Citations (84)
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Ailie McDowall. (2022) Preparing postgraduate research students to research Indigenous topics. Innovations in Education and Teaching International 0:0, pages 1-14.
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Dely Lazarte Elliot. (2022) A ‘doctoral compass’: strategic reflection, self-assessment and recalibration for navigating the ‘twin’ doctoral journey. Studies in Higher Education 47:8, pages 1652-1665.
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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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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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Margaret J. Robertson & Minh Nguyet Nguyen. (2021) Robing up: transactional identity development of Vietnamese PhD students. Asia Pacific Journal of Education 41:2, pages 312-322.
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Crista Weise, Mariela Aguayo–González & Montserrat Castelló. (2020) Significant events and the role of emotion along doctoral researcher personal trajectories. Educational Research 62:3, pages 304-323.
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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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Meeta Chatterjee-Padmanabhan, Wendy Nielsen & Sarah Sanders. (2019) Joining the research conversation: threshold concepts embedded in the literature review. Higher Education Research & Development 38:3, pages 494-507.
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Gwyneth Hughes. (2019) Developing student research capability for a ‘post-truth’ world: three challenges for integrating research across taught programmes. Teaching in Higher Education 24:3, pages 394-411.
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Marcia Håkansson Lindqvist. (2018) Reconstructing the doctoral publishing process. Exploring the liminal space. Higher Education Research & Development 37:7, pages 1395-1408.
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Meeta Chatterjee-Padmanabhan & Wendy Nielsen. (2018) Preparing to cross the research proposal threshold: A case study of two international doctoral students. Innovations in Education and Teaching International 55:4, pages 417-424.
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E. Marcia Johnson. (2018) The doctoral writing conversation: establishing a generic doctoral writing programme. Open Review of Educational Research 5:1, pages 16-27.
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David F. Feldon, Christopher Rates & Chongning Sun. (2017) Doctoral conceptual thresholds in cellular and molecular biology. International Journal of Science Education 39:18, pages 2574-2593.
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Margaret Kiley. (2017) Career professionals entering doctoral study: Advantages and challenges. Innovations in Education and Teaching International 54:6, pages 550-559.
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Sioux McKenna. (2017) Crossing conceptual thresholds in doctoral communities. Innovations in Education and Teaching International 54:5, pages 458-466.
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Claude Julie Bourque & Sylvain Bourdon. (2017) Multidisciplinary graduate training in social research methodology and computer-assisted qualitative data analysis: a hands-on/hands-off course design. Journal of Further and Higher Education 41:4, pages 475-491.
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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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Zachariah Duke & Peter Mudge. (2016) ‘Dissolving Boundaries’ – An Analysis of Threshold Concepts Within Disability Theology. Journal of Adult Theological Education 13:2, pages 147-162.
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Helen Ashworth. (2016) Students’ acquisition of a threshold concept in childhood and youth studies. Innovations in Education and Teaching International 53:1, pages 94-103.
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Gail Adorno, Courtney Cronley & Kenneth Scott Smith. (2015) A different kind of animal: liminal experiences of social work doctoral students. Innovations in Education and Teaching International 52:6, pages 632-641.
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Alison Cook-Sather & Alia Luz. (2015) Greater engagement in and responsibility for learning: what happens when students cross the threshold of student–faculty partnership. Higher Education Research & Development 34:6, pages 1097-1109.
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Jeanette Berman & Robyn Smyth. (2015) Conceptual frameworks in the doctoral research process: a pedagogical model. Innovations in Education and Teaching International 52:2, pages 125-136.
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Gina Wisker. (2015) Developing doctoral authors: engaging with theoretical perspectives through the literature review. Innovations in Education and Teaching International 52:1, pages 64-74.
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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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Margaret Kiley. (2015) ‘I didn’t have a clue what they were talking about’: PhD candidates and theory. Innovations in Education and Teaching International 52:1, pages 52-63.
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Eva Bendix Petersen. (2014) Re-signifying subjectivity? A narrative exploration of ‘non-traditional’ doctoral students' lived experience of subject formation through two Australian cases. Studies in Higher Education 39:5, pages 823-834.
