Citations (35)
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Read on this site (13)
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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Minh Nguyet Nguyen & Margaret Jeanne Robertson. (2022) International students enacting agency in their PhD journey. Teaching in Higher Education 27:6, pages 814-830.
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A. Sala-Bubaré, I. Skakni, K. Inouye, C. Weise & L. McAlpine. (2022) Early career researchers making sense of their research experiences: a cross-role and cross-national analysis. Compare: A Journal of Comparative and International Education 52:5, pages 748-767.
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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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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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Aloysius Rukundo. (2020) A comparative analysis of a pathway model and manuals to assess efficiency of pedagogical training in doctoral supervision in Uganda. Innovations in Education and Teaching International 57:1, pages 29-37.
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K. Andrew R. Richards & Tim Fletcher. (2020) Learning to work together: conceptualizing doctoral supervision as a critical friendship. Sport, Education and Society 25:1, pages 98-110.
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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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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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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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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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Anna Sala-Bubaré & Montserrat Castelló. (2017) Exploring the relationship between doctoral students’ experiences and research community positioning. Studies in Continuing Education 39:1, pages 16-34.
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Articles from other publishers (22)
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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Christopher Hanley & Edda Sant. (2023) Touch, tact and swerve: Three new concepts for the doctoral process, inspired by jean-luc Nancy’s ontology. Research in Education.
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Claire Duchesne, Lucie Le Callonnec & Nathalie Gagnon. (2023) De doctorants à directeurs de recherche : accompagnement reçu et dispensé. Revue internationale de pédagogie de l’enseignement supérieur 39:1.
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Martyn Polkinghorne, Julia Taylor, Fiona Knight & Natalie Stewart. (2023) Doctoral Supervision: A Best Practice Review. Encyclopedia 3:1, pages 46-59.
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Sofie Bager‐Charleson & Alistair G. McBeath. (2021) Containment, compassion and clarity: Mixed‐methods research into supervision during doctoral research for psychotherapists and counselling psychologists. Counselling and Psychotherapy Research 22:3, pages 689-707.
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Josée Lachance & Jean-François Desbiens. (2021) Collaboration et construction identitaire d’une étudiante chercheuse au doctorat en éducation. Revue internationale de pédagogie de l’enseignement supérieur 37:3.
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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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Debra Jackson, Tamara Power & Kim Usher. (2021) Learning to be a doctoral supervisor: Experiences and views of nurse supervisors of higher degree research students. Journal of Clinical Nursing 30:7-8, pages 1060-1069.
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Maha Al Makhamreh & Benjamin Kutsyuruba. (2020) Leadership Self-Efficacy (LSE) in Doctoral Programs: Examining the Supervisors’ Lived Experiences in Canadian Universities. Journal of Higher Education Policy And Leadership Studies 1:2, pages 7-23.
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Qammer H. Abbasi. (2019) Supervisor and Supervisee Expectations [Young Professionals]. IEEE Antennas and Propagation Magazine 61:6, pages 57-58.
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Nigel Harwood & Bojana Petrić. (2019) Helping international master’s students navigate dissertation supervision: Research-informed discussion and awareness-raising activities. Journal of International Students 9:1, pages 150-171.
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Gabriela González-Ocampo & Montserrat Castelló Badia. 2019. Traversing the Doctorate. Traversing the Doctorate
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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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Muchativugwa L. Hove & Paul N. Nkamta. (2017) One supervisor, two students: Experiences and anxieties of PhD journeys. The Journal for Transdisciplinary Research in Southern Africa 13:1.
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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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Pierre Noreau & Emmanuelle BernheimPierre Noreau & Emmanuelle Bernheim. 2016. La thèse. La thèse
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