Relevant bibliographies by topics / PhD supervisor

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'PhD supervisor'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "PhD supervisor"

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Mahon, Kathleen. "Doctoral supervision as and for praxis." Journal of Praxis in Higher Education 5, no. 2 (2023): 118–39. http://dx.doi.org/10.47989/kpdc318.

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In this paper, the author revisits empirical material generated in her PhD research in light of (a) her recent experiences and conversations as course coordinator of the supervision course at the centre of the Special Issue, and (b) current supervision practice. Part of her PhD research included examination of her own supervisors’ pedagogical praxis while they were supervising her doctorate. This examination occurred, rather uniquely, in dialogue with her supervisors in supervision meetings and interviews, and also through analysis of reflective notes made about her experiences of being supervised during the PhD. At the end of the paper, the author relates the findings of her retrospective analysis to her own being, becoming, and praxis as a supervisor and academic developer involved with the professional learning of supervisors. The discussion builds on current doctoral education and higher education praxis literature by highlighting, among other things, the role of supervision experiences—as both supervisor and supervisee—in supervisor becoming, and how, supervision practice as praxis can be both enacted and nurtured within a supervision team.
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Zahid, Muhammad, and Qaisar Khalid Mahmood. "Exploration of doctoral students’ supervisory experiences in Pakistani universities." Masyarakat, Kebudayaan dan Politik 38, no. 1 (2025): 30–43. https://doi.org/10.20473/mkp.v38i12025.30-43.

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Doctoral education and PhD completion are influenced by various factors, including student-related, institution, and supervisor. This study explores PhD scholars’ considerations in selecting supervisors and documents their experiences regarding accessibility, supervisory meetings, and feedback. PhD scholars from four universities were interviewed. The data were analyzed using the Braun and Clarke thematic analysis approach. The findings reveal that Pakistani PhD scholars meticulously select their PhD supervisor keeping in view research related factors, professional and personal factors of supervisors. Findings also show that PhD scholars emphasized alignment of research area, good fit, and accessibility for good and timely feedback particularly in cases where supervisory relationships may be characterized as toxic. PhD scholars had mixed supervisory experiences during their PhD study. Some PhD scholars deemed their supervisors as “ideal”; however, there were cases of toxic supervision. The study emphasizes the need for universities to provide academic assistance and guidelines, as well as to create a conducive environment for PhD scholars and supervisors by enhancing communication, support systems, and training opportunities. The study contributes to the understanding of these challenges and aims to provide insights for improving the doctoral education process in and beyond Pakistan.
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Masood, Sajid, Fareeha Khawaja, and Yasira Waqar. "The Road to Doctoral Success: A Model for High-Quality PhD Supervision in Education." Global Educational Studies Review VIII, no. II (2023): 660–72. http://dx.doi.org/10.31703/gesr.2023(viii-ii).59.

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This paper explores effective PhD supervision pedagogies in Education through qualitative interviews with 5 current doctoral students and 3 faculty supervisors in Pakistan. The findings reveal key best practices including dual supervision in theory and methodology, regular student-supervisor meetings, collaborative publishing and conference participation, multifaceted written and verbal feedback, and an open supervisory relationship balancing mentorship with professionalism. These experientially derived insights contribute localized empirical guidance on optimizing Education PhD training, affirming, and extending established models. The paper argues that supervised implementation of these contextualized practices can enrich mentoring relationships and outcomes. It concludes with implications for reforming supervision policies, supervisory self-auditing, and student self-advocacy.
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Seeber, Marco, and Hugo Horta. "No road is long with good company. What factors affect Ph.D. student’s satisfaction with their supervisor?" Higher Education Evaluation and Development 15, no. 1 (2021): 2–18. http://dx.doi.org/10.1108/heed-10-2020-0044.

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PurposeHow frequently may be advisable for a supervisor to meet a PhD student? Are PhD students more satisfied if supervised by someone of the same gender, nationality or with common research interests? Thus far, we lack quantitative evidence regarding similar crucial aspects of managing PhD supervision. The goal of this study is hence to investigate what factors affect Ph.D. students' satisfaction about the professional and personal relationships with their supervisors.Design/methodology/approachWe focus on the characteristics of the interactions between the student and the supervisor, controlling for other important factors, namely, the supervisor's and student's traits, and the characteristics of the context. We employ survey responses from 971 Ph.D. students at two public, research-oriented and internationally renowned universities in Hong Kong and South Korea.FindingsThe results show the importance of meeting the supervisor at least once per week. Students are more satisfied of the relationship with their supervisor when they have similar research interests, whereas a key finding is that similarity in terms of gender or nationality does not matter. We also found remarkable differences between disciplines in the level of satisfaction (up to 30%), and that students are more satisfied when the supervisor is strongly involved in international research, whereas satisfaction is negatively affected by the number of Ph.D. students supervised.Originality/valueThe article's findings suggest that students are not more satisfied of their relationship with their supervisors when they have the same gender or nationality, whereas it is other traits of their interaction, such as the frequency of meetings and the similarity of research interest, which matter.
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Blazevski, Nikica Mojsoska. "Learning through a Reflection: Becoming an effective PhD supervisor." International Journal of Learning and Development 2, no. 5 (2012): 67. http://dx.doi.org/10.5296/ijld.v2i5.2339.

