Citations (68)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (25)
Yoon Ha Choi, Megan Brunner & Haley Traini. (2023) Partial, (in)authentic, and masked: an exploration of power in doctoral students’ identity development as scholars through collaborative autoethnography. International Journal of Qualitative Studies in Education 36:6, pages 1056-1072.
Read now
Read now
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.
Read now
Read now
Lisa Hodge & Jason Murphy. (2023) Write on! Cultivating social capital in a writing group for doctoral education and beyond. Educational Review 0:0, pages 1-17.
Read now
Read now
Dely Lazarte Elliot. (2022) A ‘doctoral compass’: strategic reflection, self-assessment and recalibration for navigating the ‘twin’ doctoral journey. Studies in Higher Education 47:8, pages 1652-1665.
Read now
Read now
A. Sala-Bubaré, I. Skakni, K. Inouye, C. Weise & L. McAlpine. (2022) Early career researchers making sense of their research experiences: a cross-role and cross-national analysis. Compare: A Journal of Comparative and International Education 52:5, pages 748-767.
Read now
Read now
Lynn McAlpine, Isabelle Skakni & Kirsi Pyhältö. (2022) PhD experience (and progress) is more than work: life-work relations and reducing exhaustion (and cynicism). Studies in Higher Education 47:2, pages 352-366.
Read now
Read now
B. Liezel Frick & Kirsi Pyhältö. (2022) Experiences of the doctoral journey: A cross-national perspective. Innovations in Education and Teaching International 59:1, pages 70-81.
Read now
Read now
Sanja Djerasimovic. (2021) Exploring the ways of studying academic identity as a dynamic discursive performance: the use of diary as a method. European Journal of Higher Education 11:sup1, pages 506-521.
Read now
Read now
Jo Collins & Nicole Brown. (2021) Where’s the validation? Role of emotion work and validation for doctoral students. Higher Education Research & Development 40:7, pages 1389-1402.
Read now
Read now
Yumei Li. (2021) “I Had so Many Conflicts in My Mind”: Navigating the Doctoral Journey across Languages and Cultures. Journal of Language, Identity & Education 0:0, pages 1-15.
Read now
Read now
Kim Beasy, S. Emery, L. Dyer, B. Coleman, D. Bywaters, T. Garrad, J. Crawford, K. Swarts & S. Jahangiri. (2020) Writing together to foster wellbeing: doctoral writing groups as spaces of wellbeing. Higher Education Research & Development 39:6, pages 1091-1105.
Read now
Read now
Minghua Wu & Yanjuan Hu. (2020) Transitioning to an independent researcher: reconciling the conceptual conflicts in cross-cultural doctoral supervision. Studies in Continuing Education 42:3, pages 333-348.
Read now
Read now
Crista Weise, Mariela Aguayo–González & Montserrat Castelló. (2020) Significant events and the role of emotion along doctoral researcher personal trajectories. Educational Research 62:3, pages 304-323.
Read now
Read now
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.
Read now
Read now
Helen Sword, Evija Trofimova & Madeleine Ballard. (2018) Frustrated academic writers. Higher Education Research & Development 37:4, pages 852-867.
Read now
Read now
Margaret J. Robertson. (2017) Trust: the power that binds in team supervision of doctoral students. Higher Education Research & Development 36:7, pages 1463-1475.
Read now
Read now
Dely Lazarte Elliot, Kate Reid & Vivienne Baumfield. (2017) Capturing visual metaphors and tales: innovative or elusive?. International Journal of Research & Method in Education 40:5, pages 480-496.
Read now
Read now
Brett Bligh & Michelle Flood. (2017) Activity theory in empirical higher education research: choices, uses and values. Tertiary Education and Management 23:2, pages 125-152.
Read now
Read now
Oscar Odena & Hilary Burgess. (2017) How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach. Studies in Higher Education 42:3, pages 572-590.
Read now
Read now
Dely Lazarte Elliot, Vivienne Baumfield & Kate Reid. (2016) Searching for ‘a third space’: a creative pathway towards international PhD students’ academic acculturation. Higher Education Research & Development 35:6, pages 1180-1195.
Read now
Read now
Judith Walker & Carolina Palacios. (2016) A pedagogy of emotion in teaching about social movement learning. Teaching in Higher Education 21:2, pages 175-190.
Read now
Read now
Sara Cotterall. (2015) The rich get richer: international doctoral candidates and scholarly identity. Innovations in Education and Teaching International 52:4, pages 360-370.
Read now
Read now
Sandra Acker & Eve Haque. (2015) The struggle to make sense of doctoral study. Higher Education Research & Development 34:2, pages 229-241.
Read now
Read now
Denis Feather & Kathryn Elizabeth McDermott. (2014) The role of new doctoral supervisors in higher education – a reflective view of literature and experience using two case studies. Research in Post-Compulsory Education 19:2, pages 165-176.
Read now
Read now
Claire Aitchison & Susan Mowbray. (2013) Doctoral women: managing emotions, managing doctoral studies. Teaching in Higher Education 18:8, pages 859-870.
