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Lena Manderstedt, Sara Viklund, Annbritt Palo & Hanna Lillsebbas. (2023) Meeting eye to eye: the power relations in triadic mentoring of the degree project in teacher education. Mentoring & Tutoring: Partnership in Learning 31:4, pages 512-531.
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Amrinder Khosa, Carla Wilkin & Steven Burch. (2023) PhD students’ relatedness, motivation, and well-being with multiple supervisors. Accounting Education 0:0, pages 1-33.
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Elena Riva, Louise Gracia & Rebecca Limb. (2022) Using co-creation to facilitate PhD supervisory relationships. Journal of Further and Higher Education 46:7, pages 913-930.
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Andrew Hickey & Melissa Forbes. (2022) Higher degree research supervision beyond expertise: a Rancièrean and Freirean perspective on HDR supervision. Studies in Higher Education 47:8, pages 1712-1723.
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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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Tal Vaizman. (2022) Teaching musical instruments during COVID-19: teachers assess struggles, relations with students, and leveraging. Music Education Research 24:2, pages 152-165.
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Kim Beasy, Sherridan Emery & Joseph Crawford. (2021) Drowning in the shallows: an Australian study of the PhD experience of wellbeing. Teaching in Higher Education 26:4, pages 602-618.
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Christian Beighton. (2020) Beyond alienation: spatial implications of teaching and learning academic writing. Teaching in Higher Education 25:2, pages 205-222.
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Gill Adams. (2019) A narrative study of the experience of feedback on a professional doctorate: ‘a kind of flowing conversation’. Studies in Continuing Education 41:2, pages 191-206.
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Maria Fannin & Maud Perrier. (2019) ‘Birth work’ accompaniment and PhD supervision: an alternative feminist pedagogy for the neoliberal university. Gender and Education 31:1, pages 136-152.
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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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Eugenia Hernandez-Ruiz, Abbey L Dvorak & Celeste Alderete. (2023) Virtual Course-Based Undergraduate Research Experience (CURE) During the COVID-19 Pandemic. Music Therapy Perspectives 41:1, pages 63-74.
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Syeda Hina Batool, Amna Farzand Ali & Muhammad Safdar. (2021) What Pakistani doctoral students want? A qualitative exploration of their research experiences. Global Knowledge, Memory and Communication 71:4/5, pages 355-369.
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Miguel García-Guerrero & Bruce V Lewenstein. (2022) From experience to theory: Science recreation workshops as a practice-led approach in informal environments for science learning. Cultures of Science 5:1, pages 33-49.
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Maija Vähämäki, Essi Saru & Lauri-Matti Palmunen. (2021) Doctoral supervision as an academic practice and leader–member relationship: A critical approach to relationship dynamics. The International Journal of Management Education 19:3, pages 100510.
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Amrinder Khosa, Steven Burch, Esin Ozdil & Carla Wilkin. (2020) Current issues in PhD supervision of accounting and finance students: Evidence from Australia and New Zealand. The British Accounting Review 52:5, pages 100874.
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Laura Crocco, Patricia McCabe & Catherine Madill. (2020) Principles of Motor Learning in Classical Singing Teaching. Journal of Voice 34:4, pages 567-581.
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Farin Kamangar, Gillian Silver, Christine Hohmann, Cleo Hughes-Darden, Jocelyn Turner-Musa, Robert Trent Haines, Avis Jackson, Nelson Aguila & Payam Sheikhattari. (2017) An entrepreneurial training model to enhance undergraduate training in biomedical research. BMC Proceedings 11:S12.
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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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Laura Crocco, Catherine J Madill & Patricia McCabe. (2017) Evidence-based Frameworks for Teaching and Learning in Classical Singing Training: A Systematic Review. Journal of Voice 31:1, pages 130.e7-130.e17.
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