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The aim of this paper is to learn how to be a better or more effective supervisor through a critical reflection on my own supervisory experience. The importance of the effective supervision is highlighted in view of the established link between effective supervision and greater completion rates of postgraduate degrees, where the latter is main focus of higher education institutions/authorities in the last decade. The reflection is used to not only to justify the way we were supervised, but to challenge it and find ways how we can improve our effective supervision. Several researchers argue that supervisors usually adopt the same supervisory practice and style as the one they experienced themselves as research students (Pearson and Brew, 2002; Lee, 2008; Wright et al., 2008), notwithstanding additional factors that might influence the effectiveness of supervision. Pearson and Brew (2002) argue that new supervisors should have an ability to critically reflect on their past experience as research student in light of the theoretical conceptions and research findings in the literature on supervision, a process called “a critical reflective journey” by Tait (2009, p.193). The methodology for this research is based on the framework for effective supervision adopted by Engebretson et al. (2008) who establish eleven characteristics of an effective supervision. Parallel to the examination of each of those individual characteristics, I provide my insight into each characteristic by reflecting on my own experience. The structure of the paper is as follows. Section 1 introduces the importance of an effective supervision in the modern educational environment, as well as the value that critical reflection brings to the learning. Section 2 provides a literature review of the characteristics of a good supervisor, along with a personal experience related to each of them. Section 3 concludes. Key words: Reflection, Learning, Supervision, Students, Oversees
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Milovanović, Petar, and Tatjana Pekmezović. "Supervisor education and quality of PhD studies: Current status and future challenges." Medicinska istrazivanja 55, no. 3 (2022): 1–6. http://dx.doi.org/10.5937/medi55-40099.

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Supervision is a specific relationship, where an experienced senior researcher provides guidance, support, and advice to navigate a junior colleague through the barriers to becoming an independent researcher. While supervision is clearly a rewarding duty, it is also associated with a number of challenges. It is clear that supervision involves many responsibilities, which means that the supervisor needs to possess a certain set of skills. While many of these skills are learned in the direct interaction with PhD candidates, it would be beneficial if a more formal and structured training was offered to supervisors, especially at the beginning of their supervision careers, so as to avoid frequent mistakes in the supervisor-PhD candidate relationship. Hence, the idea is to shift from experience-based supervision to professionalization, believing that such an approach would reduce the risk of poor supervision. At present, many universities offer formal education of supervisors. The practice of organized education of supervisors at University of Belgrade Faculty of Medicine started in 2019 with the aim of preparing future supervisors to establish productive and responsive relationships with PhD candidates. After a break due to the COVID-19 pandemic, a revised supervision course was organized in 2022. The survey conducted among the attendees of the two organized courses supported the need for better education of university teachers in terms of supervision skills and leading of PhD candidates. Indeed, considering the fact that PhD outcomes are largely dependent on the supervisor and the successful supervisor-PhD candidate relationship, supporting supervision through formal training and education may be an important step in improving PhD experience and outcomes for both supervisors and PhD candidates.
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Regmi, Pramod R., Amudha Poobalan, Padam Simkhada, and Edwin Van Teijlingen. "PhD supervision in Public Health." Health Prospect 20, no. 1 (2021): 1–4. http://dx.doi.org/10.3126/hprospect.v20i1.32735.

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Roles of PhD supervisors are diverse, ranging from providing in-depth discipline-specific Public Health knowledge and technical (e.g., methodological) support to the students, encouraging them towards publications or conference presentations, offering pastoral support for student wellbeing, and finally preparing them to defend their thesis by conducting a mock viva. Effective supervision plays a vital role in a PhD journey reflecting on the quality of the PhD work, positive PhD experience, and supervisor-student relationship. While some student-supervisors team may encounter conflicting and challenging relationships, many relationships between PhD supervisor(s) and students progress into mentorship through joint publications and grant applications, career advice, and support establishing wider collaborative networks. Drawing from the wider experiences of the authors, this article highlights the responsibilities, opportunities, and sometimes the challenging nature of being a PhD supervisor. This reflection will inform good practices for PhD supervisors in countries including Nepal, where the numbers of PhD students in the field of Public Health is steadily increasing.
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Coutinho, Isabel Ribau. "When we look at the supervisor image in the mirror, what do we see? The supervisors' mirror image regarding doctoral supervision." Advances in Social Sciences Research Journal 8, no. 2 (2021): 398–410. http://dx.doi.org/10.14738/assrj.82.9714.

