Doctoral supervision: facilitating access to a community of research practice?

References

• Allie, S., Armien, M.N., Burgoyne, N., Case, J.M., Collier-Reed, B.I., Craig, T., Deacon, A., Fraser, D.M., Geyer, Z., Jacobs, C., Jawitz, J., Kloot, B., Kotta, L., Langdon, G., Roux, K.L., Marshall, D., Mogashana, D., Shaw, C., Sheridan, G., & Wolmarans, N. (2009). Learning as acquiring a discursive identity through participation in a community: Improving student learning in engineering education. European Journal of Engineering Education, 34 (4), 357–364.
   Google Scholar
• Bitzer, E. (2007). Supervising higher degrees as a scholarly practice. South African Journal of Higher Education, 21 (8), 1010–1019.
   Google Scholar
• Brown, B.A., Reveles, J.M., & Kelly, G. (2005). Scientific literacy and discursive identity: A theoretical framework for understanding science learning. Science Education, 89 (5), 779–802.
   Web of Science ®Google Scholar
• Contu, A., & Willmott, H. (2003). Re-embedding situatedness: The importance of power relations in learning theory. Organizational Science, 13 (3), 283–296.
   Web of Science ®Google Scholar
• Gee, J. (1990). Social linguistics and literacies: Ideology in discourse. London: Falmer.
   Google Scholar
• Glaser, B.G., & Strauss, L.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
   Google Scholar
• Goode, J. (2007). Empowering or disempowering the international Ph.D. student? Constructions of the dependent and independent learner. British Journal of Sociology of Education, 28 (5), 589–603.
   Web of Science ®Google Scholar
• Grevholm, B., Persson, L., & Wall, P. (2005). A dynamic model for education of doctoral students and guidance of supervisors in research groups. Educational Studies in Mathematics, 60, 173–197.
   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.
   Google Scholar
• Handley, K., Sturdy, A., Fincham, R., & Clark, T. (2006). Within and beyond communities of practice: Making sense of learning through participation, identity and practice. Journal of Management Studies, 43 (3), 641–653.
   Web of Science ®Google Scholar
• Heath, T. (2002). A quantitative analysis of PhD students' views of supervision. Higher Education Research & Development, 21 (1), 41–53.
   Google Scholar
• Higher Education Academy. (2005). Retrieved 22 August, 2010, from http://www.heacademy.ac.uk/news/detail/accredited_programme_training_supervising_postgrads
   Google Scholar
• Johnson, L., Lee, A., & Green, B. (2000). The PhD and the autonomous self: Gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25 (2), 135–147.
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
   Google Scholar
• Lee, A.M. (2007). Developing effective supervisors: Concepts of research supervision. South African Journal of Higher Education, 21 (4), 680–693.
   Google Scholar
• Mouton, J. (2007). Postgraduate studies in South Africa: Myths, misconceptions and challenges. South African Journal of Higher Education, 21 (8), 1078–1090.
   Google Scholar
• National Research Foundation. (2008). NRF Vision 2015: Strategic plan of the National Research Foundation. Retrieved August 23, 2010, from http://www.nrf.ac.za/files/file/nrf_vision_2015.pdf
   Google Scholar
• Pearson, M., & Brew, A. (2002). Research training and supervision development. Studies in Higher Education, 27 (2), 135–150.
   Web of Science ®Google Scholar
• Pemberton, J., Mavin, S., & Stalker, B. (2007). Scratching beneath the surface of communities of (mal) practice. The Learning Organisation: The International Journal of Knowledge and Organisational Learning Management, 14 (1), 62–73.
   Google Scholar
• Petersen, E.B. (2007). Negotiating academicity: Postgraduate research supervision as category boundary work. Studies in Higher Education, 32 (4), 475–487.
   Web of Science ®Google Scholar
• Roberts, J. (2006). Limits to communities of practice. Journal of Management Studies, 43 (3), 623–639.
   Web of Science ®Google Scholar
• UCT (2008). Authorship Practices (Draft document).
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
   Google Scholar