Citations (156)
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Wendy Bastalich & Alistair McCulloch. (2024) The ideal research degree supervisor ‘can play any role’: Rethinking institutional orientation and induction for commencing doctoral students. Innovations in Education and Teaching International 61:3, pages 583-596.
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Henrika Anttila, Kirsi Pyhältö & Lotta Tikkanen. (2024) Doctoral supervisors’ and supervisees’ perceptions on supervisory support and frequency of supervision – Do they match?. Innovations in Education and Teaching International 61:2, pages 288-302.
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Faming Wang, Lily Min Zeng, Amelia Yue Zhu & Ronnel B. King. (2023) Supervisors matter, but what about peers? The distinct contributions of quality supervision and peer support to doctoral students’ research experience. Studies in Higher Education 48:11, pages 1724-1740.
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Robin Wollast, Cristina Aelenei, Johann Chevalère, Nicolas Van der Linden, Benoît Galand, Assaad Azzi, Mariane Frenay & Olivier Klein. (2023) Facing the dropout crisis among PhD candidates: the role of supervisor support in emotional well-being and intended doctoral persistence among men and women. Studies in Higher Education 48:6, pages 813-828.
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Gitte Wichmann-Hansen & Karl-Johan Schmidt Nielsen. (2023) Can hands-on supervision get out of hand? The correlation between directive supervision and doctoral student independence in a Danish study context.. Scandinavian Journal of Educational Research 0:0, pages 1-16.
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Karina A. Sanchez, Amanda J. Bevan, Alexandra A. Vita, Emily A. Royse, Eric Januszkiewicz & Emily A. Holt. (2023) Grit matters to biology doctoral students’ perception of barriers to degree completion. Journal of Biological Education 0:0, pages 1-24.
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Tugba Koc & Kubra Caliskan. (2023) Phubbing phenomenon in educational environments: examining the impact of supervisor phubbing on student outcomes. Journal of Further and Higher Education 47:1, pages 15-30.
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Ritesh Chugh, Stephanie Macht & Bobby Harreveld. (2022) Supervisory feedback to postgraduate research students: a literature review. Assessment & Evaluation in Higher Education 47:5, pages 683-697.
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Clive Palmer & Emma Gillaspy. (2021) Digital shifting in doctoral supervision: Different routes to the same destination. Innovations in Education and Teaching International 58:6, pages 672-681.
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Veselina S. Lambrev & Bárbara C. Cruz. (2021) Becoming scholarly practitioners: creating community in online professional doctoral education. Distance Education 42:4, pages 567-581.
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Charlotte Blanchard & Robert R. Haccoun. (2020) Investigating the impact of advisor support on the perceptions of graduate students. Teaching in Higher Education 25:8, pages 1010-1027.
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Komi T. German, Kate Sweeny & Megan L. Robbins. (2019) Investigating the role of the faculty advisor in doctoral students’ career trajectories. Professional Development in Education 45:5, pages 762-773.
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Gerard Dericks, Edmund Thompson, Margaret Roberts & Florence Phua. (2019) Determinants of PhD student satisfaction: the roles of supervisor, department, and peer qualities. Assessment & Evaluation in Higher Education 44:7, pages 1053-1068.
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Gabriela González-Ocampo & Montserrat Castelló. (2019) How do doctoral students experience supervision?. Studies in Continuing Education 41:3, pages 293-307.
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M. Corcelles, M. Cano, E. Liesa, G. González-Ocampo & M. Castelló. (2019) Positive and negative experiences related to doctoral study conditions. Higher Education Research & Development 38:5, pages 922-939.
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B. Ann Boyce, Gloria Napper-Owen, Jackie L. Lund & Danielle Almarode. (2019) Doctoral Students’ Perspectives on Their Advisors. Quest 71:3, pages 321-332.
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Billy Bryan & Kay Guccione. (2018) Was it worth it? A qualitative exploration into graduate perceptions of doctoral value. Higher Education Research & Development 37:6, pages 1124-1140.