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Studies regarding doctoral education can focus the PhD student, the supervisor, higher education institution (policy, curriculum, professional career support, culture, among others). PhD students, supervisors and higher education institution, constitute three keys for the same door (doctoral education), and without one of them, the door can´t be well open. Choose which of them should be analyzed is the researcher responsibility, as present data and look carefully to it. During the last years' doctoral education and the doctoral supervision process at UNL as been studied, looking to PhD students, supervisors and institution [1-5].
 In the present research, the focus is on supervisor perception. It is important to know supervisor opinion, to attempt and captures their perceptions regarding the doctoral supervision process. When the supervisor thinks and responds to surveys regarding supervision, he/she is presenting an image of himself/herself.
 This study occurred among the PhD supervisor population at a Science engineering school (Faculdade de Ciências Tecnologia) at Universidade Nova de Lisboa, a Portuguese Higher education institution, with a footprint in the research area. It was possible to capture the image that reflected in the mirror when the supervisor looked. The unexpected image reflected is of a researcher and not a supervisor. When they look to their doctorates, they generally see future technicians/ qualified workers and not a future researcher. Nonetheless, they consider that to finish the PhD, doctorates have to acquire the research profile. This mismatch is consistent with the reality, where attrition exists and many students think to live the academy after the enrollment in the PhD.
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Le, Mai, Long Pham, Kioh Kim, and Nhuong Bui. "The impacts of supervisor – PhD student relationships on PhD students’ satisfaction: A case study of Vietnamese universities." Journal of University Teaching and Learning Practice 18, no. 4 (2021): 269–85. http://dx.doi.org/10.53761/1.18.4.18.

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This study focuses on investigating impact of supervisor – PhD student relationship on PhD students’ satisfaction with their supervisors’ supervisory styles and their skill development. A survey was conducted among 430 respondents who both finished or were doing their doctoral study at universities in Northern, Central and Southern cities in Vietnam in social science, economics and business management majors. Findings revealed that the leadership, helping, understanding and responsibility relationship between supervisors and PhD students were positively associated with PhD students’ satisfaction with supervisors’ supervisory style while the uncertain, dissatisfied and admonishing types of relationships were negatively associated with PhD students’ satisfaction. The strict relationship did not negatively affect PhD students’ satisfaction with their supervisors’ supervisory styles. Furthermore, PhD students’ satisfaction with their supervisors’ supervisory styles positively influenced their satisfaction with academic skill development during their PhD candidature. Implications and future research directions were then discussed.
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Helfer, Fernanda, and Steve Drew. "Students’ Perceptions of Doctoral Supervision: A Study in an Engineering Program in Australia." International Journal of Doctoral Studies 14 (2019): 499–524. http://dx.doi.org/10.28945/4368.

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Aim/Purpose: The overall aim of this study was to improve our understanding of engineering student satisfaction and expectations with PhD supervision and their perceptions of the roles in a supervisory relationship. Background: Studies on PhD supervision quality are highly valuable, mainly when they provide information on supervision experiences from students’ perspectives, rather than from supervisors’ perspectives. Understanding how PhD students think, their preferences and their perceptions of roles in a supervision process can help enhance the quality of supervision, and consequently, form better researchers and produce better research outcomes. Methodology: The method employed in this investigation was based on a student survey with scaled and open-ended questions of 30 full-time engineering PhD students from a research institution in Australia. Contribution: Studies that provide a better understanding of how engineering PhD students think and how they expect a supervisory relationship to be are limited. This study can be used to derive recommendations for improving supervisory relationships, particularly in engineering schools and institutions. Findings: The majority of the students perceived most of the supervisor and student roles in close agreement with the roles described in the literature and existing codes of practice for the supervision of higher degree research students. The main reasons for dissatisfaction with supervision were identified as being the lack of involvement of supervisors in the research projects, particularly in the writing process, and the lack of supervisor’s knowledge in the field being supervised. Recommendations for Practitioners: It is recommended that the roles of each party in a supervision process be discussed and clarified at the beginning of any PhD candidature to avoid false student expectations. The right supervisory fit should be ensured early in the candidature, and additional supervisors should be added to the team if the expertise of supervisors is deemed insufficient. The use of supervisory panels as opposed to individual supervisions to ensure that responsibilities are shared and to increase the range of advice and support available to each student is highly recommended. Recommendation for Researchers: It is recommended that this type of research be expanded to other disciplines. It is also recommended that specific actions be taken to improve supervision and these be correlated to satisfaction rates and/or student performance.
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Dissertations / Theses on the topic "PhD supervisor"

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Roberts, Ashleigh. "Industry, supervisor and graduate perceptions of industry engagement in the Australian PhD: What is the perceived value of industry engagement in the Australian PhD?" Thesis, Roberts, Ashleigh (2019) Industry, supervisor and graduate perceptions of industry engagement in the Australian PhD: What is the perceived value of industry engagement in the Australian PhD? Masters by Research thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/53673/.

