Citations (125)
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Ailie McDowall. (2022) Preparing postgraduate research students to research Indigenous topics. Innovations in Education and Teaching International 0:0, pages 1-14.
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Kelly Schrum & Sarah Bogdewiecz. (2022) Cultivating research skills through scholarly digital storytelling. Higher Education Research & Development 41:7, pages 2382-2394.
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Ruth Albertyn. (2022) Making a case for Doctoral Intelligence: Conceptualisation and insights for researcher development. Innovations in Education and Teaching International 59:6, pages 623-633.
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Norman T. Sheehan, Kenneth A. Fox, Mark Klassen & Ganesh Vaidyanathan. (2022) Threshold concepts and ESG performance: teaching accounting students reconceptualized fundamentals to drive future ESG advocacy. Accounting Education 0:0, pages 1-25.
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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.
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Nicolette Buirski. (2022) ‘Ways of being’: a model for supportive doctoral supervisory relationships and supervision. Higher Education Research & Development 41:5, pages 1387-1401.
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Nick Pratt & Julie Shaughnessy. (2021) The effects of managerialism in higher education on doctoral theorising: time to think?. British Journal of Sociology of Education 42:8, pages 1123-1138.
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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.
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Ruth Albertyn & Kathy Bennett. (2021) Containing and harnessing uncertainty during postgraduate research supervision. Higher Education Research & Development 40:4, pages 661-675.
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Andrea S. Webb & Anne M. Tierney. (2020) Investigating support for scholarship of teaching and learning; We need SoTL educational leaders. Innovations in Education and Teaching International 57:5, pages 613-624.
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Navé Wald & Ben Kei Daniel. (2020) Enhancing students’ engagement with abstract ideas through conceptual and theoretical frameworks. Innovations in Education and Teaching International 57:4, pages 496-505.
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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.
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Juliet Stoltenkamp, Valentino van de Heyde & André Siebrits. (2020) ePedagogy as a threshold concept: a reflection on a programme for Science Teaching Assistants. International Journal for Academic Development 25:2, pages 195-199.
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Takahiro Sato & Cathy McKay. (2020) Japanese physical education graduate students’ learning about research skill development. Curriculum Studies in Health and Physical Education 11:1, pages 34-49.
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Gloria Dall’Alba & Søren Bengtsen. (2019) Re-imagining active learning: Delving into darkness. Educational Philosophy and Theory 51:14, pages 1477-1489.
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Elaine Hall. (2019) Grasping the nettle of ‘doctorateness’ for practitioner academics: a framework for thinking critically about curriculum design. Studies in Continuing Education 41:2, pages 157-172.
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Meeta Chatterjee-Padmanabhan, Wendy Nielsen & Sarah Sanders. (2019) Joining the research conversation: threshold concepts embedded in the literature review. Higher Education Research & Development 38:3, pages 494-507.
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Gwyneth Hughes. (2019) Developing student research capability for a ‘post-truth’ world: three challenges for integrating research across taught programmes. Teaching in Higher Education 24:3, pages 394-411.
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John Wei, Susan Carter & Deborah Laurs. (2019) Handling the loss of innocence: first-time exchange of writing and feedback in doctoral supervision. Higher Education Research & Development 38:1, pages 157-169.
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Elizabeth Marquis, Abraham Redda & Louise Twells. (2018) Navigating complexity, culture, collaboration, and emotion: student perspectives on global justice and global justice education. Teaching in Higher Education 23:7, pages 853-868.
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Meeta Chatterjee-Padmanabhan & Wendy Nielsen. (2018) Preparing to cross the research proposal threshold: A case study of two international doctoral students. Innovations in Education and Teaching International 55:4, pages 417-424.
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Kelli Nicola-Richmond, Geneviève Pépin, Helen Larkin & Charlotte Taylor. (2018) Threshold concepts in higher education: a synthesis of the literature relating to measurement of threshold crossing. Higher Education Research & Development 37:1, pages 101-114.
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David F. Feldon, Christopher Rates & Chongning Sun. (2017) Doctoral conceptual thresholds in cellular and molecular biology. International Journal of Science Education 39:18, pages 2574-2593.
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Margaret Kiley. (2017) Career professionals entering doctoral study: Advantages and challenges. Innovations in Education and Teaching International 54:6, pages 550-559.
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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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Sioux McKenna. (2017) Crossing conceptual thresholds in doctoral communities. Innovations in Education and Teaching International 54:5, pages 458-466.