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Kerry Howells, Karen Stafford, Rosanne Guijt & Michael Breadmore. (2017) The role of gratitude in enhancing the relationship between doctoral research students and their supervisors. Teaching in Higher Education 22:6, pages 621-638.
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Valerie B. Shapiro, Kimberly D. Hudson & Margaret Mary Downey. (2017) Institutional Expectations, Opportunities, and Interest in the Professoriate: A Mixed-Methods Examination of Satisfaction Among Doctoral Students in Social Work. Journal of Social Work Education 53:3, pages 520-534.
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Cynthia S. Deale & Seung Hyun Lee. (2017) The politics, satisfaction, loyalty, and success of Ph.D. students in hospitality and tourism. Journal of Teaching in Travel & Tourism 17:1, pages 1-16.
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Seung Hyun Lee & Cynthia S. Deale. (2016) A matter of degrees: exploring dimensions in the Ph.D. student–advisor relationship in hospitality and tourism education. Journal of Teaching in Travel & Tourism 16:4, pages 316-330.
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Daniel P. Mears, Samuel J.A. Scaggs, Roshni T. Ladny, Andrea M. Lindsey & J.W. Andrew Ranson. (2015) Successful Transitions to Graduate School: Using Orientations to Improve Student Experiences in Criminology and Criminal Justice Programs. Journal of Criminal Justice Education 26:3, pages 283-306.
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Jared A. Russell. (2015) Rolling With the Punches: Examining the Socialization Experiences of Kinesiology Doctoral Students. Research Quarterly for Exercise and Sport 86:2, pages 140-151.
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Lynn McAlpine & Margot McKinnon. (2013) Supervision – the most variable of variables: student perspectives. Studies in Continuing Education 35:3, pages 265-280.
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Lynn Mcalpine. (2013) Doctoral supervision: Not an individual but a collective institutional responsibility. Journal for the Study of Education and Development 36:3, pages 259-280.
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Shiri Noy & Rashawn Ray. (2012) Graduate Students' Perceptions of Their Advisors: Is There Systematic Disadvantage in Mentorship?. The Journal of Higher Education 83:6, pages 876-914.
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DanielH. Mansson & ScottA. Myers. (2012) Using Mentoring Enactment Theory to Explore the Doctoral Student–Advisor Mentoring Relationship. Communication Education 61:4, pages 309-334.
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Benita
J. Barnes, Elizabeth
A. Williams & Martha
L.A. Stassen. (2012) Dissecting doctoral advising: a comparison of students’ experiences across disciplines. Journal of Further and Higher Education 36:3, pages 309-331.
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Antoinette McCallin & Shoba Nayar. (2012) Postgraduate research supervision: a critical review of current practice. Teaching in Higher Education 17:1, pages 63-74.
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Nickola
C. Overall, Kelsey
L. Deane & Elizabeth
R. Peterson. (2011) Promoting doctoral students' research self-efficacy: combining academic guidance with autonomy support. Higher Education Research & Development 30:6, pages 791-805.
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Katja Lahenius & Miia Martinsuo. (2011) Different Types of Doctoral Study Processes. Scandinavian Journal of Educational Research 55:6, pages 609-623.
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Marco
J. Barker. (2011) Racial context, currency and connections: Black doctoral student and white advisor perspectives on cross-race advising. Innovations in Education and Teaching International 48:4, pages 387-400.
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BenitaJ. Barnes & Shuli
Arieh Archer. (2011) Guest Editors’ Introduction. Equity & Excellence in Education 44:1, pages 1-9.
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Miia Martinsuo & Virpi Turkulainen. (2011) Personal commitment, support and progress in doctoral studies. Studies in Higher Education 36:1, pages 103-120.
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Aysenur Buyukgoze-Kavas, Jennifer M. Taylor, Greg J. Neimeyer & Oya Yerin Güneri. (2010) The mentoring relationship: A comparison of counselling students in the United States of America and Turkey. Counselling Psychology Quarterly 23:4, pages 387-398.
