Citations (68)
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Read on this site (21)
Helen Donaghue & Gill Adams. (2023) The role of situated talk in developing doctoral students’ researcher identities. Studies in Continuing Education 0:0, pages 1-20.
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Yoon Ha Choi, Megan Brunner & Haley Traini. (2023) Partial, (in)authentic, and masked: an exploration of power in doctoral students’ identity development as scholars through collaborative autoethnography. International Journal of Qualitative Studies in Education 36:6, pages 1056-1072.
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Xiujuan Sun & Michelle W. T. Cheng. (2022) Conceptualising manifestations and shapers of doctoral student agency: A subject-centered approach. Journal of Further and Higher Education 46:7, pages 898-912.
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Richard Bale & Mark Anderson. (2022) Teacher identities of graduate teaching assistants: how we (De)legitimise GTAs’ role identities. Teaching in Higher Education 0:0, pages 1-16.
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Carles Monereo & Eva Liesa. (2022) Early career researchers’ identity positions based on research experiences. Higher Education Research & Development 41:1, pages 193-210.
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Karen Gravett. (2021) Disrupting the doctoral journey: re-imagining doctoral pedagogies and temporal practices in higher education. Teaching in Higher Education 26:3, pages 293-305.
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Elizabeth A. Roumell, Xinyi Bian & Qi Sun. (2020) Noetic dispositions: A model for intellectual excellence. International Journal of Lifelong Education 39:3, pages 291-304.
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Mignonne Breier, Chaya Herman & Lorraine Towers. (2020) Doctoral rites and liminal spaces: academics without PhDs in South Africa and Australia. Studies in Higher Education 45:4, pages 834-846.
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B. Liezel Frick & Eva M. Brodin. (2020) A return to Wonderland: Exploring the links between academic identity development and creativity during doctoral education. Innovations in Education and Teaching International 57:2, pages 209-219.
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Gabriela González-Ocampo & Montserrat Castelló. (2019) How do doctoral students experience supervision?. Studies in Continuing Education 41:3, pages 293-307.
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R. Dann, J. Basford, C. Booth, R. O’Sullivan, J. Scanlon, C. Woodfine & P. Wright. (2019) The impact of doctoral study on university lecturers’ construction of self within a changing higher education policy context. Studies in Higher Education 44:7, pages 1166-1182.
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Naomi E. Winstone, Robert A. Nash, James Rowntree & Michael Parker. (2017) ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education 42:11, pages 2026-2041.
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Naomi Winstone & Darren Moore. (2017) Sometimes fish, sometimes fowl? Liminality, identity work and identity malleability in graduate teaching assistants. Innovations in Education and Teaching International 54:5, pages 494-502.
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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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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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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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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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Frederico Matos. (2013) PhD and the manager’s dream: professionalising the students, the degree and the supervisors?. Journal of Higher Education Policy and Management 35:6, pages 626-638.
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Salomé Schulze. (2013) Identities of Academics Lacking Doctoral Degrees: A Narrative Inquiry. Journal of Social Sciences 35:1, pages 33-41.
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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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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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Articles from other publishers (47)
Yun Ge. (2023) Career trajectory and cross‐system mobility: Career planning of doctoral students in Macao. Higher Education Quarterly.
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Gabriella M. Sallai, Matthew Bahnson, Kanembe Shanachilubwa & Catherine G. P. Berdanier. (2023) Persistence at what cost? How graduate engineering students consider the costs of persistence within attrition considerations. Journal of Engineering Education 112:3, pages 613-633.
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Ellen Zerbe, Gabriella Sallai & Catherine G. P. Berdanier. (2022) Surviving, thriving, departing, and the hidden competencies of engineering graduate school. Journal of Engineering Education 112:1, pages 147-169.
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Anh Phan. (2022) The Academic Identity Development of International Doctoral Students. Journal of International Students 13:4.