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The Australian PhD is evolving, following a more global response to ensure the PhD structure reflects current employment pathways (Group of Eight, 2013). Aligned to this, is the argument that experiences of doctoral candidates could be greatly enriched by developing integrated (and individualised) programs (Kiley, 2014). A review of the current literature deliberating the contemporary PhD, focusing on industry engagement, informed this study from conception through to development of the analytical framework. The review identified that little is known about the first-hand experiences of the diverse stakeholders involved with PhD industry engagement, leading to several assumptions and myths being perpetuated on this important aspect of PhD education. Importantly, the review also found that no surveys have been undertaken to analyse the value of industry engagement in the Australian PhD from the perspectives of graduates, academic supervisors and industry representatives. Therefore, this research project addressed these gaps through qualitative questionnaires designed to capture detailed perspectives of these three stakeholder groups and address the overall research question - what is the perceived value of industry engagement in the PhD from different stakeholders? While the focus of this research is the Australian PhD, this research is relevant to doctoral education globally. The analysis comprised top-down and bottom-up theming and coding in Nvivo11. Emergent themes clustered around perceived challenges, benefits, concerns and recommended practice when engaging in collaborative PhD programs. Key findings indicate that individual perceptions of PhD industry engagement are influenced by existing internalised values and attitudes, external factors such as relationships and networks, as well as institutional or systematic requirements, structures and processes. This research has potential and actual implications for decision-making regarding investing in opportunities for PhD candidates that encourage industry engagement. Recommended practice might be aimed at increasing opportunities for collaboration with industry throughout PhD candidature and offering work placements in multiple environments to keep skills and professional identities current. This approach would also allow for unstructured and individualised experiences vital for student learning. Increasing awareness of all stakeholders around alternative sector definitions, requirements, motivations and potential contributions to the research and innovation endeavour will demystify roles and expectations, unify all sides, break down the barriers and shift perspectives on the forces that drive innovation.
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Vieceli, Ada E. "A comparison of supervisor development and supervision emphasis of academic and on-site supervisors /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1212791611&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006.<br>"Department of Educational Psychology and Special Education." Includes bibliographical references (leaves 73-80). Also available online.
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Ives, Glenice 1947. "The PhD supervisory relationship and process." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8692.

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Wang, Xin. "Analyzing PhD supervision using the competing values framework." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/12557.

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This thesis provides an analysis of supervisory interactions between PhD supervisors and their students within social science disciplines, using the Competing Values Framework (CVF). Traditionally, such work has been conducted using a supervisor-centred perspective, and this thesis adds to the literature by adopting a student-centred view to look at supervisor's behaviours during the interaction, from a role performance perspective in light of the CVF. Drawing primarily on semi-structured interpersonal process recall interview data, the thesis considers a number of interlinking analytical themes. These can be divided into three broad groups. The first focuses on investigating the CVF roles that are adopted by the supervisor during the interaction and recognized by the students as important component parts of the most helpful supervisory moments. In line with the previous literature, I note that the most effective supervisory behaviours reflect the performance of all the eight CVF roles with the producer and the director occupying the dominant position. The second group is closely linked with the first and investigates CVF managerial roles represented by the least helpful supervision moments selected by the student. I note how PhD supervisors inadequate use, including both overuse and underuse of the CVF roles are related to the least effective supervisory moments. The director and the producer are again the most represented ones which are reported as being mostly underused. The third group analyses students advice on further improvements . In conclusion, I relate my analysis to existing literature and examined the contributions of the thesis to three main areas of research. This research finds that instances of positive and negative supervisee feedback reflect an increased influence of marketorientation and manageralism on research students and correspondingly inadequate use of managerial roles by supervisors.
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O'Dell, Troy. "Strength of the working alliance and subsequent development of the goal, task, and bond between supervisor and supervisee using various supervision modalities." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1597615441&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Wright, Jean. "Selection, supervision and the academic management of research, leading to the Degree of PhD." Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316389.

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McIntyre, Anne Roberta. "The knowledge-in-use of expert and experienced supervisors of PhD students in the social sciences." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1256/.

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This thesis examines what expert and experienced PhD supervisors in the social sciences do well and how they do it. It is set in the context of the Economic and Social Research Council (ESRC) initiatives in the early 1990s to broaden the purposes of an academic research training and to promote timely PhD submissions. Many have claimed that PhD supervisors play a central role in the PhD process and this research aspired to achieve clearer understandings of the expertise involved in fulfilling that role. The research was informed by Schutz's phenomenological analysis of common sense and related concepts. It involved a student survey and six supervisor case studies. The survey aimed to determine the criteria in terms of which students judged supervision to be successful, and to identify those expert supervisors who most fully met these criteria. In going beyond criteria identified by students, the aim of the case studies was to ask how successful supervision could be achieved. 'Expert' supervisors agreeing to participate were observed over several supervision sessions and asked later in interview to talk about the various actions they took in the observed sessions. Conclusions drawn from the student survey and the case studies included a close match between student and supervisor criteria and priorities for supervision. A clear emphasis was placed by both supervisors and students on bridging gaps between student knowledge, skills and motivation at any stage and what was necessary to achieve success in their PhD studies. The distinctive nature of supervisory expertise and the willingness of supervisors to reflect usefully on their taken for-granted expert practices were thought to have important implications for the initial and continuing education of PhD supervisors, the relationships between supervision and formal research training, ESRC research training policy, and future research on the craft of PhD supervision.
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Mallow, Stefanie. "Between Dark Days and Light Nights : International PhD Students’ Experiences in Uppsala." Thesis, Uppsala universitet, Institutionen för kulturantropologi och etnologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-313651.