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Dean Barker, Natalie Barker-Ruchti, Steven Rynne & Jessica Lee. (2014) ‘Just do a little more’: examining expertise in high performance sport from a sociocultural learning perspective. Reflective Practice 15:1, pages 92-105.
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Nell Buissink-Smith, Simon Hart & Jacques van der Meer. (2013) ‘There are other people out there!’ Successful postgraduate peer groups and research communities at a New Zealand university. Higher Education Research & Development 32:5, pages 695-705.
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Briana
Crotwell Timmerman, David Feldon, Michelle Maher, Denise Strickland & Joanna Gilmore. (2013) Performance-based assessment of graduate student research skills: timing, trajectory, and potential thresholds. Studies in Higher Education 38:5, pages 693-710.
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Robin Humphrey & Bob Simpson. (2012) Writes of passage: writing up qualitative data as a threshold concept in doctoral research. Teaching in Higher Education 17:6, pages 735-746.
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Nari Carter. (2012) Action research: improving graduate-level writing. Educational Action Research 20:3, pages 407-421.
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Robyn Dowling, Andrew Gorman-Murray, Emma Power & Karina Luzia. (2012) Critical Reflections on Doctoral Research and Supervision in Human Geography: The ‘PhD by Publication’. Journal of Geography in Higher Education 36:2, pages 293-305.
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Sara Cotterall. (2011) Doctoral students writing: where's the pedagogy?. Teaching in Higher Education 16:4, pages 413-425.
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Articles from other publishers (51)
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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Xan Y. Goodman & Samantha Ann Godbey. (2023) An explicit approach to liminality as an inclusive approach to librarian support for graduate student researchers. Reference Services Review.
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Deborah Tyndall & Shannon Baker Powell. (2023) Good critical friends are hard to find: promoting peer review among doctoral students. Studies in Graduate and Postdoctoral Education 14:2, pages 186-200.
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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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Wesam H. Beitelmal, Ray Littlejohn, Paul C. Okonkwo, Israr U. Hassan, El Manaa Barhoumi, Fatemeh Khozaei, Abbas M. Hassan & Khalid Ahmed Alkaaf. (2022) Threshold Concepts Theory in Higher Education—Introductory Statistics Courses as an Example. Education Sciences 12:11, pages 748.
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Xueyu Wang. (2022) Occupational Stress in Chinese Higher Education Institutions: A Case Study of Doctoral Supervisors. International Journal of Environmental Research and Public Health 19:15, pages 9503.
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E. Giudicelli, A. Syssau & N. Blanc. (2022) Quelles pistes pour un vécu positif du doctorat ? Apports de la littérature scientifique actuelle. Psychologie Française.
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Jina Kang, Ryan Baker, Zhang Feng, Chungsoo Na, Peter Granville & David F. Feldon. (2022) Detecting threshold concepts through Bayesian knowledge tracing: examining research skill development in biological sciences at the doctoral level. Instructional Science 50:3, pages 475-497.
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Holly Fiock, Sally Meech, Mohan Yang, Yishi Long, Tadd Farmer, Nathan Hilliard, Adrie A. Koehler & Zui Cheng. (2022) Instructional design learners make sense of theory: a collaborative autoethnography. Educational technology research and development 70:1, pages 31-57.
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Atila YUKSEL. (2021) Metamorfoz: Akademide Üç Kere Doğmak. Seyahat ve Otel İşletmeciliği Dergisi 18:2, pages 241-266.
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Atila YUKSEL. (2021) Metamorfoz: Akademide Üç Kere Doğmak. Seyahat ve Otel İşletmeciliği Dergisi, pages 241-266.
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Cara Wrigley, Peta Wolifson & Judy Matthews. (2020) Supervising cohorts of higher degree research students: design catalysts for industry and innovation. Higher Education 81:6, pages 1177-1196.
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Sigrid Westad Brandshaug & Ela Sjølie. (2020) In liminality: interdisciplinary teams learning through challenges. Higher Education, Skills and Work-Based Learning 11:2, pages 406-419.
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Deborah E. Tyndall, Gina C. Firnhaber & K. Brooke Kistler. (2021) An integrative review of threshold concepts in doctoral education: Implications for PhD nursing programs. Nurse Education Today 99, pages 104786.
