Citations (108)
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Kun Dai & Dely Lazarte Elliot. (2023) ‘Shi men’ as key doctoral practice: understanding international doctoral students’ learning communities and research culture in China. Oxford Review of Education 49:5, pages 588-603.
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Conor Wilson, Rabia Arshad, Maria Sapouna, David McGillivray & Stephanie Zihms. (2023) ‘PGR Connections’: Using an online peer- learning pedagogy to support doctoral researchers. Innovations in Education and Teaching International 60:3, pages 390-400.
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Tseen Khoo. (2023) Creating spaces to develop research culture. International Journal for Academic Development 28:2, pages 217-229.
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Annlizé L. Marnewick. (2023) A supervision approach to facilitate learning during the master’s research journey. Teaching in Higher Education 28:2, pages 357-372.
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Reem Alebaikan, Yvonne Bain & Sarah Cornelius. (2023) Experiences of distance doctoral supervision in cross-cultural teams. Teaching in Higher Education 28:1, pages 17-34.
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Alan S. Cornell, Wesley Doorsamy & Kershree Padayachee. (2022) Supervisor perspectives in STEM PhD supervision: a social realist analysis of current trends. Higher Education Pedagogies 7:1, pages 146-159.
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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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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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Cally Guerin & Claire Aitchison. (2021) Doctoral writing and remote supervision: What the literature tells us. Innovations in Education and Teaching International 58:6, pages 624-634.
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Isabel Huet & Diogo Casanova. (2021) Exploring the professional development of online and distance doctoral supervisors. Innovations in Education and Teaching International 58:4, pages 430-440.
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Willard Munyoka, Tawanda Runhare & Patrick Dzimiri. (2019) Using Social Networking Technologies for Postgraduate Research Supervision at a South African Rural-Based Historically Disadvantaged Institution. Africa Education Review 16:6, pages 128-150.
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Jon Cornwall, Elizabeth C. Mayland, Jacques van der Meer, Rachel A. Spronken-Smith, Charles Tustin & Phil Blyth. (2019) Stressors in early-stage doctoral students. Studies in Continuing Education 41:3, pages 363-380.
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Amanda Mason & Jarmila Hickman. (2019) Students supporting students on the PhD journey: An evaluation of a mentoring scheme for international doctoral students. Innovations in Education and Teaching International 56:1, pages 88-98.
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Hans Agné & Ulf Mörkenstam. (2018) Should first-year doctoral students be supervised collectively or individually? Effects on thesis completion and time to completion. Higher Education Research & Development 37:4, pages 669-682.
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Debbie L. Hahs-Vaughn, Hannah Acquaye, Matthew D. Griffith, Hang Jo, Ken Matthews & Parul Acharya. (2017) Statistical Literacy as a Function of Online Versus Hybrid Course Delivery Format for an Introductory Graduate Statistics Course. Journal of Statistics Education 25:3, pages 112-121.
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Sylvia Anne Mackie & Sally McArthur. (2017) ‘Building up speed’, ‘trying to break free’, ‘pushing it through the pipe’: using metaphor to explore early career STEM researchers’ grant writing capability. Higher Education Research & Development 36:5, pages 989-1002.
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Lilia Mantai. (2017) Feeling like a researcher: experiences of early doctoral students in Australia. Studies in Higher Education 42:4, pages 636-650.
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Maggie Hutchings. (2017) Improving doctoral support through group supervision: analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship. Studies in Higher Education 42:3, pages 533-550.
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Robyn Dowling & Michael Wilson. (2017) Digital doctorates? An exploratory study of PhD candidates’ use of online tools. Innovations in Education and Teaching International 54:1, pages 76-86.
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Melanie Petch, Katie Fraser, Nathan Rush, Alan Cope & Julie Lowe. (2016) Improving Communication Between Postgraduate Researchers and the University Library: A Case Study at De Montfort University Library and Learning Services. New Review of Academic Librarianship 22:2-3, pages 268-281.
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Andrew J. Sense. (2016) Work-based research degrees: systematic cultivation through a University–industry network space. Studies in Higher Education 41:6, pages 933-954.
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Mary Ann Danowitz. (2016) Power, jobs and bodies: the experiences of becoming a gender scholar in doctoral education. Studies in Higher Education 41:5, pages 847-858.
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Karin Rönnerman, Petri Salo, Eli Moksnes Furu, Torbjørn Lund, Anette Olin & Rachel Jakhelln. (2016) Bringing ideals into dialogue with practices: on the principles and practices of the Nordic Network for Action Research. Educational Action Research 24:1, pages 46-64.