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Elize Archer, Susan Camille van Schalkwyk, Mariette Volschenk & Anna Maria Susanna Schmutz. (2022) Planned or emergent? An evaluation of a Master’s in Health Professions Education programme. BMC Medical Education 22:1.
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Jian Li & Eryong Xue. (2022) The Quest for Sustainable Graduate Education Development: Narrative Inquiry of Early Doctoral Students in China’s World-Class Disciplines. Sustainability 14:18, pages 11564.
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Maryrose Weatherton & Elisabeth E. Schussler. (2022) Exploring Student Perspectives: How Graduate Students in a Life Science Department Define Success. CBE—Life Sciences Education 21:2.
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Ane Turner Johnson & Monica Reid Kerrigan. (2021) Emergency methodological pivots: a situational analysis of doctoral candidates’ research engagement during crisis in the United States. Studies in Graduate and Postdoctoral Education 13:1, pages 74-89.
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Ashley Johnston Wicker, Mindy Crain-Dorough & Adam C. Elder. 2022. Research Anthology on Doctoral Student Professional Development. Research Anthology on Doctoral Student Professional Development
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Preston B. Cosgrove. 2022. Research Anthology on Doctoral Student Professional Development. Research Anthology on Doctoral Student Professional Development
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Rachel HandforthRachel Handforth. 2022. Belonging, Gender and Identity in the Doctoral Years. Belonging, Gender and Identity in the Doctoral Years
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Rachel HandforthRachel Handforth. 2022. Belonging, Gender and Identity in the Doctoral Years. Belonging, Gender and Identity in the Doctoral Years
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Karen Gravett, Ian Kinchin & Naomi Winstone. 2022. Landscapes and Narratives of PhD by Publication. Landscapes and Narratives of PhD by Publication
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Rachel Handforth. 2022. The Palgrave Handbook of Imposter Syndrome in Higher Education. The Palgrave Handbook of Imposter Syndrome in Higher Education
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Jia-lu Zhao, Fu Chen & Xiao-ming Jia. (2021) The Development and Validation of the Doctoral Student Identity Scale. Frontiers in Psychology 12.
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Kristina Kovalcikiene & Loreta Buksnyte-Marmiene. (2021) Doctoral Students as Future Teachers at Universities: Factors Related to Professional Identity. Journal of Teacher Education for Sustainability 23:2, pages 45-61.
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Sarah L. Buglass, Loren Abell, Lucy R. Betts, Rowena Hill & Jessica Saunders. (2020) Banter Versus Bullying: a University Student Perspective. International Journal of Bullying Prevention 3:4, pages 287-299.
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Jisun Jung, Hugo Horta, Li-fang Zhang & Gerard A. Postiglione. (2021) Factors fostering and hindering research collaboration with doctoral students among academics in Hong Kong. Higher Education 82:3, pages 519-540.
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Sophie Valeix, Rachel Moss & Charlotte Morris. (2021) Mitigating dilemmas in postgraduate researcher mental health and well-being project implementation: critical reflections from three former implementers. Studies in Graduate and Postdoctoral Education 12:1, pages 58-72.
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Charlotte Morris. (2021) “Peering through the window looking in”: postgraduate experiences of non-belonging and belonging in relation to mental health and wellbeing. Studies in Graduate and Postdoctoral Education 12:1, pages 131-144.
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Ashley Johnston Wicker, Mindy Crain-Dorough & Adam C. Elder. 2021. Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education. Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education
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Jillian Seniuk Cicek, Robyn Paul, Patricia K. Sheridan & Liz Kuley. (2020) Researchers Explore Their Roles as Participant-Researchers in Characterizing the Lived Experiences of Graduate Students in Engineering Education Research in Canada: a Collaborative Autoethnography. Canadian Journal of Science, Mathematics and Technology Education 20:1, pages 98-115.
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Alessa Hillbrink & Regina Jucks. (2019) Pictures of Research and Teaching in Psychology: A Comparison of Early-Career Academics' and Students' Perspectives. Psychology Learning & Teaching 18:3, pages 290-304.