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Cheryl Amundsen & Lynn McAlpine. (2009) ‘Learning supervision’: trial by fire. Innovations in Education and Teaching International 46:3, pages 331-342.
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Sally Sambrook, Jim Stewart & Clair Roberts. (2008) Doctoral supervision . . . a view from above, below and the middle!. Journal of Further and Higher Education 32:1, pages 71-84.
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Articles from other publishers (119)
Trevor T. Tuma & Erin L. Dolan. (2024) What Makes a Good Match? Predictors of Quality Mentorship Among Doctoral Students. CBE—Life Sciences Education 23:2.
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Theun Pieter van Tienoven, Anaïs Glorieux, Joeri Minnen & Bram Spruyt. (2023) Caught between academic calling and academic pressure? Working time characteristics, time pressure and time sovereignty predict PhD students’ research engagement. Higher Education 87:6, pages 1885-1904.
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Mike Verostek, Casey W. Miller & Benjamin M. Zwickl. (2024) Physics Ph.D. student perspectives on the importance and difficulty of finding a research group. Physical Review Physics Education Research 20:1.
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Anaïs Glorieux, Bram Spruyt, Petrus te Braak, Joeri Minnen & Theun Pieter van Tienoven. (2024) When the Student Becomes the Teacher: Determinants of Self-Estimated Successful PhD Completion Among Graduate Teaching Assistants. Sage Open 14:2.
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Tasia Bryson, Megan Grunert Kowalske, Kerrie Wilkins-Yel & Shadi Adineh. (2024) Examining Black and Latinx STEM graduate students’ laboratory rotation experiences and their impact on advisor selection. Frontiers in Education 9.
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Solveig Cornér, Lotta Tikkanen, Henrika Anttila & Kirsi Pyhältö. (2023) Personal interest, supervisory and research community support and dropout intentions among Finnish PhD candidates. Studies in Graduate and Postdoctoral Education 15:1, pages 1-18.
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Maryrose Weatherton, Bailey M. Von der Mehden & Elisabeth E. Schussler. (2023) “I don’t Know what I Would do Without it” How Life Science Graduate Students Describe Resource Value. CBE—Life Sciences Education 22:4.
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Heather N. Fedesco, Ella Rose Kraner & Erin L. Dolan. (2023) Evaluating the feasibility, utility, and impact of engaging in mentorship assessment to improve doctoral mentoring relationships. New Directions for Teaching and Learning 2023:176, pages 95-105.
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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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Amanda Singer, Carol Geary, Mayra Artiles Fonseca, Rachel Louis Kajfez & Holly Matusovich. (2023) Refining Your Advising Approach: Effective Strategies for Mentoring Graduate Students. Refining Your Advising Approach: Effective Strategies for Mentoring Graduate Students.
Caterina Astarita & Anna Crisci. (2022) Stereotype logistic model: an application to the determinants of doctoral programme satisfaction in Italy. Quality & Quantity 57:5, pages 4029-4047.
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Vladimira Foteva, Joshua J. Fisher & Caitlin S. Wyrwoll. (2023) “Well, what can I do?”: An examination of the role supervisors, peers and scientific societies can play in the multicultural student experience. Placenta 141, pages 65-70.
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Samira Feizi & Frank Elgar. (2023) Satisfaction, research productivity, and socialization in doctoral students: Do teaching assistantship, research assistantship and the advisory relationship play a role?. Heliyon 9:9, pages e19332.
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Kanembe Shanachilubwa, Gabriella Sallai & Catherine G. P. Berdanier. (2023) Investigating the tension between persistence and well‐being in engineering doctoral programs. Journal of Engineering Education 112:3, pages 587-612.
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Julie Rieland, Shamalee Goonetilleke, Sarah Bork & Aaron Johnson. (2023) Graduate student myths: interpreting the Ph.D. student experience through the lens of social media, memes, and stereotypes. Graduate student myths: interpreting the Ph.D. student experience through the lens of social media, memes, and stereotypes.
