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Teaching in Higher Education
Critical Perspectives
Volume 20, 2015 - Issue 1
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Articles

Supervision pedagogies: narratives from the field

Cally GuerinSchool of Education, University of Adelaide, Adelaide, South Australia, AustraliaCorrespondence[email protected]
,
Heather KerrEnglish and Creative Writing, University of Adelaide, Adelaide, South Australia, Australia
&
Ian GreenSchool of Education, University of Adelaide, Adelaide, South Australia, Australia
Pages 107-118 | Received 04 Mar 2014, Accepted 13 Aug 2014, Published online: 26 Sep 2014

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Mary Malcolm. (2023) The challenge of achieving transparency in undergraduate honours-level dissertation supervision. Teaching in Higher Education 28:1, pages 101-117.
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Kirsi Pyhältö, Lotta Tikkanen & Henrika Anttila. (2022) Relationship between doctoral supervisors’ competencies, engagement in supervisory development and experienced support from research community. Innovations in Education and Teaching International 0:0, pages 1-15.
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Kirstin Wilmot. (2022) ‘Fail early and fail fast’: the value of group supervision for doctoral candidates. Higher Education Research & Development 41:6, pages 2108-2121.
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Lynn Nichol, Janice Cook & Catharine Ross. (2022) Adopting coaching for doctoral supervision: opportunities and challenges for HRD. Human Resource Development International 25:4, pages 488-499.
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Isabel Huet & Diogo Casanova. (2022) Exploring the professional development of doctoral supervisors through workplace learning: a literature review. Higher Education Research & Development 41:3, pages 774-788.
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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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Jennie Billot, Virginia King, Jan Smith & Lynn Clouder. (2021) Borderlanders: academic staff being and becoming doctoral students. Teaching in Higher Education 26:3, pages 438-453.
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Tai Peseta, Giedre Kligyte, Amani Bell, Brittany Hardiman, Delyse Leadbeatter, Jenny Pizzica, Gina Saliba, Fiona Salisbury, Kate Thomson & Robyn Yucel. (2021) Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors. Teaching in Higher Education 26:3, pages 422-437.
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Kalypso Filippou, Johanna Kallo & Mirjamaija Mikkilä-Erdmann. (2021) Supervising master’s theses in international master’s degree programmes: roles, responsibilities and models. Teaching in Higher Education 26:1, pages 81-96.
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Ann Macfadyen, Christine English & Maggie Coates. (2020) Articulating and developing supervisory skills through collaborative action research. International Journal for Academic Development 25:4, pages 324-336.
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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.
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Panoraia Andriopoulou & Alicia Prowse. (2020) ‘Towards an effective supervisory relationship in research degree supervision: insights from attachment theory’. Teaching in Higher Education 25:5, pages 648-661.
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Ann Macfadyen, Christine English, Michael Kelleher, Maggie Coates, Colin Cameron & Vanessa Gibson. (2019) ‘Am I doing it right?’ Conceptualising the practice of supervising master’s dissertation students. Higher Education Research & Development 38:5, pages 985-1000.
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Rong Ma. (2019) Advanced academic literacy development: a case study of a successful Chinese doctoral student. Language, Culture and Curriculum 32:2, pages 207-222.
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Emily F. Henderson. (2018) Anticipating doctoral supervision: (Not) bridging the transition from supervisee to supervisor. Teaching in Higher Education 23:4, pages 403-418.
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Anne Lee. (2018) How can we develop supervisors for the modern doctorate?. Studies in Higher Education 43:5, pages 878-890.
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Margaret J. Robertson. (2017) Trust: the power that binds in team supervision of doctoral students. Higher Education Research & Development 36:7, pages 1463-1475.
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Meeta Chatterjee Padmanabhan & L. Celeste Rossetto. (2017) Doctoral writing advisors navigating the supervision terrain. Innovations in Education and Teaching International 54:6, pages 580-589.
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Marie Manidis & Rebecca Addo. (2017) Learning a practice through practise: presenting knowledge in doctoral spoken presentations. Studies in Continuing Education 39:3, pages 235-250.
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Kalypso Filippou, Johanna Kallo & Mirjamaija Mikkilä-Erdmann. (2017) Students’ views on thesis supervision in international master’s degree programmes in Finnish universities. Intercultural Education 28:3, pages 334-352.
