References
- Aitchison, C., & Guerin, C. (Eds.). (2014). Writing groups for doctoral education and beyond: Innovations in practice and theory. London: Routledge.
- Aitchison, C., & Paré, A. (2012). Writing as craft and practice in the doctoral curriculum. In A. Lee & S. Danby (Eds.), Reshaping doctoral education: International approaches and pedagogies (pp. 13–25). London: Routledge.
- Austin, A. E. (2002). Creating a bridge to the future: Preparing new faculty to face changing expectations in a shifting context. The Review of Higher Education, 26(2), 119–144.10.1353/rhe.2002.0031
- Azad, A., & Kohun, F. (2006). Dealing with isolation feelings in doctoral programs. International Journal of Doctoral Studies, 1, 21–33.
- Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore, MD: John Hopkins Press.
- Carter, S., Fazey, J., Gonzalez Geraldo, J. L., & Trevitt, C. (2010). The doctorate of the Bologna process third cycle: Mapping the dimensions and impact of the European Higher Education Area. Journal of Research in International Education, 9(3), 245–258. doi:10.1177/1475240910379383
- Carter, S., & Laurs, D. (Eds.). (2014). Developing generic support for doctoral students. London: Routledge.
- Catterall, J., Ross, P., Aitchison, C., & Burgin, S. (2011). Pedagogical approaches that facilitate writing in postgraduate research candidature in science and technology. Journal of University Teaching and Learning Practice, 8(2). Retrieved from http://ro.uow.edu.au/jutlp/vol8/iss2/7
- Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in higher education (Report commissioned by the Higher Education Academy). Milton Keynes: The Open University.
- Cormier, D. (2010). Community as curriculum – Vol. 2. The guild/distributed continuum. In D. Araya & M. A. Peters (Eds.), Education in the creative economy: Knowledge and learning in the age of innovation. New York, NY: Peter Lang. Retrieved from http://davecormier.com/edblog/2010/01/27/community-as-curriculum-vol-2-the-guild-distribute-continuum/
- Cormier, D., & Siemens, G. (2010). Through the open door: Open courses as research, learning and engagement. Educause Review, 45(4), 31–39.
- Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. Retrieved from http://www.downes.ca/files/Connective_Knowledge-19May2012.pdf
- Gerring, J. (2007). Case study research: Principles and practice. New York, NY: Cambridge University Press.10.1017/CBO9780511803123
- Group of Eight. (2013). The changing PhD: Discussion paper. Retrieved from https://go8.edu.au/sites/default/files/docs/the-changing-phd_final.pdf
- Gruzd, A., Staves, K., & Wilk, A. (2012). Connected scholars: Examining the role of social media in research practices of faculty using the UTAUT model. Computers in Human Behavior, 28(6), 2340–2350. doi:10.1016/j.chb.2012.07.004
- Gu, F., & Widen-Wulff, G. (2010). Scholarly communication and possible changes in the context of social media: A Finnish case study. The Electronic Library, 29(6), 762–776. doi:10.1108/02640471111187999
- Guerin, C., Kerr, H., & Green, I. (2015). Supervision pedagogies: Narratives from the field. Teaching in Higher Education, 20(1), 107–118. doi:10.1080/13562517.2014.957271
- Hamilton, J., Carson, S., & Ellison, E. (2013). Building distributed leadership for effective supervision of creative practice higher research degrees (Final report 2013). Retrieved from Australian Government Office for Learning and Teaching website: http://www.olt.gov.au/project-building-distributed-leadership-effective-supervision-creative-practice-higher-research-degr
- Howard, J. (2011, February 20). Social media lure academics frustrated by traditional publishing. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Social-Media-Lure-Academics/126426/
- Jackson, D. (2013). Completing a PhD by publication: A review of Australian policy and implications for practice. Higher Education Research & Development, 32(3), 355–368. doi:10.1080/07294360.2012.692666
- Kamler, B., & Thomson, P. (2014). Helping doctoral students write: Pedagogies for supervision. Abingdon: Routledge.
- Kirkup, G. (2010). Academic blogging, academic practice and academic identity. London Review of Education, 8(1), 75–84.10.1080/14748460903557803
- Lave, J., & Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.10.1017/CBO9780511815355
- Lee, A., & Danby, S. (Eds.). (2012). Reshaping doctoral education: International approaches and pedagogies. London: Routledge.
- Lee, V. S., DeZure, D., Debowski, S., Ho, A., & Li, K. (2013). Enhancing international collaboration among academic developers in established and emerging contexts: Moving toward a post-colonial perspective. International Journal for Academic Development, 18(1), 89–103. doi:10.1080/1360144X.2011.616590
- Lupton, D. (2014). Feeling better connected: Academics’ use of social media. Canberra: News & Media Research Centre, University of Canberra. Retrieved from http://www.canberra.edu.au/faculties/arts-design/attachments/pdf/n-and-mrc/Feeling-Better-Connected-report-final.pdf
- Manathunga, C. (2005). The development of research supervision: “Turning the light on a private space”. International Journal for Academic Development, 10(1), 17–30. doi:10.1080/13601440500099977
- Manathunga, C. (2010). Critical transcultural exchanges: Educational development for supervisors. In M. Walker & P. Thompson (Eds.), Routledge doctoral supervisor’s companion: Supporting effective research in education and the social studies (pp. 76–87). London: Routledge.
- McAlpine, L., & Amundsen, C. (Eds.). (2011). Doctoral education: Research based-strategies for doctoral students, supervisors and administrators. Dordrecht: Springer.
- Mewburn, I., & Thomson, P. (2013). Why do academics blog? An analysis of audiences, purposes and challenges. Studies in Higher Education, 38(8), 1105–1119. doi:10.1080/03075079.2013.835624
- Paré, A. (2011). Speaking of writing: Supervisory feedback and the dissertation. In L. McAlpine & C. Amundsen (Eds.), Doctoral education: Research-based strategies for doctoral students, supervisors and administrators (pp. 59–74). Dordrecht: Springer.10.1007/978-94-007-0507-4
- Siemens, G. (2004). Connectivism: A learning theory for the digital age. Elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
- Siemens, G., & Matheos, K. (2010). Systemic changes in higher education. in education, 16(1), 3–18.
- Steel, K., Cohen, J. J., Hurley, M.-K., & Joy, E. A. (2012). Why we blog: An essay in four movements. Literature Compass, 9(12), 1016–1032. doi:10.1111/lic3.12012
- Swanborn, P. (2010). Case study research: What, why and how? Thousand Oaks, CA: Sage.
- Tenopir, C., Volentine, R., & King, D. W. (2013). Social media and scholarly reading. Online Information Review, 37(2), 193–216. doi:10.1108/OIR-04-2012-0062
- Ward, M.-H., & West, S. (2008). Blogging PhD candidature: Revealing the pedagogy. International Journal of Emerging Technologies and Society, 6(1), 60–71.
- Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.10.1017/CBO9780511803932
- Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.