Christopher P. Scheitle, Lisa F. Platt & Stephanie M. House-Niamke. (2022) Graduate Student Preferences for Demographic Matching on an Advisor’s Gender, Race, and Religion. Innovative Higher Education 48:3, pages 477-499.
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Mingsi Wang, Yanping Wang, Ming Fang, Shue Zhang, Yilan Li, Depin Cao & Yan Jin. (2023) Style and influencing factors of tutors-postgraduates’ interactions in Chinese medical colleges: a cross-sectional survey in Heilongjiang Province. BMC Medical Education 23:1.
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Zhen Zhang, Juan Xie, Xiaoting Xu, Hongru Lu & Ying Cheng. (2023) Modeling the information behavior patterns of new graduate students in supervisor selection. Information Processing & Management 60:3, pages 103342.
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Ferudun SEZGİN & Nurdan ÖDEMİŞ KELEŞ. (2023) Türkiye Yükseköğretim Yeterlilikler Çerçevesi Bağlamında Eğitim Yönetimi Lisansüstü Programlarında Etkili Danışmanlık SüreciEffective Advising Process in Educational Administration Graduate Programs in the Context of National Qualifications Framework for Higher Education in Turkey. Türk Eğitim Bilimleri Dergisi 21:1, pages 552-579.
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Heather Turner. (2023) Exploring motivation and satisfaction in part-time PhD students. Studies in Graduate and Postdoctoral Education 14:2, pages 171-185.
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Svetlana Zhuchkova, Evgeniy Terentev, Aray Saniyazova & Saule Bekova. (2022) Departmental academic support for doctoral students in Russia: Categorisation and effects. Higher Education Quarterly 77:2, pages 215-231.
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Matthew Bahnson, Derrick Satterfield, Heather Perkins, Mackenzie Parker, Marissa Tsugawa, Cheryl Cass & Adam Kirn. (2023) Engineer identity and degree completion intentions in doctoral study. Journal of Engineering Education 112:2, pages 445-461.
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Betül CAN. (2023) Türk Akademisinde Lisansüstü Süreçlerde Yaşanan Sorunlara Bir Çözüm Önerisi Olarak Akademik KoçlukAcademic Coaching as a Solution Tool to the Problems of the Graduate Processes in Turkish Academy. Üniversite Araştırmaları Dergisi 6:1, pages 60-77.
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Mayra S. Artiles, David B. Knight & Holly M. Matusovich. (2023) Doctoral advisor selection processes in science, math, and engineering programs in the United States. International Journal of STEM Education 10:1.
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Deborah S. Willis & Laura N. Schram. (2022) Graduate student diversity, equity and inclusion professional development. Studies in Graduate and Postdoctoral Education 14:1, pages 63-82.
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Shari Earnest Watkins & Brian L. McGowan. (2022) Black men doctoral scientists and engineers persisting: Peer support and racism in science and engineering. Journal of Research in Science Teaching 59:10, pages 1853-1875.
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Ariel Rosenfeld & Oleg Maksimov. (2022) Should young computer scientists stop collaborating with their doctoral advisors?. Communications of the ACM 65:10, pages 66-72.
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Aaron Cohen & Yehuda Baruch. (2021) Abuse and Exploitation of Doctoral Students: A Conceptual Model for Traversing a Long and Winding Road to Academia. Journal of Business Ethics 180:2, pages 505-522.
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Jennifer M. Blaney, David F. Feldon & Kaylee Litson. (2022)
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Tingting Qu & Jordan Harshman. (2022) Situational Interview Based Investigation of Advisor–Advisee Conflict Communication in U.S. Chemistry Graduate Education. Journal of Chemical Education 99:3, pages 1400-1409.
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Kaguhangire-Barifaijo Maria & L. Nkata James. (2021) A paradox in the supervision of doctoral candidates in Ugandan higher education institutions (HEIs). International Journal of Educational Administration and Policy Studies 13:2, pages 76-84.