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Emma Hocker, Ellen Zerbe & Catherine G. P. Berdanier. (2019) Characterizing Doctoral Engineering Student Socialization: Narratives of Mental Health, Decisions to Persist, and Consideration of Career Trajectories. Characterizing Doctoral Engineering Student Socialization: Narratives of Mental Health, Decisions to Persist, and Consideration of Career Trajectories.
Alessa Hillbrink & Regina Jucks. (2019) ‘Me, a teacher?!’ – Professional role identification and role activation of psychology PhD students. Studies in Graduate and Postdoctoral Education 10:2, pages 109-125.
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Catherine G. P. Berdanier. (2019) Genre maps as a method to visualize engineering writing and argumentation patterns. Journal of Engineering Education 108:3, pages 377-393.
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Ray R. Buss. (2019) EdD students’ identity development in a Carnegie Project on the Education Doctorate program. Studies in Graduate and Postdoctoral Education 10:1, pages 35-53.
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Guanglun Michael Mu, Huajun Zhang, Wei Cheng, Yangyang Fang, Shuguang Li, Xiangxu Wang & Karen Dooley. (2018) Negotiating Scholarly Identity Through an International Doctoral Workshop: A Cosmopolitan Approach to Doctoral Education. Journal of Studies in International Education 23:1, pages 139-153.
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Anita Chadha. 2019. Fostering Multiple Levels of Engagement in Higher Education Environments. Fostering Multiple Levels of Engagement in Higher Education Environments
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Phillip de Jager, Ilse Lubbe & Elmarie Papageorgiou. (2018) The South African chartered accountant academic. Meditari Accountancy Research 26:2, pages 263-283.
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Eunyoung Kim, Stefanie Benson & Taghreed A. Alhaddab. (2018) A career in academia? Determinants of academic career aspirations among PhD students in one research university in the US. Asia Pacific Education Review 19:2, pages 273-283.
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Jisun Jung. (2018) Learning experience and perceived competencies of doctoral students in Hong Kong. Asia Pacific Education Review 19:2, pages 187-198.
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Ray R. Buss & Andrea Avery. (2016) Research Becomes You: Cultivating EdD Students’ Identities as Educational Leaders and Researchers and a “Learning by Doing” Meta-Study. Journal of Research on Leadership Education 12:3, pages 273-301.
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Amanda J. Rockinson-Szapkiw, Lucinda S. Spaulding & Maria T. Spaulding. (2016) Identifying significant integration and institutional factors that predict online doctoral persistence. The Internet and Higher Education 31, pages 101-112.
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Kristina Kovalcikiene & Loreta Buksnyte-Marmiene. (2015) Towards An Understanding Of Doctoral Students’ Professional Identity Complexity. Procedia - Social and Behavioral Sciences 191, pages 2693-2698.
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Pepukayi Chitakunye & Amandeep Takhar-Lail. (2015) Knowledge Production through Interdisciplinary Skills. Industry and Higher Education 29:2, pages 129-140.
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Tomasz John & Pam Denicolo. (2013) Doctoral Education: A Review of the Literature Monitoring the Doctoral Student Experience in Selected OECD Countries (Mainly UK). Springer Science Reviews 1:1-2, pages 41-49.
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Christian Bégin & Laetitia Géarard. (2013) The Role of Supervisors in Light of the Experience of Doctoral Students. Policy Futures in Education 11:3, pages 267-276.
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Jenna Vekkaila, Kirsi Pyhältö, Kai Hakkarainen, Jenni Keskinen & Kirsti Lonka. (2012) Doctoral students' key learning experiences in the natural sciences. International Journal for Researcher Development 3:2, pages 154-183.
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Marian Jazvac-Martek, Shuhua Chen & Lynn McAlpine. 2011. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators
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Debra Harwood. (2010) Finding a Voice for Child Participants within Doctoral Research: Experiences from the Field. Australasian Journal of Early Childhood 35:4, pages 4-13.
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