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Nicolette Buirski. (2021) Liminal emotions and mindfulness traits of well-regarded supervisors in highly valued doctoral supervisory relationships. SN Social Sciences 1:2.
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Catherine G. P. Berdanier. (2020) Linking current and prospective engineering graduate students' writing attitudes with rhetorical writing patterns. Journal of Engineering Education 110:1, pages 207-229.
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Tashfeen Ahmad. (2020) Proposing student support model for postgraduate research education. World Journal of Entrepreneurship, Management and Sustainable Development 17:1, pages 125-139.
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Dean Barker, Gunn Nyberg & Hakan Larsson. (2020) Exploring Movement Learning in Physical Education Using a Threshold Approach. Journal of Teaching in Physical Education 39:3, pages 415-423.
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Gemma Tur, Leo Havemann, J. Dawn Marsh, Jeffrey M. Keefer & Fabio Nascimbeni. (2020) Becoming an open educator: towards an open threshold framework. Research in Learning Technology 28:0.
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Ahmad Thamrini Fadzlin Syed Mohamed, Ahmad Fahimi Amir, Nur Khadirah Ab. Rahman, Emily Abd Rahman & Afifah Quraishah Abdul Nasir. (2020) Preparing for PhD: exploring doctoral students’ preparation strategy. Studies in Graduate and Postdoctoral Education 11:1, pages 89-106.
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Dely L. Elliot, Søren S. E. Bengtsen, Kay Guccione & Sofie KobayashiDely L. Elliot, Søren S. E. Bengtsen, Kay Guccione & Sofie Kobayashi. 2020. The Hidden Curriculum in Doctoral Education. The Hidden Curriculum in Doctoral Education
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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.
Deborah E. Tyndall, Kerri B. Flinchbaugh, Nicole I. Caswell & Elaine S. Scott. (2019) Threshold Concepts in Doctoral Education. Nurse Educator 44:1, pages 38-42.
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Ferhat BAHÇECİ & Leyla UŞENGÜL. (2018) Yüksek Lisans ve Doktora Öğrencilerinin Tez Konusu Belirleme Kriterlerinin İncelenmesi. Turkish Journal of Educational Studies 5:2, pages 85-96.
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Karri A. Holley. (2017) The Role of Threshold Concepts in an Interdisciplinary Curriculum: a Case Study in Neuroscience. Innovative Higher Education 43:1, pages 17-30.
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Christelle Devos, Gentiane Boudrenghien, Nicolas Van der Linden, Assaad Azzi, Mariane Frenay, Benoit Galand & Olivier Klein. (2016) Doctoral students’ experiences leading to completion or attrition: a matter of sense, progress and distress. European Journal of Psychology of Education 32:1, pages 61-77.
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Sarah M. Urquhart, Michelle A. Maher, David F. Feldon & Joanna Gilmore. (2016) Factors associated with novice graduate student researchers’ engagement with primary literature. International Journal for Researcher Development 7:2, pages 141-158.
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David F. Feldon, Kathan D. Shukla & Michelle Anne Maher. (2016) Faculty–student coauthorship as a means to enhance STEM graduate students’ research skills. International Journal for Researcher Development 7:2, pages 178-191.
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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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Liz Bennett & Sue Folley. (2014) A tale of two doctoral students: social media tools and hybridised identities. Research in Learning Technology 22.
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Cláudia Figueiredo, Isabel Huet & Maria do Rosário Pinheiro. (2012) Construction of Scientific Knowledge and Meaning: Perceptions of Portuguese Doctoral Students. Procedia - Social and Behavioral Sciences 69, pages 755-762.
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Kirsi Pyhältö, Auli Toom, Jenni Stubb & Kirsti Lonka. (2012) Challenges of Becoming a Scholar: A Study of Doctoral Students' Problems and Well-Being. ISRN Education 2012, pages 1-12.
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Frances Kelly, Marcia Russell & Lee Wallace. (2011) Trouble in mind. Arts and Humanities in Higher Education 11:4, pages 418-433.
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Eva M. Brodin & Liezel Frick. (2011) Conceptualizing and encouraging critical creativity in doctoral education. International Journal for Researcher Development 2:2, pages 133-151.
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