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Margaret J. Robertson. (2017) Team modes and power: supervision of doctoral students. Higher Education Research & Development 36:2, pages 358-371.
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Liam Grealy. (2016) Cliché, gossip, and anecdote as supervision training. Review of Education, Pedagogy, and Cultural Studies 38:4, pages 341-359.
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Eugen Bacon. (2016) Creative practice – finding the right mentor. New Writing 13:2, pages 180-193.
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Bethan Collins. (2015) Reflections on doctoral supervision: drawing from the experiences of students with additional learning needs in two universities. Teaching in Higher Education 20:6, pages 587-600.
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Cally Guerin, Susan Carter & Claire Aitchison. (2015) Blogging as community of practice: lessons for academic development?. International Journal for Academic Development 20:3, pages 212-223.
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K. Pyhältö, L. Tikkanen & H. Anttila. The more the merrier? PhD supervisors’ perspectives in engaging in co-supervision. Innovations in Education and Teaching International 0:0, pages 1-12.
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Christopher Hanley & Edda Sant. (2023) Touch, tact and swerve: Three new concepts for the doctoral process, inspired by jean-luc Nancy’s ontology. Research in Education.
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Madhu Neupane Bastola & Victor Ho. (2023) Rhetorical structure of literature review chapters in Nepalese PhD dissertations: Students’ engagement with previous scholarship. Journal of English for Academic Purposes 65, pages 101271.
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Anne Haugen Gausdal & Mari Svendsen. (2023) Developing growth mindsets in doctoral supervisors. Uniped 46:2, pages 138-148.
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Huanling Ma, Lijing Huang, Wenji Fan, Zhao Cheng & Chang Zhu. (2022) Case studies investigating distorted supervisor-postgraduate relationship and solutions in Chinese universities. Asia Europe Journal 21:2, pages 251-272.
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Madhu Neupane Bastola & Guangwei Hu. (2023) From the other side of the desk: Supervisors’ perceptions of supervisory feedback. Journal of Second Language Writing 59, pages 100965.
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Maude Benoit. (2023) Se préparer au doctorat et à une carrière professionnelle : des repères pour les doctorant.e.s et les professeur.e.s. Politique et Sociétés 42:3.
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Kiyomi Yamada. (2022) Undergraduate thesis supervisory conference: Academic discourse socialisation multiple-case study. Linguistics and Education 69, pages 101054.
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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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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.
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Maha Al Makhamreh & Benjamin Kutsyuruba. (2020) Leadership Self-Efficacy (LSE) in Doctoral Programs: Examining the Supervisors’ Lived Experiences in Canadian Universities. Journal of Higher Education Policy And Leadership Studies 1:2, pages 7-23.
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Ruth Tatnell. 2020. Tertiary Online Teaching and Learning. Tertiary Online Teaching and Learning 277 284 .
Nigel Harwood & Bojana Petrić. (2019) Helping international master’s students navigate dissertation supervision: Research-informed discussion and awareness-raising activities. Journal of International Students 9:1, pages 150-171.
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Gabriela González-Ocampo & Montserrat Castelló Badia. 2019. Traversing the Doctorate. Traversing the Doctorate 117 141 .
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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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 ) .
Marie Manidis & Rosalie Goldsmith. (2017) Governing the social, material, textual, and advancing professional learning of doctoral candidates in the contemporary university. Teaching Public Administration 36:1, pages 14-33.
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Ronel Erwee. 2018. Postgraduate Education in Higher Education. Postgraduate Education in Higher Education 339 357 .
Margaret Baguley, Martin Kerby & Georgina Barton. 2018. Postgraduate Education in Higher Education. Postgraduate Education in Higher Education 409 423 .
Ronel Erwee. 2017. Postgraduate Education in Higher Education. Postgraduate Education in Higher Education 1 19 .
Margaret Baguley, Martin Kerby & Georgina Barton. 2017. Postgraduate Education in Higher Education. Postgraduate Education in Higher Education 1 15 .
Annlize Marnewick & Hannelie Nel. (2017) A model for postgraduate supervision of large student numbers in Engineering Management at the University of Johannesburg. A model for postgraduate supervision of large student numbers in Engineering Management at the University of Johannesburg.
Virginia Langum & Kirk P.H. Sullivan. (2017) Writing academic english as a doctoral student in sweden: narrative perspectives. Journal of Second Language Writing 35, pages 20-25.
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