2,376
Views
31
CrossRef citations to date
0
Altmetric
Articles

Adaptive research supervision: exploring expert thesis supervisors' practical knowledge

, , &

References

  • Akkerman, S., Admiraal, W., Brekelmans, M., & Oost, H. (2008). Auditing quality of research in social sciences. Quality & Quantity, 42(2), 257–274. doi: 10.1007/s11135-006-9044-4
  • Anderson, C., Day, K., & McLaughlin, P. (2006). Mastering the dissertation: Lecturers’ representations of the purposes and processes of master's level dissertation supervision. Studies in Higher Education, 31(2), 149–168. doi: 10.1080/03075070600572017
  • Biggs, J. (2003). Teaching for quality learning at university (2nd ed.). Buckingham: SRHE/Open University Press.
  • Bogner, A., & Menz, W. (2009). The theory-generating expert interview: Epistemological interest, forms of knowledge, interaction. In A. Bogner, B. Littig, & W. Menz (Eds.), Interviewing experts (pp. 43–80). Basingstoke: Palgrave Macmillan.
  • Bronkhorst, L., Meijer, P., Koster, B., Akkerman, S., & Vermunt, J. (in press). Consequential research designs in research on teacher education. Teaching and Teacher Education. doi:10.1016/j.tate.2013.02.007
  • Buckridge, M., & Guest, R. (2007). A conversation about pedagogical responses to increased diversity in university classrooms. Higher Education Research & Development, 26(2), 133–146. doi: 10.1080/07294360701310771
  • Corbin, J.M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21.
  • Derounian, J. (2011). Shall we dance? The importance of staff-student relationships to undergraduate dissertation preparation. Active Learning in Higher Education, 12(2), 91–100. doi: 10.1177/1469787411402437
  • Deuchar, R. (2008). Facilitator, director or critical friend? Contradiction and congruence in doctoral supervision styles. Teaching in Higher Education, 13(4), 489–500.
  • Drennan, J., & Clarke, M. (2009). Coursework master's programmes: The student's experience of research and research supervision. Studies in Higher Education, 34(5), 483–500. doi: 10.1080/03075070802597150
  • Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. London: Weidenfield & Nicolson.
  • 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
  • Halse, C., & Malfroy, J. (2010). Retheorizing doctoral supervision as professional work. Studies in Higher Education, 35(1), 79–92. doi: 10.1080/03075070902906798
  • Heath, T. (2002). A quantitative analysis of PhD students’ views of supervision. Higher Education Research & Development, 21(1), 41–53. doi: 10.1080/07294360220124648
  • Hemer, S.R. (2012). Informality, power and relationships in postgraduate supervision: Supervising PhD candidates over coffee. Higher Education Research & Development, 31(6), 827–839. doi: 10.1080/07294360.2012.674011
  • Kam, B.H. (1997). Style and quality in research supervision: The supervisor dependency factor. Higher Education, 34(1), 81–103. doi: 10.1023/A:1002946922952
  • de Kleijn, R.A.M., Bronkhorst, L.H., Meijer, P.C., Brekelmans, M., & Pilot, A. (in press). Understanding the up, back, and forward-component in master's thesis supervision with adaptivity.
  • de Kleijn, R.A.M., Meijer, P.C., Brekelmans, M., & Pilot, A. (2013). Curricular goals and personal goals in master's thesis projects: Dutch student-supervisor dyads. International Journal of Higher Education, 2(1), 1–11.
  • Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. The American Journal of Occupational Therapy, 45(3), 214–222. doi: 10.5014/ajot.45.3.214
  • Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267–281. doi: 10.1080/03075070802049202
  • Maxwell, T.W., & Smyth, R. (2011). Higher degree research supervision: From practice toward theory. Higher Education Research & Development, 30(2), 219–231. doi: 10.1080/07294360.2010.509762
  • McClure, J.W. (2005). Preparing a laboratory-based thesis: Chinese international research students’ experiences of supervision. Teaching in Higher Education, 10(1), 3–16. doi: 10.1080/1356251052000291530
  • Meijer, P.C., Verloop, N., & Beijaard, D. (2002). Multi-method triangulation in a qualitative study on teachers’ practical knowledge: An attempt to increase internal validity. Quality & Quantity, 36(2), 145–167. doi: 10.1023/A:1014984232147
  • Meuser, M., & Nagel, U. (2009). The expert interview and changes in knowledge production. In A. Bogner, B. Littig, & W. Menz (Eds.), Interviewing experts (pp. 17–42). Basingstoke: Palgrave Macmillan.
  • Overall, N.C., Deane, K.L., & Peterson, E.R. (2011). Promoting doctoral students’ research self-efficacy: Combining academic guidance with autonomy support. Higher Education Research & Development, 30(6), 791–805. doi: 10.1080/07294360.2010.535508
  • Pearson, M., & Brew, A. (2002). Research training and supervision development. Studies in Higher Education, 27(2), 135–150. doi: 10.1080/03075070220119986c
  • van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22(3), 271–296. doi: 10.1007/s10648-010-9127-6
  • van de Pol, J., Volman, M., & Beishuizen, J. (2011). Patterns of contingent teaching in teacher-student interaction. Learning & Instruction, 21(1), 46–57. doi: 10.1016/j.learninstruc.2009.10.004
  • Poria, Y., Reichel, A., & Brandt, Y. (2010). The flight experiences of people with disabilities: An exploratory study. Journal of Travel Research, 49(2), 216–227. doi: 10.1177/0047287509336477
  • Todd, M., Bannister, P., & Clegg, S. (2004). Independent inquiry and the undergraduate dissertation: Perceptions and experiences of final-year social science students. Assessment and Evaluation in Higher Education, 29(3), 325–355.
  • Todd, M., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: Staff experiences and perceptions. Teaching in Higher Education, 11(2), 161–173. doi: 10.1080/13562510500527693
  • Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441–461.
  • Wass, R., Harland, T., & Mercer, A. (2011). Scaffolding critical thinking in the zone of proximal development. Higher Education Research & Development, 30(3), 317–328. doi: 10.1080/07294360.2010.489237
  • Wood, D. (1991). Aspects of teaching and learning. In P. Light, S. Sheldon, & M. Woodhead (Eds.), Learning to think (pp. 97–120). London: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.