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Analysing what it means being neither immigrant nor tourist in a foreign country, this thesis looks at the experiences of international PhD students and their supervisors in the Swedish university town Uppsala. The Faculty of Science and Technology of Uppsala University and the Swedish University of Agricultural Sciences (SLU) are the universities studied. Based on anthropological methods, this thesis focuses on the individual actors as they attempt to match the objective of doing a PhD while at the same time being in a different country. Using practice theory, the study highlights that the experiences of international PhD students and the people working with them vary greatly from PhD student to PhD student. Yet, almost all undergo a certain form of self-formation and adjustment process to match the requirements of not only their host country, but also the international field of science they attempt to enter. Being connected to other people in similar situations can help them adapt to this new environment, and many international PhD students join communities of practice. I argue that most develop an internationally recognised habitus, which helps them being recognised by the international community. The habitus can further, under certain circumstances, become partially conscious.
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Hunn, Lorie L. "Field experience supervision a comparison of cooperating teachers' and college supervisors' evaluations of student teachers /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1940057821&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Gliddon, Judith P. "The processing and interpretation of feedback by PhD candidates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/312.

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This study takes a close look at the characteristics of the feedback received by PhD candidates and explores how they then interpret that feedback. Over 200 PhD candidates participated in the study by providing data over a six month period using a custom-built Internet-interfaced database. Each candidate completed a self-concept test both at the beginning and again at the end of this period. In between, they completed an 'e-diary' in which they recorded data about every feedback interaction that they experienced over the six months. From the data collected, the Researcher developed a model showing how feedback is processed and the effect that this process has on PhD candidates.
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Books on the topic "PhD supervisor"

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Green, Bill, Catherine Manathunga, and Alison Lee. Doctoral Research Supervision, Pedagogy and the PhD. Routledge, 2023. http://dx.doi.org/10.4324/9781003298731.

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Salman, Pugh Derek, ed. How to get a PhD: A handbook for students and their supervisors. 4th ed. Open University Press, 2005.

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Phillips, Estelle. How to get a PhD: A handbook for students and their supervisors. 3rd ed. Open University Press, 2000.

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Phillips, Estelle. How to get a PhD: A handbook for students and their supervisors. Open University Press, 1987.

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Dali, Mohd Hasani, John Elliot, John Lam, et al. Intelectual discourse: Experience of group of PhD student and their supervisor. UUM Press, 2006. http://dx.doi.org/10.32890/9833282695.

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This paper takes the form of a conversation between a group of seven doctoral students and their supervisor Profesor John Elliott of the Centre for Applied Research in Education (CARE) at the University of East Anglia, United Kingdom. It was constructed through three rounds of e-mail exchanges between May and September 2004 and focuses on methodological issues surrounding the conduct of applied educational research for the purpose of producing a doctoral thesis.
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Finn, John. Getting a PhD: An Action Plan to Help Manage Your Research, Your Supervisor and Your Project. Taylor & Francis Group, 2005.

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Finn, John. Getting a PhD: An Action Plan to Help Manage Your Research, Your Supervisor and Your Project. Taylor & Francis Group, 2005.

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Finn, John. Getting a PhD: An Action Plan to Help Manage Your Research, Your Supervisor and Your Project. Taylor & Francis Group, 2005.

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Finn, John. Getting a PhD: An Action Plan to Help Manage Your Research, Your Supervisor and Your Project. Taylor & Francis Group, 2005.

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Finn, John. Getting a PhD: An Action Plan to Help Manage Your Research, Your Supervisor and Your Project. Taylor & Francis Group, 2005.

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Book chapters on the topic "PhD supervisor"

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Kumar, Dinesh Kant. "The Supervisor and the Supervised." In Research Methods for Successful PhD. River Publishers, 2022. http://dx.doi.org/10.1201/9781003339281-4.

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Wisker, Gina. "Supporting students towards a successful PhD viva." In The Good Supervisor. Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-02423-7_20.

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Williams, Kate, Emily Bethell, Judith Lawton, Clare Parfitt, Mary Richardson, and Victoria Rowe. "Establishing a relationship with your supervisor(s)." In Planning Your Phd. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-01374-3_11.

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Wisker, Gina. "New ways: supervising creative research work and the PhD by publication." In The Good Supervisor. Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-02423-7_16.

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Ayres, Zoë J. "Perhaps It’s Not You It’s Them: PhD Student-Supervisor Relationships." In Managing your Mental Health during your PhD. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14194-2_9.

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Vatiero, Massimiliano. "Mentore, collega, amico (toscano), e ancora mentore: il mio ricordo e percorso con Riccardo Del Punta." In Studi e saggi. Firenze University Press, 2024. https://doi.org/10.36253/979-12-215-0507-8.73.

