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Henrika Anttila, Kirsi Pyhältö & Lotta Tikkanen. (2023) Doctoral supervisors’ and supervisees’ perceptions on supervisory support and frequency of supervision – Do they match?. Innovations in Education and Teaching International 0:0, pages 1-15.
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Cecilia Almlöv & Ann Grubbström. (2023) ‘Challenging from the start’: novice doctoral co-supervisors’ experiences of supervision culture and practice. Higher Education Research & Development 0:0, pages 1-15.
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Shane Dowle. (2023) Are doctoral progress reviews just a bureaucratic process? The influence of UK universities’ progress review procedures on doctoral completions. Perspectives: Policy and Practice in Higher Education 27:2, pages 79-86.
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Eugene Yamnitsky. (2023) Application of agile to distance-learning professional doctorate programmes: A conceptual model. Innovations in Education and Teaching International 60:2, pages 274-285.
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Alexandra Ridgway. (2023) Love, loss and a doctorate: an autoethnography of grieving while writing a PhD. Higher Education Research & Development 42:1, pages 230-243.
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Patricia C. Jackman, Rebecca Sanderson, Jacquelyn Allen-Collinson & Lisa Jacobs. (2022) ‘There’s only so much an individual can do’: an ecological systems perspective on mental health and wellbeing in the early stages of doctoral research. Journal of Further and Higher Education 46:7, pages 931-946.
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Lynn McAlpine & Kelsey Inouye. (2022) What value do PhD graduates offer? An organizational case study. Higher Education Research & Development 41:5, pages 1648-1663.
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Paul Trowler. (2022) Doctoral supervision: sharpening the focus of the practice lens. Higher Education Research & Development 41:5, pages 1743-1756.
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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.
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Ngoc Thi Bich Nguyen & Ilana Mushin. (2022) Understanding equivocal feedback in PhD supervision meetings: a conversation analysis approach. Teaching in Higher Education 0:0, pages 1-17.
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Lynn McAlpine, Matt Keane & Otilia Chiramba. (2022) Africans’ experiences of international PhDs: making sense of a spectrum of career mobility trajectories. Compare: A Journal of Comparative and International Education 0:0, pages 1-19.
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Jonas Lindahl, Cristian Colliander & Rickard Danell. (2021) The importance of collaboration and supervisor behaviour for gender differences in doctoral student performance and early career development. Studies in Higher Education 46:12, pages 2808-2831.
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Charlotte Löfqvist, Maria Haak, Catharina Melander, Gudrun Edgren, Søren S.B. Bengtsen & Susanne Iwarsson. (2021) Doctoral students’ experiences of being affiliated with an interdisciplinary graduate school in aging and health. Teaching in Higher Education 0:0, pages 1-16.
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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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L. McAlpine, I. Skakni & K. Inouye. (2021) Phd careers beyond the traditional: integrating individual and structural factors for a richer account. European Journal of Higher Education 11:4, pages 365-385.
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Angela T. Barlow, Jeffrey D. Pair, Kristin Hartland, Teresa A. Schmidt, Ameneh M. Kassaee & Cicely A. Woodard. (2021) Supporting the Development of Mathematics Teacher Educators through Lesson Study. Investigations in Mathematics Learning 13:2, pages 125-140.
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Puleng Motshoane & Sioux McKenna. (2021) Crossing the border from candidate to supervisor: the need for appropriate development. Teaching in Higher Education 26:3, pages 387-403.
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Kirsi Pyhältö, Jouni Peltonen, Montserrat Castelló & Lynn McAlpine. (2020) What sustains doctoral students’ interest? Comparison of Finnish, UK and Spanish doctoral students’ perceptions. Compare: A Journal of Comparative and International Education 50:5, pages 726-741.
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Ilaria Boncori & Charlotte Smith. (2020) Negotiating the doctorate as an academic professional: identity work and sensemaking through authoethnographic methods. Teaching in Higher Education 25:3, pages 271-285.
