start a higher degree by research? An exploratory factor analysis of motivations to undertake doctoral studies. Higher Education Research & Development 34:1, pages 89-104.
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Elizabeth Anne Erichsen, Doris U. Bolliger & Colleen Halupa. (2014) Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings. Studies in Higher Education 39:2, pages 321-338.
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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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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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Paul Orsmond, Stephen Merry & Arthur Callaghan. (2013) Communities of practice and ways to learning: charting the progress of biology undergraduates. Studies in Higher Education 38:6, pages 890-906.
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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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Elizabeth Murakami-Ramalho, Matthew Militello & Joyce Piert. (2013) A view from within: how doctoral students in educational administration develop research knowledge and identity. Studies in Higher Education 38:2, pages 256-271.
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Cally Guerin, Vicki Xafis, DianaV. Doda, MarianneH. Gillam, AllisonJ. Larg, Helene Luckner, Nasreen Jahan, Aris Widayati & Chuangzhou Xu. (2013) Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health. Studies in Continuing Education 35:1, pages 65-81.
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Dianne Mulcahy. (2012) Thinking teacher professional learning performatively: a socio-material account. Journal of Education and Work 25:1, pages 121-139.
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