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This paper is a brief reflection on my relationship with Professor Riccardo Del Punta. Initially, he was my mentor (I am among the few, or perhaps the only, economist to have had Riccardo as supervisor for my PhD research project in Law and Economics). He guided my in the study of works by scholars like Otto Kahn-Freund, John R. Commons and Guido Calabresi. As colleagues, once I obtained a university professorship, we contributed to the birth and growth of the Italian Society of Law and Economics (SIDE, www.side-isle.it). As friends, after many years of interaction, I appreciated (and envied) his intellectual elegance and wit. As his mentee (again!), my paper emphasizes that his works on the capability approach in labor law is Riccardo Del Punta’s main international academic legacy.
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Rogers, Chrissie. "Their ‘life’ in your hands, or just a job? Exploring the PhD supervisor self and performance of caring work." In The Doctoral Journey as an Emotional, Embodied, Political Experience. Routledge, 2021. http://dx.doi.org/10.4324/9780429330384-11.

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Barron, Evelyn. "Your Project and Supervisors." In The PhD Experience. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-38122-4_6.

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Gohberg, Israel, Wolfgang Wendland, António Ferreira dos Santos, Frank-Olme Speck, and Francisco Sepúlveda Teixeira. "Supervision of PhD Dissertations." In Operator Theoretical Methods and Applications to Mathematical Physics. Birkhäuser Basel, 2004. http://dx.doi.org/10.1007/978-3-0348-7926-2_5.

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Fourie, Cornelius M. "High-Quality Phd Supervision." In Positioning Higher Education Institutions. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-660-6_9.

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Conference papers on the topic "PhD supervisor"

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Schlachta, Boglárka. "The Disciplinary Cases of the Judges Regarding the Judicial Practice... of the (Royal) Court of Appeal of Budapest (1936–1950)." In International Legal History Meeting of PhD Students. Masaryk University Press, 2024. https://doi.org/10.5817/cz.muni.p280-0628-2024-12.

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At the beginning of the indicated time period the disciplinary liability of the judges was governed by Act III of 1936 in Hungary. In the course of my research, I analyse the corresponding judicial practise from 1936 to 1950 based on the sources in the Capital Archives of Budapest. I observed the judicial practice of the disciplinary council of the Royal Court of Appeal of Budapest. During the processing of the cases, I categorized the disciplinary cases according to the subject of the proceedings. As per this categorization, the following ones shall be highlighted: breach of official duty, insulting or endangering the authority of the judges, cases initiated by private prosecution, cases remained in the supervisory inquiry stage, and the cases of judges who were sentenced to loss of office. Act XXII of 1948 entered into force introducing changes in the disciplinary liability that reflected to the transforming zeitgeist. According to several literature standpoints, the disciplinary offence and disciplinary sanction ceased to exist from this point. Therefore, during my research I paid particular attention to the disciplinary cases initiated between 1948 and 1950.
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Zhang, Pengfei, Shi Jia, Lubin Wang, Yihu Zheng, Rui Yang, and Zenghui An. "Self-Supervised Time-Frequency Alignment with Convolutional Block Attention Module." In 2024 Global Reliability and Prognostics and Health Management Conference (PHM-Beijing). IEEE, 2024. https://doi.org/10.1109/phm-beijing63284.2024.10874571.

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Hao, Lifei, Feng Jia, Jianjun Shen, and Huadong Huang. "Simulation Data-Driven Semi-Supervised Fault Diagnosis Method for Rolling Bearings." In 2024 Global Reliability and Prognostics and Health Management Conference (PHM-Beijing). IEEE, 2024. https://doi.org/10.1109/phm-beijing63284.2024.10874816.

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Liu, Pengyu, Fangyi Wan, Yaohui Xie, and Yudong Qiang. "A Semi-Supervised Fault Diagnosis Method for Gearbox Based on Convolutional Autoencoder." In 2024 Global Reliability and Prognostics and Health Management Conference (PHM-Beijing). IEEE, 2024. https://doi.org/10.1109/phm-beijing63284.2024.10874561.

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Zhang, Fengyuan, Jie Liu, Yitao Fei, Yuxin Li, Yujie Liu, and Hua Gao. "An Improved One-step Onsite FTU Health Condition Assessment Method Using Semi-supervised Graph Discrepancy Learning." In 2024 Prognostics and System Health Management Conference (PHM). IEEE, 2024. http://dx.doi.org/10.1109/phm61473.2024.00069.

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Pham, Quang Hung, Ryad Zemouri, and Yesha Shastri. "Can graph neural networks outperform in supervised classification of noisy acoustic signals? An industrial case study of hydroelectric generator." In 2024 Prognostics and System Health Management Conference (PHM). IEEE, 2024. http://dx.doi.org/10.1109/phm61473.2024.00063.

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Alshahrani, Amer, and Mariam Mohamad. "ONLINE SUPERVISION FOR PH.D. STUDENTS IN SAUDI ARABIA: A REVIEW BETWEEN IDEALISM AND REALISM." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-048.