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Jonathan Cisco. (2020) Using academic skill set interventions to reduce impostor phenomenon feelings in postgraduate students. Journal of Further and Higher Education 44:3, pages 423-437.
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Jonathan Cisco. (2020) Exploring the connection between impostor phenomenon and postgraduate students feeling academically-unprepared. Higher Education Research & Development 39:2, pages 200-214.
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Sheryl Guloy, Gregory Hum & D. Kevin O’Neill. (2020) Voices at the gate: Faculty members’ and students’ differing perspectives on the purposes of the PhD comprehensive examination. Assessment & Evaluation in Higher Education 45:2, pages 279-291.
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Reza Hemmati & Arefeh Mahdie. (2020) Iranian PhD students’ experiences of their learning environment and scholarly condition: a grounded theory study. Studies in Higher Education 45:1, pages 187-208.
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Lucas B. Hill, Ann E. Austin, Bipana Bantawa & Julia N. Savoy. (2019) Factors of success: building and sustaining teaching professional development opportunities for doctoral students and postdocs. Higher Education Research & Development 38:6, pages 1168-1182.
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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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Chi Baik, Ryan Naylor, Sophie Arkoudis & Anna Dabrowski. (2019) Examining the experiences of first-year students with low tertiary admission scores in Australian universities. Studies in Higher Education 44:3, pages 526-538.
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Isabelle Skakni. (2018) Doctoral studies as an initiatory trial: expected and taken-for-granted practices that impede PhD students’ progress. Teaching in Higher Education 23:8, pages 927-944.
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Yumei Li. (2018) Rethinking education through self-study: an international doctoral student’s narrative. Reflective Practice 19:4, pages 530-542.
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Ryan Naylor, Sumone Chakravarti & Chi Baik. (2018) Expectations and experiences of off-campus PhD students in Australia. Journal of Further and Higher Education 42:4, pages 524-538.
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K. M. Barry, M. Woods, E. Warnecke, C. Stirling & A. Martin. (2018) Psychological health of doctoral candidates, study-related challenges and perceived performance. Higher Education Research & Development 37:3, pages 468-483.
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Gina Wisker, Gillian Robinson & Søren S. E. Bengtsen. (2017) Penumbra: Doctoral support as drama: From the ‘lightside’ to the ‘darkside’. From front of house to trapdoors and recesses. Innovations in Education and Teaching International 54:6, pages 527-538.
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Claude Julie Bourque & Sylvain Bourdon. (2017) Multidisciplinary graduate training in social research methodology and computer-assisted qualitative data analysis: a hands-on/hands-off course design. Journal of Further and Higher Education 41:4, pages 475-491.
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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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Jennie Billot & Virginia King. (2017) The missing measure? Academic identity and the induction process. Higher Education Research & Development 36:3, pages 612-624.
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Lindi Nel & Paul Fouche. (2017) Experiences of master’s students regarding clinical supervision in an applied psychology programme in South Africa. Teaching in Higher Education 22:1, pages 30-43.
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Dely Lazarte Elliot, Vivienne Baumfield, Kate Reid & Kara A. Makara. (2016) Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum. Oxford Review of Education 42:6, pages 733-748.
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Ä. Leijen, L. Lepp & M. Remmik. (2016) Why did I drop out? Former students’ recollections about their study process and factors related to leaving the doctoral studies. Studies in Continuing Education 38:2, pages 129-144.
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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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Anne Lee & Rowena Murray. (2015) Supervising writing: helping postgraduate students develop as researchers. Innovations in Education and Teaching International 52:5, pages 558-570.
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Katja Lahenius & Heini Ikävalko. (2014) Joint supervision practices in doctoral education – A student experience. Journal of Further and Higher Education 38:3, pages 427-446.
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Michelle Maher, Amber Fallucca & Helen Mulhern Halasz. (2013) Write On! Through to the Ph.D.: using writing groups to facilitate doctoral degree progress. Studies in Continuing Education 35:2, pages 193-208.