Read now
Read now
Articles from other publishers (43)
Seda DEMİR. (2023) BEING A DOCTORAL STUDENT IN MEASUREMENT AND EVALUATION IN EDUCATION: A PHENOMENOLOGICAL STUDY FROM THE PERSPECTIVES OF DOCTORAL STUDENTS. Journal of Advanced Education Studies 5, pages 269-287.
Crossref
Crossref
Claire Bénit-Gbaffou & Glyn Williams. (2022) Producing Planning Knowledge: How Professional PhD Candidates Bridge Research–Practice Divides. Urban Forum 34:3, pages 343-367.
Crossref
Crossref
Hua Chen. (2023) “Anxiety or enjoyment, I feel pleasant to welcome them both”: thematic analysis of a Chinese PhD student’s personal growth experiences. Frontiers in Psychology 14.
Crossref
Crossref
Alice Tontodimamma, Emiliano del Gobbo, Mariangela Corbo & Antonio Aquino. (2023) How to improve academic well-being: an analysis of the leveraging factors based on the Italian case. Quality & Quantity.
Crossref
Crossref
Rodolfo Bachler, Pablo Segovia-Lagos & Camila Porras. (2023) The role of emotions in educational processes: the conceptions of teacher educators. Frontiers in Psychology 14.
Crossref
Crossref
Jelena Milicev, Mark McCann, Sharon A. Simpson, Stephany M. Biello & Maria Gardani. (2021) Evaluating Mental Health and Wellbeing of Postgraduate Researchers: Prevalence and Contributing Factors. Current Psychology 42:14, pages 12267-12280.
Crossref
Crossref
Min Yang. (2023) Supervisory feedback, reflection, and academic discourse socialization: Insights from an L2 doctoral student's paper writing experience. Journal of English for Academic Purposes 62, pages 101215.
Crossref
Crossref
Paolo Mura & Sarah N.R. Wijesinghe. (2022) Ph.D. Students' experiences and emotions in neoliberal tourism academia. Tourism Management Perspectives 44, pages 101022.
Crossref
Crossref
Dewi Andriani. (2022) How can I Write Other? The Pains and Possibilities of Autoethnographic’s Research Writing Experienced by a non-Western Female Student. Journal of International Students 12:S2, pages 141-157.
Crossref
Crossref
Helen Nicholls, Matthew Nicholls, Sahra Tekin, Danielle Lamb & Jo Billings. (2022) The impact of working in academia on researchers’ mental health and well-being: A systematic review and qualitative meta-synthesis. PLOS ONE 17:5, pages e0268890.
Crossref
Crossref
Dewi Andriani. (2022) How can I write other?. Journal of International Students 13:1.
Crossref
Crossref
Cynthia Vincent, Isabelle Plante, Émilie Tremblay-Wragg & Carla Barroso da Costa. (2022) Échelle de santé psychologique adaptée et validée au contexte doctoralAdapted and validated psychological health scale in the doctoral contextEscala de saúde psicológica adaptada e validada no contexto de doutorado. Mesure et évaluation en éducation 45:3, pages 61.
Crossref
Crossref
Binh Thanh Ta. 2022. Storytelling Practices in Home and Educational Contexts. Storytelling Practices in Home and Educational Contexts
311
334
.
Merve Bozbıyık & Hacer Hande Uysal. 2022. English as the Medium of Instruction in Turkish Higher Education. English as the Medium of Instruction in Turkish Higher Education
175
196
.
Jane Spiro. 2022. Pedagogical Stylistics in the 21st Century. Pedagogical Stylistics in the 21st Century
289
314
.
Henrika Anttila, Jenni Sullanmaa & Kirsi Pyhältö. (2021) Does It Feel the Same? Danish and Finnish Social Science and Humanities Doctoral Students’ Academic Emotions. Frontiers in Education 6.
Crossref
Crossref
Anna Sverdlik, Lynn Mcalpine & Nathan Hall. (2021) Insights from a survey “comments” section: extending research on doctoral well-being. Studies in Graduate and Postdoctoral Education 12:2, pages 262-282.
Crossref
Crossref
Xing Xu. (2021) A Probe Into Chinese Doctoral Students’ Researcher Identity: A Volunteer-Employed Photography Study. SAGE Open 11:3, pages 215824402110321.
Crossref
Crossref
Gayani Gunasekera, Nilupulee Liyanagamage & Mario Fernando. (2021) The role of emotional intelligence in student-supervisor relationships: Implications on the psychological safety of doctoral students. The International Journal of Management Education 19:2, pages 100491.
Crossref
Crossref
Linda H.F. Lin & Bruce Morrison. (2021) Challenges in academic writing: Perspectives of Engineering faculty and L2 postgraduate research students. English for Specific Purposes 63, pages 59-70.
Crossref
Crossref
Cassie M. Hazell, Laura Chapman, Sophie F. Valeix, Paul Roberts, Jeremy E. Niven & Clio Berry. (2020) Understanding the mental health of doctoral researchers: a mixed methods systematic review with meta-analysis and meta-synthesis. Systematic Reviews 9:1.
