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Studies in Higher Education Volume 42, 2017 - Issue 1
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Articles

Doctoral candidates as learners: a study of individual differences in responses to learning and its management

Robert H. CantwellCentre for the Study of Research Training & Innovation (SORTI), Faculty of Education & Arts, The University of Newcastle, Callaghan, NSW, AustraliaCorrespondence[email protected]
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,
Sid F. BourkeCentre for the Study of Research Training & Innovation (SORTI), Faculty of Education & Arts, The University of Newcastle, Callaghan, NSW, AustraliaView further author information
,
Jill J. ScevakCentre for the Study of Research Training & Innovation (SORTI), Faculty of Education & Arts, The University of Newcastle, Callaghan, NSW, AustraliaView further author information
,
Allyson P. HolbrookCentre for the Study of Research Training & Innovation (SORTI), Faculty of Education & Arts, The University of Newcastle, Callaghan, NSW, AustraliaView further author information
&
Janene BuddCentre for the Study of Research Training & Innovation (SORTI), Faculty of Education & Arts, The University of Newcastle, Callaghan, NSW, AustraliaView further author information
Pages 47-64 | Published online: 01 May 2015

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Allyson Holbrook, Kylie Shaw, Hedy Fairbairn & Jill Scevak. (2024) Wellbeing and doctoral candidature: The background and development of the importance to doctoral wellbeing questionnaire. Innovations in Education and Teaching International 61:1, pages 5-18.
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Articles from other publishers (13)

Allyson Holbrook, Erika Spray, Rachel Burke, Kylie M. Shaw & Jayne Carruthers. (2024) Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development. Studies in Graduate and Postdoctoral Education 15:2, pages 154-168.
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Erika Spray, Allyson Holbrook, Jill Scevak & Robert Cantwell. (2023) Dispositions towards learning: the importance of epistemic attributes for postgraduate learners. Studies in Graduate and Postdoctoral Education 14:3, pages 347-365.
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Ailie McDowall & Fabiane Ramos. (2023) Preparation for doctoral research: a narrative review. The Australian Educational Researcher.
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Rui S. Rodrigues. (2021) Seizing balance and success during your PhD experience. European Journal of Neuroscience 54:6, pages 5907-5914.
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Janet McCray & Paul Joseph-Richard. (2021) Doctoral students’ well-being in United Kingdom business schools: A survey of personal experience and support mechanisms. The International Journal of Management Education 19:2, pages 100490.
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Sharon Andrews, Janice Moore Newsum, Caroline M. Crawford & Noran L. Moffett. 2021. Navigating Post-Doctoral Career Placement, Research, and Professionalism. Navigating Post-Doctoral Career Placement, Research, and Professionalism 185 226 .
Janet McCray & Paul Joseph-Richard. (2020) Towards a model of resilience protection: factors influencing doctoral completion. Higher Education 80:4, pages 679-699.
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Anna Morgan-Thomas & Adina Dudau. (2019) Of Possums, Hogs, and Horses: Capturing the Duality of Student Engagement in eLearning. Academy of Management Learning & Education 18:4, pages 564-580.
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Valerie Anderson & Jeff Gold. (2019) The value of the research doctorate: A conceptual examination. The International Journal of Management Education 17:3, pages 100305.
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Deborah E. Tyndall, Kerri B. Flinchbaugh, Nicole I. Caswell & Elaine S. Scott. (2019) Threshold Concepts in Doctoral Education. Nurse Educator 44:1, pages 38-42.
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Christina H. WestKendra L. RiegerRishma ChooniedassAdebusola A. Adekoya, Anisa A. R. Isse, Jane V. Karpa, Celeste Waldman, Brenda Peters-Watral, Wanda M. Chernomas, Lynn S. Scruby & Donna E. Martin. (2018) Enlivening a Community of Authentic Scholarship. International Journal of Qualitative Methods 17:1, pages 160940691880812.
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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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Allyson Holbrook, Kerry Dally, Carol Avery, Terry Lovat & Hedy Fairbairn. (2017) Research Ethics in the Assessment of PhD Theses: Footprint or Footnote?. Journal of Academic Ethics 15:4, pages 321-340.
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