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Kylie Shaw, Allyson Holbrook & Sid Bourke. (2013) Student experience of final-year undergraduate research projects: an exploration of ‘research preparedness’. Studies in Higher Education 38:5, pages 711-727.
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Susan Carter, Marion Blumenstein & Catherine Cook. (2013) Different for women? The challenges of doctoral studies. Teaching in Higher Education 18:4, pages 339-351.
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Maureen
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S. Yeung, Michelle Bass, Meg Kapil, Suzanne Slater & Kate Creedon. (2012) Developing research capacity among graduate students in an interdisciplinary environment. Higher Education Research & Development 31:4, pages 557-569.
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Christine Halse & Peter Bansel. (2012) The learning alliance: ethics in doctoral supervision. Oxford Review of Education 38:4, pages 377-392.
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Jenni Stubb, Kirsi Pyhältö & Kirsti Lonka. (2012) The Experienced Meaning of Working with a PhD Thesis. Scandinavian Journal of Educational Research 56:4, pages 439-456.
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Brenda Service. (2012) Keeping the faith: how reflective practice can turn emotional turmoil into a positive outcome in the context of doctoral study. Reflective Practice 13:2, pages 169-182.
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Amit Chanan, Saravanamuth Vigneswaran & Jaya Kandasamy. (2012) Case study research: training interdisciplinary engineers with context-dependent knowledge. European Journal of Engineering Education 37:1, pages 97-104.
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Valentina Klenowski, Lisa Ehrich, Cushla Kapitzke & Kerri Trigger. (2011) Building support for learning within a Doctor of Education programme. Teaching in Higher Education 16:6, pages 681-693.
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Olav Muurlink & Cristina Poyatos Matas. (2011) From romance to rocket science: speed dating in higher education. Higher Education Research & Development 30:6, pages 751-764.
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Wendy Bastalich. (2011) Beyond the local/general divide: English for academic purposes and process approaches to cross disciplinary, doctoral writing support. Higher Education Research & Development 30:4, pages 449-462.
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Al Lauzon. (2011) The changing nature of graduate education: implications for students in the second half of life. International Journal of Lifelong Education 30:3, pages 287-307.
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Keijo Räsänen & Kirsi Korpiaho. (2011) Supporting doctoral students in their professional identity projects. Studies in Continuing Education 33:1, pages 19-31.
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Christine Halse & Janne Malfroy. (2010) Retheorizing doctoral supervision as professional work. Studies in Higher Education 35:1, pages 79-92.
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Jim Cumming. (2010) Doctoral enterprise: a holistic conception of evolving practices and arrangements. Studies in Higher Education 35:1, pages 25-39.
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JanetM. Liechty, Minli Liao & Christine Pegorraro Schull. (2009) FACILITATING DISSERTATION COMPLETION AND SUCCESS AMONG DOCTORAL STUDENTS IN SOCIAL WORK. Journal of Social Work Education 45:3, pages 481-497.
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Catherine Beauchamp, Marian Jazvac‐Martek & Lynn McAlpine. (2009) Studying doctoral education: using Activity Theory to shape methodological tools. Innovations in Education and Teaching International 46:3, pages 265-277.
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Lynn McAlpine & Cheryl Amundsen. (2009) Identity and agency: pleasures and collegiality among the challenges of the doctoral journey. Studies in Continuing Education 31:2, pages 109-125.
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Rodney
A. Stewart & Le Chen. (2009) Developing a framework for work integrated research higher degree studies in an Australian engineering context. European Journal of Engineering Education 34:2, pages 155-169.
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Rosemerry Devenish, Sylvia Dyer, Therese Jefferson, Linley Lord, Sue van Leeuwen & Victor Fazakerley. (2009) Peer to peer support: the disappearing work in the doctoral student experience. Higher Education Research & Development 28:1, pages 59-70.
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LindaJ. Harrison, Myra Dunn & Kennece Coombe. (2006) Making Research Relevant in Preservice Early Childhood Teacher Education. Journal of Early Childhood Teacher Education 27:3, pages 217-229.
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