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Gregory Siy Ching, Yueh-Luen Hu & Amy Roberts. (2021) The Part and Parcel of Doctoral Education: A Gap Analysis between the Importance and Satisfaction of the Experience. Education Sciences 11:9, pages 481.
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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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A. V. Grigoryeva & E. A. Terentev. (2021) Doctoral Students’ Academic Supervision: A Systematic Review of Approaches to Conceptualization and Empirical Analysis. University Management: Practice and Analysis 25:1, pages 49-61.
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Shannon Mason, Julia E Morris & Margaret K Merga. (2020) Institutional and supervisory support for the Thesis by Publication. Australian Journal of Education 65:1, pages 55-72.
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John Fiset & Maria Carolina Saffie‐Robertson. (2019) The impact of gender and perceived academic supervisory support on new faculty negotiation success. Higher Education Quarterly 74:3, pages 240-256.
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Anna Sverdlik & Nathan C Hall. (2019) Not just a phase: Exploring the role of program stage on well-being and motivation in doctoral students. Journal of Adult and Continuing Education 26:1, pages 97-124.
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Kevin Lewis & Jordan Packer. (2020) The Duality of Students and Faculty: Illustrating the Sociological Utility of Doctoral Committee Data. Socius: Sociological Research for a Dynamic World 6, pages 237802312096375.
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Michelle A. Maher, Annie M. Wofford, Josipa Roksa & David F. Feldon. (2019) Doctoral student experiences in biological sciences laboratory rotations. Studies in Graduate and Postdoctoral Education 10:1, pages 69-82.
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Arzu EKOÇ. (2019) Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in TurkeyTürkiye’de İngiliz Dili Eğitimi Alanında Lisansüstü Yapan Öğrencilerin Tez Yazarken Karşılaştıkları Zorluklar. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20:1, pages 152-164.
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Tommaso Agasisti. (2019) Editorial. Higher Education Quarterly 73:2, pages 131-134.
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Enyu Zhou & Hironao Okahana. (2016) The Role of Department Supports on Doctoral Completion and Time-to-Degree. Journal of College Student Retention: Research, Theory & Practice 20:4, pages 511-529.
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Gabriela González-Ocampo & Montserrat Castelló Badia. 2019. Traversing the Doctorate. Traversing the Doctorate
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Solveig Cornér, Kirsi Pyhältö, Jouni Peltonen & Søren S.E. Bengtsen. (2018) Similar or different?. Studies in Graduate and Postdoctoral Education 9:2, pages 274-295.
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Karen Campbell & Corinne Hart. (2018) Negotiating Power. International Review of Qualitative Research 11:4, pages 394-412.
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Senetta F. Bancroft. (2018) Toward a critical theory of science, technology, engineering, and mathematics doctoral persistence: Critical capital theory. Science Education 102:6, pages 1319-1335.
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Juan M. Cruz, Mayra S. Artiles, Gwen Lee-Tomas, Holly M. Matusovich & Stephanie G. Adams. (2018) The Dissertation Institute : Evaluation of a Doctoral Student Writing Workshop. The Dissertation Institute : Evaluation of a Doctoral Student Writing Workshop.
Gabriela González-Ocampo & Montserrat Castelló. (2017) Writing in doctoral programs: examining supervisors’ perspectives. Higher Education 76:3, pages 387-401.
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S. Craig Finlay, Chaoqun Ni & Cassidy Sugimoto. (2018) Different mysteries, different lore: An examination of inherited referencing behaviors in academic mentoring. Library & Information Science Research 40:3-4, pages 277-284.
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Nicolas Van der Linden, Christelle Devos, Gentiane Boudrenghien, Mariane Frenay, Assaad Azzi, Olivier Klein & Benoît Galand. (2018) Gaining insight into doctoral persistence: Development and validation of Doctorate-related Need Support and Need Satisfaction short scales. Learning and Individual Differences 65, pages 100-111.
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