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Supervision is the process of guiding postgraduates throughout their research by engaging in active communication to understand a concept. Ph.D supervisors help the student to decide on clear topics with manageable objectives. Students interact with supervisors with the aim of getting the necessary guidance related to their research works. Online supervision is a comparably new form of student-teacher interaction, the rules of this kind of supervision are not yet fully defined. This paper provides a review of PhD supervision importance as a fundamental part in the preparation of Ph.D students for research both at postgraduate level and in the wider community. The role and responsibilities of the research supervisor differ from one university to another, and there are many different forms of supervision. It is necessary to attain a balance between supporting a new researcher and making them self-independent. Internet-based supervision is the process of interacting between the supervisor and the researcher to discuss the progress of research, where online supervision is the process of communicating and discussing pre-defined goals that involves student-instructor active participation and interaction through online means. Idealism is an educational philosophy concept that concentrates on thinking and how human beings produce knowledge from within. Supervision realism is the relatively conflict-free, transference-free, undistorted interactions or experiences (internal and external) of supervisor and supervisee that occur by means of the supervisory relationship. This article will focus on the online supervision of PhD students in Saudi Arabia, it will also conduct a review of online supervision idealism and realism.
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Rahman, Ataur. "Doctoral Supervision in Water Engineering: A Case Study in Western Sydney University." In International Conference on Advancements in Engineering Education. Science Technology and Management Crescent Australia, 2024. https://doi.org/10.71427/icaeed2025/32.

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Doctor of Philosophy (PhD) is the highest degree in academia. In PhD study, a student is trained so that he/she can become an independent researcher at the completion of the PhD degree. Many students enrolled in a PhD program has little understanding of conducting research and writing research papers. The supervisor of the PhD student has a significant role in transforming a doctoral student from a naïve researcher to a confident scholar. The research culture of the research group or university also plays a part in this process. The author of this paper presents his experience in the supervision of PhD students over the last 24 years in the field of water, environment and sustainability engineering. In this paper, he presents several key steps in the supervision of a PhD student. Some of his PhD students conducted research in water engineering at a distinguished level, which was demonstrated via publication in the top journals, receiving numerous citations and authoring chapters in national guideline called Australian Rainfall and Runoff (ARR). He also owns WSU’s Vice Chancellor’s Excellence Award in Higher Degree Research Supervision on two occasions. It is expected that this paper will be useful to new supervisors and PhD students to enhance their research skills.
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"A Project Management Perspective of PhD Supervision Process – Towards Effective and Efficient Model [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4349.

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Aim/Purpose: Continuing low percentage of on-time-completion of doctoral studies suggest the exploration of new approaches to the process is desirable. Background: PhD studies may be viewed as a project- it is a temporary endeavor undertaken to create a unique product. Project management practices have proven to be helpful in numerous domains. Methodology: Process analysis method will be applied, using: 1) semi-structured interviews with supervisors and supervisee, 2) data gathered by the school of advance graduate studies in higher education institute. Contribution: The research will explore the appropriated measurable indicators of successful PhD and identify project management practices that promote better process and outcomes of PhD studies. Impact on Society: Better and more efficient process will support lower individual and national spending on doctoral studies Future Research: Further research should explore relevance of the findings in various settings (characteristics of the supervisor and supervisee, higher education system etc.)
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Jiang Hao and Yen Ching-Chiuan. "PhD in design: a reflection from a PhD student and his supervisor." In 2009 IEEE 10th International Conference on Computer-Aided Industrial Design & Conceptual Design. IEEE, 2009. http://dx.doi.org/10.1109/caidcd.2009.5375111.

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Reports on the topic "PhD supervisor"

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Silverman, David. Writing Up a Qualitative PhD. Instats Inc., 2024. http://dx.doi.org/10.61700/6s3089uoego8j987.

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This workshop, led by senior professor David Silverman, is a transformative academic writing seminar designed to equip PhD students, professors, and researchers with the skills to effectively present their qualitative research and to supervise other researchers. It is based on professor Silverman's bestselling textbook Doing Qualitative Research, now in its 6th edition, as well as the many one-on-ones he has had with PhD students and colleagues during workshops across the world.
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Patricio Javier, Saavedra Morales. PhD supervisors and faculty members might help to avoid burnout as well as enhance engagement and organisational citizenship behaviour (OCB) among PhD students. University of Sussex, 2019. http://dx.doi.org/10.20919/psych(2019).001.

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Moral, Rafael. Introduction to Machine Learning. Instats Inc., 2024. http://dx.doi.org/10.61700/qfxukp14jlpfd1478.

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This comprehensive workshop provides a thorough introduction to machine learning, focusing on both theoretical concepts and practical applications using R. Designed for PhD students, professors, and researchers, it covers essential techniques such as supervised and unsupervised learning, dimension reduction, and tree-based methods, enhancing participants' data analysis skills and research capabilities.
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Fessel, Kimberly. Machine Learning Essentials (Free Seminar). Instats Inc., 2024. http://dx.doi.org/10.61700/l6x4izy1bov9p1764.

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This comprehensive one-hour seminar provides PhD students, academics, and professional researchers with fundamental insights into machine learning concepts, crucial for modern data analysis in many disciplines. Led by data science expert Dr Kimberly Fessel, participants will explore key topics such as supervised and unsupervised learning, model performance (under- vs. overfitting), and popular algorithms like linear and logistic regression, decision trees, and neural networks.
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Rossello, Giulia, Robin Cowan, and Jacques Mairesse. Ph.D. Publication Productivity: The Role of Gender and Race in Supervision in South Africa. National Bureau of Economic Research, 2023. http://dx.doi.org/10.3386/w31346.