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Susan Carter. (2016) Supervision learning as conceptual threshold crossing: when supervision gets ‘medieval’. Higher Education Research & Development 35:6, pages 1139-1152.
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Susan Camille van Schalkwyk, Deborah Murdoch-Eaton, Ara Tekian, Cees van der Vleuten & Francois Cilliers. (2016) The supervisor’s toolkit: A framework for doctoral supervision in health professions education: AMEE Guide No. 104. Medical Teacher 38:5, pages 429-442.
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Merryn McKinnon & Judith Vos. (2015) Engagement as a Threshold Concept for Science Education and Science Communication. International Journal of Science Education, Part B 5:4, pages 297-318.
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Jeanette Berman & Robyn Smyth. (2015) Conceptual frameworks in the doctoral research process: a pedagogical model. Innovations in Education and Teaching International 52:2, pages 125-136.
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Jeffrey M. Keefer, Gina Wisker & Margaret Kiley. (2015) Doctoral candidate learning. Innovations in Education and Teaching International 52:1, pages 1-3.
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Allyson Holbrook, Sid Bourke & Hedy Fairbairn. (2015) Examiner reference to theory in PhD theses. Innovations in Education and Teaching International 52:1, pages 75-85.
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Gina Wisker. (2015) Developing doctoral authors: engaging with theoretical perspectives through the literature review. Innovations in Education and Teaching International 52:1, pages 64-74.
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Jeffrey M. Keefer. (2015) Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it. Innovations in Education and Teaching International 52:1, pages 17-28.
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Margaret Kiley. (2015) ‘I didn’t have a clue what they were talking about’: PhD candidates and theory. Innovations in Education and Teaching International 52:1, pages 52-63.
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Deb Carter & Susan Crichton. (2014) Empowering twenty-first century assessment practices: designing technologies as agents of change. Educational Media International 51:4, pages 295-309.
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Inger Mewburn, Ekaterina Tokareva, Denise Cuthbert, Jennifer Sinclair & Robyn Barnacle. (2014) ‘These are issues that should not be raised in black and white’: the culture of progress reporting and the doctorate. Higher Education Research & Development 33:3, pages 510-522.
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Gina Wisker & Gillian Robinson. (2014) Examiner practices and culturally inflected doctoral theses. Discourse: Studies in the Cultural Politics of Education 35:2, pages 190-205.
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Dean Barker, Natalie Barker-Ruchti, Steven Rynne & Jessica Lee. (2014) ‘Just do a little more’: examining expertise in high performance sport from a sociocultural learning perspective. Reflective Practice 15:1, pages 92-105.
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Briana
Crotwell Timmerman, David Feldon, Michelle Maher, Denise Strickland & Joanna Gilmore. (2013) Performance-based assessment of graduate student research skills: timing, trajectory, and potential thresholds. Studies in Higher Education 38:5, pages 693-710.
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Rob Abbott. (2013) Crossing thresholds in academic reading. Innovations in Education and Teaching International 50:2, pages 191-201.
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Gina Wisker & Gillian Robinson. (2013) Doctoral ‘orphans’: nurturing and supporting the success of postgraduates who have lost their supervisors. Higher Education Research & Development 32:2, pages 300-313.
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Christine Bruce & Ian Stoodley. (2013) Experiencing higher degree research supervision as teaching. Studies in Higher Education 38:2, pages 226-241.
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Robin Humphrey & Bob Simpson. (2012) Writes of passage: writing up qualitative data as a threshold concept in doctoral research. Teaching in Higher Education 17:6, pages 735-746.
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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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Gina Wisker & Gillian Robinson. (2009) Encouraging postgraduate students of literature and art to cross conceptual thresholds. Innovations in Education and Teaching International 46:3, pages 317-330.
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Barbara Class. Teaching research methods in education: using the TPACK framework to reflect on praxis. International Journal of Research & Method in Education 0:0, pages 1-21.
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Michael D. Schaller, Marieta Gencheva, Michael R. Gunther & Scott A. Weed. (2023) Training doctoral students in critical thinking and experimental design using problem-based learning. BMC Medical Education 23:1.
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Deborah Tyndall & Shannon Baker Powell. (2023) Good critical friends are hard to find: promoting peer review among doctoral students. Studies in Graduate and Postdoctoral Education 14:2, pages 186-200.
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