Citations (30)
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Lina Calle-Arango & Natalia Ávila Reyes. (2023) Obstacles, facilitators, and needs in doctoral writing: A systematic review. Studies in Continuing Education 45:2, pages 133-151.
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Peggy C. Holzweiss. (2023) The challenges and trade-offs of supporting doctoral student writing: A case study of faculty experiences. Innovations in Education and Teaching International 60:2, pages 286-296.
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Xiujuan Sun & John Trent. (2022) Promoting agentive feedback engagement through dialogically minded approaches in doctoral writing supervision. Innovations in Education and Teaching International 59:4, pages 387-397.
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Joan Woodhouse & Phil Wood. (2022) Creating dialogic spaces: developing doctoral students’ critical writing skills through peer assessment and review. Studies in Higher Education 47:3, pages 643-655.
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Irina Lokhtina, Erika Löfström, Solveig Cornér & Montserrat Castelló. (2022) In pursuit of sustainable co-authorship practices in doctoral supervision: Addressing the challenges of writing, authorial identity and integrity. Innovations in Education and Teaching International 59:1, pages 82-92.
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Ruth Albertyn & Kathy Bennett. (2021) Containing and harnessing uncertainty during postgraduate research supervision. Higher Education Research & Development 40:4, pages 661-675.
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Panoraia Andriopoulou & Alicia Prowse. (2020) ‘Towards an effective supervisory relationship in research degree supervision: insights from attachment theory’. Teaching in Higher Education 25:5, pages 648-661.
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Jonathan Cisco. (2020) Using academic skill set interventions to reduce impostor phenomenon feelings in postgraduate students. Journal of Further and Higher Education 44:3, pages 423-437.
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Jonathan Cisco. (2020) Exploring the connection between impostor phenomenon and postgraduate students feeling academically-unprepared. Higher Education Research & Development 39:2, pages 200-214.
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Jennifer Kay Miles, Edwin Creely & Marc Pruyn. (2019) From ‘Year 9 dropout’ to doctoral candidate: An autoethnographic journey of becoming (with friends). International Journal of Lifelong Education 38:6, pages 602-614.
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Anisa Vahed & Gillian Cruickshank. (2018) Integrating academic support to develop undergraduate research in Dental Technology: A case study in a South African University of Technology. Innovations in Education and Teaching International 55:5, pages 566-574.
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Anne Lee. (2018) How can we develop supervisors for the modern doctorate?. Studies in Higher Education 43:5, pages 878-890.
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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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Articles from other publishers (17)
Teun De Rycker. (2023) Recontextualising "Doing a doctoral degree" as a social practice complex: Evidence from Malaysia. Discourse and Interaction 16:1, pages 47-69.
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Ade Dwi Utami. 2022. Research and Teaching in a Pandemic World. Research and Teaching in a Pandemic World
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Faridah Mydin & Shahlan Surat. (2021) Research Capability: Early-Career Academics’ Perception of Doctoral Studies. European Journal of Educational Research 10:4, pages 1893-1905.
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Kaguhangire-Barifaijo Maria & L. Nkata James. (2021) A paradox in the supervision of doctoral candidates in Ugandan higher education institutions (HEIs). International Journal of Educational Administration and Policy Studies 13:2, pages 76-84.
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Kamila Etchegoyen-Rosolová & Alena Kašpárková. (2021) How Do I Cook an Impact Factor Article If You Do Not Show Me What the Ingredients Are?. Educare:1, pages 70-97.
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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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Jennifer Cutri, Amar Freya, Yeni Karlina, Sweta Vijaykumar Patel, Mehdi Moharami, Shaoru Zeng, Elham Manzari & Lynette Pretorius. (2021) Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing. International Journal for Educational Integrity 17:1.
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Lynn McAlpine, Montserrat Castello & Kirsi Pyhaltö. (2020) What influences PhD graduate trajectories during the degree: a research-based policy agenda. Higher Education 80:6, pages 1011-1043.
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Margareth Kristoffersen, Åse Vagli & Bjørg Frøysland Oftedal. (2019) Norwegian PhD students' discourses about practice‐relevant research in the field of health and social work. Nursing Open 7:2, pages 618-626.
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Zahra Khozaei Ravari & Kok Eng Tan. (2019) A qualitative investigation of strategies and experiences of non-native students writing master’s theses. Journal of Applied Research in Higher Education 11:2, pages 310-324.
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Debra Nestel, Andree Gamble, Grainne Kearney & Gerard J. Gormley. 2019. Healthcare Simulation Research. Healthcare Simulation Research
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Gabriela González-Ocampo & Montserrat Castelló Badia. 2019. Traversing the Doctorate. Traversing the Doctorate
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Alexander V. Perig. (2018) Didactic Student-Friendly Approaches to More Effective Teaching of the Fundamentals of Scientific Research in a Digital Era of Scientometrics. EURASIA Journal of Mathematics, Science and Technology Education 14:12.
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Gabriela González-Ocampo & Montserrat Castelló. (2017) Writing in doctoral programs: examining supervisors’ perspectives. Higher Education 76:3, pages 387-401.
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Kathryn Roulston, Deborah Teitelbaum, Bo Chang & Ronald Butchart. (2016) Strategies for developing a writing community for doctoral students. International Journal for Researcher Development 7:2, pages 198-210.
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Jun Lei & Guangwei Hu. (2015) Apprenticeship in Scholarly Publishing: A Student Perspective on Doctoral Supervisors’ Roles. Publications 3:1, pages 27-42.
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