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Spirling, Arthur. Text Analysis: Text as Data with R. Instats Inc., 2022. http://dx.doi.org/10.61700/lolq2hyg9sn6d469.

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This seminar introduces “text as data” statistical methods using R. The course is very applied, with the primary aim of helping social science researchers understand the types of questions we can ask with text, and how to answer them. The seminar covers how texts may be modeled and compared as quantitative entities, and then moves to supervised and unsupervised methods—including topic models and embeddings. At the seminar's conclusion, participants will know how conduct their own text as data research projects. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, the seminar offers 2 ECTS Equivalent point.
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Zheng. L51791 Environmental Low-pH SCC-Effects on Crack Propagation. Pipeline Research Council International, Inc. (PRCI), 2000. http://dx.doi.org/10.55274/r0010172.

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This is the final report of a research project, PR-230-9413, funded by PRCl on the environmental effects on the propagation of transgranular stress corrosion cracks (TGSCC) of linepipe steels in soil environments of near-neutral pH. Supervision by the Ad Hoc Group on this project, chaired initially by Matt Cetiner of TransCanada PipeLines and then by Paul Wong of NOVA Gas Transmission Ltd., set the objectives and the scope of the work and was an integral component in the completion of this research. Three full-size ERW pipes, 508 mm (20 inches) diameter, hot-rolled Grade 359 (X-52), and a gravel-type soil were used. The pipe had been manufactured in the late 1950s and had been in service in a natural gas transmission pipeline for about 38 years. Crack growth was measured as a function of environmental variables and of loading severity, at the free corrosion potential (F. C. P.), at potentials anodic to F.C.P. and at cathodic potentials. At the free corrosion potential, the crack growth rate was found to be influenced by carbon dioxide. Growth rates of cracks with direct carbon dioxide admission tended to be higher than growth rates of other cracks.
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Los principios del monitoreo comunitario: Una guía para ayudar a las empresas e inversores a mejorar su debida diligencia en derechos humanos y medioambiente, y a apoyar los derechos territoriales comunitarios en los sectores basados en la tierra. Rights and Resources Initiative, 2023. http://dx.doi.org/10.53892/wbhf3019.

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Las empresas y los inversores en sectores basados en la tierra tienen la responsabilidad de respetar los derechos humanos y los derechos legítimos de tenencia de los Pueblos Indígenas, las comunidades locales y los Pueblos Afrodescendientes (PI, CL y PAD). Estas responsabilidades son evidentes en los marcos internacionales, las leyes nacionales, la regulación emergente, las mejores prácticas de la industria y las políticas y compromisos sociales y de sostenibilidad asumidos por empresas e inversores progresistas. Como resultado, se requieren procesos exhaustivos de diligencia debida en materia de derechos humanos y medio ambiente para que las empresas y los inversores evalúen de forma proactiva los impactos potenciales de sus empresas sobre los titulares de derechos colectivos y establezcan medidas para prevenir, mitigar y remediar los daños potenciales vinculados a sus operaciones comerciales, cadenas de suministro e inversiones. La seguridad de la tenencia y la participación efectiva de los titulares de derechos locales son fundamentales para el éxito del HREDD, y la supervisión comunitaria ofrece una vía para establecer relaciones recíprocas y basadas en los derechos que salven la brecha entre las comunidades y las empresas/inversores. El concepto de Monitoreo Comunitario (CM) es un proceso en el que los PI, las CL y las PAD evalúan y recopilan datos sobre las operaciones empresariales que pueden afectar a sus tierras, territorios, recursos, derechos, culturas y medios de vida. Las comunidades utilizan estos datos para informar y dar forma a las prácticas empresariales, prevenir/abordar los impactos negativos sobre los derechos humanos y el medio ambiente, y hacer que las empresas y los inversores rindan cuentas ante leyes y normas cruciales. Cuando se establecen asociaciones, la gestión de las comunidades puede ayudar a empresas e inversores a mejorar el cumplimiento de estas leyes y normas, incluidas sus políticas y compromisos internos, así como a reducir los riesgos operativos y de reputación. Y lo que es más importante, la gestión del cambio apoya asociaciones más directas, equilibradas y basadas en los derechos entre las comunidades y las empresas/inversores, que deben respetar continuamente los derechos legítimos de tenencia y la autodeterminación de los PI, las CL y las PAD, derechos que están intrínsecamente ligados a la consecución de los objetivos mundiales en materia de clima y biodiversidad y a los programas de sostenibilidad empresarial asociados. En respuesta a esta floreciente oportunidad, este documento comparte ideas, principios y buenas prácticas emergentes para socializar el concepto de CM entre las empresas y los inversores de los sectores basados en la tierra, así como esbozar los pasos que pueden dar para comprometerse de manera significativa con los PI, las CL y las PAD para supervisar y responder a los posibles impactos ambientales y sobre los derechos humanos de sus operaciones, cadenas de suministro o inversiones.
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