‘I wish I had a crystal ball’: discourses and potentials for developing academic supervising

References

• Åkerlind, G. 2005. “Academic Growth and Development: How Do University Academics Experience It?” Higher Education 50 (1): 1–32. doi: 10.1007/s10734-004-6345-1
   Web of Science ®Google Scholar
• Austin, A. E. 2009. “Cognitive Apprenticeship Theory and its Implications for Doctoral Education: A Case Example from a Doctoral Program in Higher and Adult Education.” International Journal for Academic Development 14 (3): 173–83. doi: 10.1080/13601440903106494
   Google Scholar
• Baker, V. L., and L. R. Lattuca. 2010. “Developmental Networks and Learning: Toward an Interdisciplinary Perspective on Identity Development During Doctoral Study.” Studies in Higher Education 35 (7): 807–27. doi: 10.1080/03075070903501887
   Web of Science ®Google Scholar
• Becher, T. 1994. “The Significance of Disciplinary Differences.” Studies in Higher Education 19 (2): 151–61. doi: 10.1080/03075079412331382007
   Web of Science ®Google Scholar
• Biggs, J. 1999. Teaching for Quality Learning at University. Buckingham: SRHE and Open University Press.
   Google Scholar
• Boud, D., and A. Lee. 2005. “‘Peer Learning’ as Pedagogic Discourse of Research Education.” Studies in Higher Education 30 (5): 501–16. doi: 10.1080/03075070500249138
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi: 10.1191/1478088706qp063oa
   Google Scholar
• Delamont, S., P. Atkinson, and O. Parry. 2004. Supervising the Doctorate. A Guide to Success. Berkshire: SRHE and Open University Press.
   Google Scholar
• Deuchar, R. 2008. “Facilitator, Director, or Critical Friend?: Contradiction and Congruence in Doctoral Supervisory Styles.” Teaching in Higher Education 13 (4): 489–500. doi: 10.1080/13562510802193905
   Web of Science ®Google Scholar
• Dysthe, O., A. Samara, and K. Westrheim. 2006. “Multivoiced Supervision of Master's Students: A Case Study of Alternative Supervision Practices in Higher Education.” Studies in Higher Education 31 (3): 299–318. doi: 10.1080/03075070600680562
   Web of Science ®Google Scholar
• Engeström, Y. 2000. “From Individual Action to Collective Activity and Back: Developmental Work Research as an Interventionist Methodology.” In Workplace Studies. Recovering Work Practice and Informing System Design, edited by P. Luff, J. Hindmarsh, and C. Heath, 150–66. Cambridge: Cambridge University Press.
   Google Scholar
• Engeström, Y. 2001. “Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization.” Journal of Education and Work 14 (1): 133–56. doi: 10.1080/13639080020028747
   Google Scholar
• Franke, A., and B. Arvidsson. 2011. “Research Supervisors’ Different Ways of Experiencing Supervision of Doctoral Students.” Studies in Higher Education 36 (1): 7–19. doi: 10.1080/03075070903402151
   Web of Science ®Google Scholar
• Frischer, J., and K. Larsson. 2000. “Laissez-Faire in Research Education – An Inquiry into a Swedish Doctoral Program.” Higher Education Policy 13 (2): 131–55. doi: 10.1016/S0952-8733(99)00022-7
   Google Scholar
• Gee, J. P., S. Michaels, and M. C. O'Connor. 1992. “Discourse Analysis.” In The Handbook of Qualitative Research in Education, edited by M. D. LeCompte, W. L. Millroy, and J. Preissle, 227–91. San Diego, CA: Academic Press.
   Google Scholar
• Gurr, G. M. 2001. “Negotiating the ‘Rackety Bridge’ – A Dynamic Model for Aligning Supervisory Style with Research Student Development.” Higher Education Research & Development 20 (1): 81–92. doi: 10.1080/07924360120043882
   Google Scholar
• Hargreaves, A. 2003. Teaching in the Knowledge Society: Education in the Age of Insecurity. New York/Buckingham: Teachers’ College Press/Open University Press.
