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Innovations in Education and Teaching International Volume 46, 2009 - Issue 3: Embracing Contraries in Research on Doctoral Education
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Articles

‘Learning supervision’: trial by fire

Cheryl Amundsen Faculty of Education, Simon Fraser University, Burnaby, BC, CanadaCorrespondence[email protected]
&
Lynn McAlpine Department of Education, University of Oxford, Oxford, UK
Pages 331-342 | Published online: 24 Jul 2009

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Carolin Kreber. (2023) On a pedagogy of authentic care in postgraduate research supervision. Studies in Higher Education 48:12, pages 1796-1808.
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Carolin Kreber & Cyril Wealer. (2023) Intentions, concepts and conceptions of research supervision: a consideration of three disciplines. Teaching in Higher Education 28:6, pages 1446-1463.
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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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Padmashree Rida, Tiffany Karalis Noel & Monica L. Miles. (2023) STEM postdoc mentoring: a social exchange theory-based conceptual framework. Mentoring & Tutoring: Partnership in Learning 31:2, pages 208-227.
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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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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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Christian Schneijderberg. (2021) Supervision practices of doctoral education and training. Studies in Higher Education 46:7, pages 1285-1295.
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Tanya Heyns, Philippa Bresser, Tania Buys, Isabel Coetzee, Elzette Korkie, Zelda White & Brendan Mc Cormack. (2019) Twelve tips for supervisors to move towards person-centered research supervision in health care sciences. Medical Teacher 41:12, pages 1353-1358.
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Dely Lazarte Elliot & Sofie Kobayashi. (2019) How can PhD supervisors play a role in bridging academic cultures?. Teaching in Higher Education 24:8, pages 911-929.
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Gabriela González-Ocampo & Montserrat Castelló. (2019) Supervisors were first students: Analysing supervisors’ perceptions as doctoral students versus doctoral supervisors. Innovations in Education and Teaching International 56:6, pages 711-725.
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Mayke W.C. Vereijken, Roeland M. van der Rijst, Jan H. van Driel & Friedo W. Dekker. (2018) Novice supervisors’ practices and dilemmatic space in supervision of student research projects. Teaching in Higher Education 23:4, pages 522-542.
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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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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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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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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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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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Cally Guerin & Ian Green. (2015) ‘They’re the bosses’: feedback in team supervision. Journal of Further and Higher Education 39:3, pages 320-335.
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Gill Turner. (2015) Learning to supervise: four journeys. Innovations in Education and Teaching International 52:1, pages 86-98.
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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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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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Lynn McAlpine. (2014) Over time, how do post-Ph.D. scientists locate teaching and supervision within their academic practice?. Teaching in Higher Education 19:8, pages 835-846.
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Patrick Alexander, Susan Harris-Huemmert & Lynn McAlpine. (2014) Tools for reflection on the academic identities of doctoral students. International Journal for Academic Development 19:3, pages 162-173.
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Denis Feather & Kathryn Elizabeth McDermott. (2014) The role of new doctoral supervisors in higher education – a reflective view of literature and experience using two case studies. Research in Post-Compulsory Education 19:2, pages 165-176.
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Lynn McAlpine & Margot McKinnon. (2013) Supervision – the most variable of variables: student perspectives. Studies in Continuing Education 35:3, pages 265-280.
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Dorothy Spiller, Giselle Byrnes & Pip Bruce Ferguson. (2013) Enhancing postgraduate supervision through a process of conversational inquiry. Higher Education Research & Development 32:5, pages 833-845.
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Lynn McAlpine & Cheryl Amundsen. (2012) Challenging the taken-for-granted: how research analysis might inform pedagogical practices and institutional policies related to doctoral education. Studies in Higher Education 37:6, pages 683-694.
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Margaret Baguley, Martin Kerby & Georgina Barton. 2018. Postgraduate Education in Higher Education. Postgraduate Education in Higher Education 409 423 .
Margaret Baguley, Martin Kerby & Georgina Barton. 2017. Postgraduate Education in Higher Education. Postgraduate Education in Higher Education 1 15 .
Rie Raffing, Thor Bern Jensen & Hanne Tønnesen. (2017) Self-reported needs for improving the supervision competence of PhD supervisors from the medical sciences in Denmark. BMC Medical Education 17:1.
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Margaret Robertson. (2017) Aspects of mentorship in team supervision of doctoral students in Australia. The Australian Educational Researcher 44:4-5, pages 409-424.
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H.H. Wagner, C. Boyd & R. Napper. (2017) How to share the process of graduate advising. FACETS 1:1, pages 263-279.
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Lesley Gratrix & David Barrett. (2017) Desperately seeking consistency: Student nurses' experiences and expectations of academic supervision. Nurse Education Today 48, pages 7-12.
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Nigel Harwood & Bojana Petrić. 2016. Experiencing Master's Supervision. Experiencing Master's Supervision 199 222 .
Anthony Clarke, Harry Hubball & Andrea Webb. 2016. Emerging Directions in Doctoral Education. Emerging Directions in Doctoral Education 281 300 .
N.C. van Wyk, I.M. Coetzee, Y. Havenga & T. Heyns. (2016) Appreciation of the research supervisory relationship by postgraduate nursing students. International Nursing Review 63:1, pages 26-32.
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Antònia Dardes Mesquida & Adolfina Pérez. (2015) Online tutoring procedure for research project supervision: management, organization and key elements. Journal of New Approaches in Educational Research 4:2, pages 123-132.
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Lourdes Villardón-Gallego & Concepción Yániz Alvarez de Eulate. (2013) Propuesta de un Plan de Tutoría y Apoyo a Estudiantes de Doctorado. REDU. Revista de Docencia Universitaria 11:2, pages 135.
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Eddie Blass, Anne Jasman & Roger Levy. (2012) Supervisor reflections on developing doctoralness in practice‐based doctoral students. Quality Assurance in Education 20:1, pages 31-41.
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Anthony Paré. 2011. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators 59 74 .
Lynn McAlpine & Cheryl Amundsen. 2011. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators 185 202 .
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Lynn McAlpine & Gerlese S. ÅkerlindLynn McAlpine, Cheryl Amundsen & Marian Jazvac-Martek. 2010. Becoming an Academic. Becoming an Academic 125 154 .

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