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Sara Cotterall. (2015) The rich get richer: international doctoral candidates and scholarly identity. Innovations in Education and Teaching International 52:4, pages 360-370.
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Cally Guerin, Heather Kerr & Ian Green. (2015) Supervision pedagogies: narratives from the field. Teaching in Higher Education 20:1, pages 107-118.
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Clemence Due, Sofia C. Zambrano, Anna Chur-Hansen, Deborah Turnbull & Christiane Niess. (2015) Higher degree by research in a foreign country: a thematic analysis of the experiences of international students and academic supervisors. Quality in Higher Education 21:1, pages 52-65.
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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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Shuhua Chen. (2014) Balancing knowing and not-knowing: an exploration of doctoral candidates’ performance of researcher selves in the dissertation defence. Assessment & Evaluation in Higher Education 39:3, pages 364-379.
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Bart Rienties, Dharma Luchoomun & Dirk Tempelaar. (2014) Academic and social integration of Master students: a cross-institutional comparison between Dutch and international students. Innovations in Education and Teaching International 51:2, pages 130-141.
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Roisin Donnelly. (2013) Enabling connections in postgraduate supervision for an applied eLearning professional development programme. International Journal for Academic Development 18:4, pages 356-370.
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Catherine Francis Brooks. (2013) ‘Don’t even trip, u did your part’: analysing community in online student talk. Classroom Discourse 4:2, pages 168-189.
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Susan
R. Hemer. (2012) Informality, power and relationships in postgraduate supervision: supervising PhD candidates over coffee. Higher Education Research & Development 31:6, pages 827-839.
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Zarrin Seema Siddiqui & Diana R. D. Jonas-Dwyer. (2012) Twelve tips for supervising research students. Medical Teacher 34:7, pages 530-533.
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Antoinette McCallin & Shoba Nayar. (2012) Postgraduate research supervision: a critical review of current practice. Teaching in Higher Education 17:1, pages 63-74.
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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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Nickola
C. Overall, Kelsey
L. Deane & Elizabeth
R. Peterson. (2011) Promoting doctoral students' research self-efficacy: combining academic guidance with autonomy support. Higher Education Research & Development 30:6, pages 791-805.
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Jane Agee & Sedef Uzuner Smith. (2011) Online discussions in a doctoral research methods course: ‘Like a text by many authors’. Studies in Continuing Education 33:3, pages 301-319.
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Shane Nordyke, Daniel Palmer, William Anderson, Rich Braunstein & Matt Fairholm. (2011) A Nontraditional PhD Program in a Traditional World: A Story of Blended Strategies and Students. Journal of Political Science Education 7:3, pages 275-294.
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James Hartley. (2011) Publishing pedagogies for the doctorate and beyond. Studies in Higher Education 36:1, pages 121-123.
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CatherineF. Brooks. (2010) Toward ‘hybridised’ faculty development for the twenty‐first century: blending online communities of practice and face‐to‐face meetings in instructional and professional support programmes. Innovations in Education and Teaching International 47:3, pages 261-270.
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Stuart Glover. (2010) Cohort-based Supervision of Postgraduate Creative Writers: The effectiveness of the university-based writers' workshop. New Writing 7:2, pages 123-136.
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Tracey Smith, Petri Salo & Peter Grootenboer. (2010) Staying alive in academia: collective praxis at work. Pedagogy, Culture & Society 18:1, pages 55-66.
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Miri Shacham & Yehudit Od‐Cohen. (2009) Rethinking PhD learning incorporating communities of practice. Innovations in Education and Teaching International 46:3, pages 279-292.
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Marie de Beer & RogerB. Mason. (2009) Using a blended approach to facilitate postgraduate supervision. Innovations in Education and Teaching International 46:2, pages 213-226.
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Anne Lee. (2008) How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education 33:3, pages 267-281.
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Clive Palmer, Andrew Sprake & Chris Hughes. (2023) Managing the Expectations of Doctoral Students and Their Supervisors: A UK Perspective. Encyclopedia 3:4, pages 1474-1488.
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James Marson & Katy Ferris. (2023) How Supervisors Can Support Doctoral Students to Publish and Not Perish in Academia. Encyclopedia 3:4, pages 1358-1372.
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Nicole Megan Edwards, Zeynep Isik‐Ercan, Huan‐Tang Lu, Madjiguene Fall & Latifa Sebti. (2022) “Do the Best You Can with Resources You Have to Offer”: Community stakeholder views on supporting immigrant families. Journal of Community Psychology 51:3, pages 837-859.
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