   Google Scholar
• Hopwood, N. 2010. “Doctoral Experience and Learning from a Sociocultural Perspective.” Studies in Higher Education 35 (7): 829–43. doi: 10.1080/03075070903348412
   Web of Science ®Google Scholar
• Jaldemark, J., and J. O. Lindberg. 2013. “Technology-Mediated Supervision of Undergraduate Students’ Dissertations.” Studies in Higher Education 38 (9): 1382–92. doi: 10.1080/03075079.2011.626851
   Web of Science ®Google Scholar
• Lahenius, K., and M. Martinsuo. 2011. “Different Types of Doctoral Study Processes.” Scandinavian Journal of Educational Research 55 (6): 609–23. doi: 10.1080/00313831.2011.555924
   Web of Science ®Google Scholar
• Mainhard, T., R. van der Rijst, J. van Tartwijk, and T. Wubbels. 2009. “A Model for the Supervisor–Doctoral Student Relationship.” Higher Education 58 (3): 359–73. doi: 10.1007/s10734-009-9199-8
   Web of Science ®Google Scholar
• Maxwell, T. W., and R. Smyth. 2011. “Higher Degree Research Supervision: From Practice Toward Theory.” Higher Education Research & Development 30 (2): 219–31. doi: 10.1080/07294360.2010.509762
   Web of Science ®Google Scholar
• McCormack, C. 2004. “Tensions Between Student and Institutional Conceptions of Postgraduate Research.” Studies in Higher Education 29 (3): 319–34. doi: 10.1080/03075070410001682600
   Web of Science ®Google Scholar
• Murphy, N., J. D. Bain, and L. Conrad. 2007. “Orientations to Research Higher Degree Supervision.” Higher Education 53 (2): 209–34. doi: 10.1007/s10734-005-5608-9
   Web of Science ®Google Scholar
• Neumann, R., S. Parry, and T. Becher. 2002. “Teaching and Learning in Their Disciplinary Context: A Conceptual Analysis.” Studies in Higher Education 27 (4): 405–17. doi: 10.1080/0307507022000011525
   Web of Science ®Google Scholar
• Parry, S. 2007. Disciplines and Doctorates. Dordrecht: Springer.
   Google Scholar
• Pearson, M., and A. Brew. 2002. “Research Training and Supervision Development.” Studies in Higher Education 27 (2): 135–50. doi: 10.1080/03075070220119986c
   Web of Science ®Google Scholar
• Potter, J., and M. Wetherell. 1995. “Discourse Analysis.” In Rethinking Methods in Psychology, edited by J. A. Smith, R. Harré, and L. van Langenhove, 80–92. London: Sage.
   Google Scholar
• Pyhältö, K., J. Stubb, and K. Lonka. 2009. “Developing a Scholarly Community as a Learning Environment for Ph.D. Students.” International Journal for Academic Development 14 (3): 221–32. doi: 10.1080/13601440903106551
   Google Scholar
• Pyhältö, K., A. Toom, J. Stubb, and K. Lonka. 2012. “Challenges of Becoming a Scholar: A Study of Doctoral Students’ Problems and Well-Being.” International Scholarly Research Notices, 1–13 (Article ID 934941). http://dx.doi.org/10.5402/2012/934941
   Google Scholar
• Stubb, J. 2012. “Becoming a Scholar. The Dynamic Interaction Between the Doctoral Student and the Scholarly Community.” PhD diss., University of Helsinki, Faculty of Behavioural Sciences.
   Google Scholar
• Stubb, J., K. Pyhältö, and K. Lonka. 2012. “The Experienced Meaning of Working with a PhD Thesis.” Scandinavian Journal of Educational Research 56 (4): 1–18. doi: 10.1080/00313831.2011.599422
   Web of Science ®Google Scholar
• Styles, I., and A. Radloff. 2001. “The Synergistic Thesis: Student and Supervisor Perspectives.” Journal of Further and Higher Education 25 (1): 97–106. doi: 10.1080/03098770020030533
   Google Scholar
• Vehviläinen, S. 2009. “Problems in the Research Problem: Criticism and Resistance in Academic Supervision Encounters.” Scandinavian Journal of Educational Research 6 (2): 185–201.
   Google Scholar
• Wenger, E. 1998. Communities of Practice. Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
   Google Scholar
• Wooffitt, R. 2005. Conversation Analysis and Discourse Analysis. A Comparative and Critical Introduction. London: Sage.
   Google Scholar
• Ylijoki, O.-H. 2000. “Disciplinary Cultures and the Moral Order of Studying. A Case-Study of Four Finnish University Departments.” Higher Education 39 (3): 339–62. doi: 10.1023/A:1003920230873
   Web of Science ®Google Scholar
• Ylijoki, O.-H., and H. Mäntylä. 2003. “Conflicting Time Perspectives in Academic Work.” Time & Society 12 (1): 55–78. doi: 10.1177/0961463X03012001364
   Web of Science ®Google Scholar