Crossref
Crossref
Virginia Langum & Kirk P.H. Sullivan. (2020) Academic writing, scholarly identity, voice and the benefits and challenges of multilingualism: Reflections from Norwegian doctoral researchers in teacher education. Linguistics and Education 60, pages 100883.
Crossref
Crossref
Sotiria Pappa, Mailis Elomaa & Satu Perälä-Littunen. (2020) Sources of stress and scholarly identity: the case of international doctoral students of education in Finland. Higher Education 80:1, pages 173-192.
Crossref
Crossref
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.
Crossref
Crossref
Xing Xu, Helena Hing Wa Sit & Shen ChenXing Xu, Helena Hing Wa Sit & Shen Chen. 2020. The Eastern Train on the Western Track. The Eastern Train on the Western Track
87
116
.
Xing Xu, Helena Hing Wa Sit & Shen ChenXing Xu, Helena Hing Wa Sit & Shen Chen. 2020. The Eastern Train on the Western Track. The Eastern Train on the Western Track
1
15
.
Dely L. Elliot, Søren S. E. Bengtsen, Kay Guccione & Sofie KobayashiDely L. Elliot, Søren S. E. Bengtsen, Kay Guccione & Sofie Kobayashi. 2020. The Hidden Curriculum in Doctoral Education. The Hidden Curriculum in Doctoral Education
17
28
.
Mikaël De Clercq, Christelle Devos, Assaad Azzi, Mariane Frenay, Olivier Klein & Benoît Galand. (2019) I Need Somebody to Lean on. Swiss Journal of Psychology 78:3-4, pages 101-113.
Crossref
Crossref
Kirsti Lonka, Elina Ketonen, Jenna Vekkaila, Maria Cerrato Lara & Kirsi Pyhältö. (2018) Doctoral students’ writing profiles and their relations to well-being and perceptions of the academic environment. Higher Education 77:4, pages 587-602.
Crossref
Crossref
Christine Pearson Casanave. (2019) Performing expertise in doctoral dissertations: Thoughts on a fundamental dilemma facing doctoral students and their supervisors. Journal of Second Language Writing 43, pages 57-62.
Crossref
Crossref
Naoko Mochizuki. (2019) The lived experience of thesis writers in group writing conferences: The quest for “perfect” and “critical”. Journal of Second Language Writing 43, pages 36-45.
Crossref
Crossref
Kitty C. Janssen. 2019. Wellbeing in Doctoral Education. Wellbeing in Doctoral Education
189
205
.
Muhammad Awais & Marie Manidis. (2018)
Assembling the complexity of emerging knowledge the PhD Parallel Progress Pyramid (P
4
)
.
Assembling the complexity of emerging knowledge the PhD Parallel Progress Pyramid (P
4
)
.
Poppy Gibson, Rehana Shanks & Suzie Dick. (2017) The EdD and one bedtime story more! An exploration of the Third-Space inhabited by mothers working in educational leadership whilst studying for a professional doctorate. Management in Education 31:4, pages 172-179.
Crossref
Crossref
Tim Anderson. (2017) The doctoral gaze: Foreign PhD students’ internal and external academic discourse socialization. Linguistics and Education 37, pages 1-10.
Crossref
Crossref
Claudia Diaz & Kari Grain. 2017. Theorizing Curriculum Studies, Teacher Education, and Research through Duoethnographic Pedagogy. Theorizing Curriculum Studies, Teacher Education, and Research through Duoethnographic Pedagogy
131
152
.
Christelle Devos, Gentiane Boudrenghien, Nicolas Van der Linden, Assaad Azzi, Mariane Frenay, Benoit Galand & Olivier Klein. (2016) Doctoral students’ experiences leading to completion or attrition: a matter of sense, progress and distress. European Journal of Psychology of Education 32:1, pages 61-77.
Crossref
Crossref
Fiona Hyland. (2016) Challenges faced by second language doctoral student writers in Hong Kong and their writing strategies. Australian Review of Applied Linguistics 39:2, pages 158-180.
Crossref
Crossref
Colin Simpson & Daniela Sommer. (2016) The Practice of Professional Doctorates. Journal of Management Education 40:5, pages 576-594.
Crossref
Crossref
Leila Bazrafkan, Nasrin Shokrpour, Alireza Yousefi & Nikoo Yamani. (2016) Management of Stress and Anxiety Among PhD Students During Thesis Writing. The Health Care Manager 35:3, pages 231-240.
Crossref
Crossref
Dale Dominey-Howes. (2015) Seeing ‘the dark passenger’ – Reflections on the emotional trauma of conducting post-disaster research. Emotion, Space and Society 17, pages 55-62.
Crossref
Crossref
Doria Abdullah, Mohd Ismail Abd Aziz & Abdul Latiff Mohd Ibrahim. (2013) A “research” into international student-related research: (Re)Visualising our stand?. Higher Education 67:3, pages 235-253.
Crossref
Crossref
Ana V. Baptista. (2014) ‘With All My Heart’: Mature Students’ Emotions While Doing a Research-based PhD. Procedia - Social and Behavioral Sciences 114, pages 914-918.
Crossref
Crossref