Relevant bibliographies by topics / PhD supervisors

Contents

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

Academic literature on the topic 'PhD supervisors'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "PhD supervisors"

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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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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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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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Ali, Muhammad Sher Baz, Ashfaque Ahmad Shah, and Muhammad Sarwar. "Analysis of MPhil/PhD Supervisor's Relationship Development and Communication Competence." Global Social Sciences Review VI, no. I (2021): 429–38. http://dx.doi.org/10.31703/gssr.2021(vi-i).43.

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The purpose of this research was to analyse the relationship development and communication competence of MPhil/PhD supervisors. A confirmatory mixed-methods research design was used to conduct the study in two stages. For both phases, 360 MPhil/PhD graduates and 72 supervisors were selected from four public universities in Punjab using a multistage sampling technique. Data were collected electronically from 239 MPhil/PhD graduates during phase-I using an adapted questionnaire from ASHA's supervision model, while in phase-II, 72 MPhil/PhD supervisors were interviewed to cross-check the Phase-I findings. According to MPhil/PhD graduates, their supervisors have relationship development and communication competence. During interviews, most MPhil/PhD supervisors refute their supervisees' claims and offer suggestions to improve supervisors' competence. Based on supervisor suggestions, the Higher Education Commission of Pakistan should revise the supervision structure, provide Postdoctoral fellowships to all supervisors, and promote international conferences. This study may be helpful to supervisors in self-evaluation as well as understanding relationship development and communication competence.
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Areskoug Josefsson, K. "Meeting The Demands Of PhD Supervision By Changing Supervision Practice - A Supervisor's Reflection On Didactic Change." Journal for New Generation Sciences 21, no. 1 (2023): 52–61. http://dx.doi.org/10.47588/jngs.2023.21.01.a4.

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This article presents a PhD supervisor’s reflections on a didactic change in supervision. The change included adding digital collaborative supervision activities to meet expectations, demands, and prerequisites for PhD supervision. Small-scale changes in supervisor didactic practices, such as online monthly group meetings and online retreats, can be useful for the progress of PhD students and for improving the working situation for supervisors. Collaboration is a key feature that ensures shared responsibility, meaningful focus, and better use of both traditional and new supervision meetings and activities. Furthermore, PhD students appear to have positive outcomes regarding social life, academic belonging, academic skills, academic leadership, and academic friendship. The findings from this small, pragmatic quality improvement project provide useful insights for PhD supervision. Reflections on a supervisor’s experience from a didactic change with digital, collaborative supervision can provide useful learning relevant to other PhD supervisors, PhD students, and graduate schools.
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Coutinho, Isabel Ribau. "Let’s talk about doctoral education. A reflection regarding the changes on it." Advances in Social Sciences Research Journal 8, no. 12 (2021): 35–63. http://dx.doi.org/10.14738/assrj.812.11302.

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Doctoral education is the link between research and higher education, being a hybrid area. In this context, the doctoral research project must correspond to the demands of both areas. The PhD. supervisor must be a team leader and, at some time, a doctorate guide, and a teacher. The PhD students must learn how to be a part of the research team, and simultaneously develop their research skills and knowledge. But PhD continues to be an individual and solitary journey, being the justification for it, the originality of knowledge created during the PhD.
 In the last years, in Portugal, PhD students and PhD supervisors were auscultated. The supervisors’ rules were captured, doctorate experiences were collected, and supervision processes were analysed and deepened knowledge about doctoral education. But still, this vision is incomplete not only because few supervisors took part in the research (first because the sample population were limited to one Portuguese University (NOVA Lisbon University) and secondly, because most of the PhD supervisors didn´t respond to the surveys.
 The data presented in this paper is part of a larger study that started at UNL before the pandemic. It examines the supervisor’s opinion regarding the PhD curriculum, constraints faced in day-to-day supervisor life, changes that may improve doctoral education (completion rates, decrease in attrition, curriculum, team supervision). But he also captures the doctorate perceptions regarding the doctoral research monitorization activities and instruments, constraints, and positive aspects during the PhD journey and, changes to be made in the PhD curriculum.
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KIMANJE, ENOCH, and OLIVE LUNYOLO. "PhD Studentship and Research Supervisors during the COVID-19 Pandemic at a Premier University in Uganda." Uganda Higher Education Review 10, no. 1 (2022): 164–96. http://dx.doi.org/10.58653/nche.v10i1.11.

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Keeping in close touch with a research supervisor is often vital for any university student. Unfortunately, this is hardly possible during the period of a pandemic. In this study, we explored the supervisory challenges that the doctoral students and their research supervisors at a school in a premier university in Uganda experienced and the coping strategies they utilised during the COVID-19 pandemic. We were provoked to undertake the study due to the persistent undocumented complaints from graduate students about their inability to get in touch with their research supervisors because of the closure of the university that was brought about by the pandemic. Taking the interpretive approach, we used a phenomenological research design and collected data by interviewing PhD students and their research supervisors, whom we purposively selected. We analysed the data using the thematic content analysis technique that we based on the factors influencing doctoral research supervision, namely student factors, supervisor factors and institutional factors. Our study findings revealed key research supervisory challenges. At the students’ level, we found loneliness, ICT challenges, unexpected study costs and family disturbances. While at the supervisor’s level, we found inadequate supervisor support and ineffective communication. Yet at the institutional level, we noted unclear institutional research policies and ineffective communication. We therefore concluded that several supervisory challenges negatively affected the students’ doctoral studies during the pandemic. However, there were varied but unclear strategies participants utilised to address these challenges. Hence, we recommend to university leaders to formulate clear institutional graduate training strategies for mitigating disruptions occasioned by any future pandemic.
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L. Orellana, Martha, Antònia Darder, Adolfina Pérez, and Jesús Salinas. "Improving Doctoral Success by Matching PhD Students with Supervisors." International Journal of Doctoral Studies 11 (2016): 087–103. http://dx.doi.org/10.28945/3404.

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A key aspect of the effective supervision of PhD research is the supervisor-student relationship. This interaction is affected by the characteristics and needs of students and institutional conditions, as well as the skills, attitudes, and roles of supervisors and their supervisory styles. When supervision is carried out at a distance, it entails an additional challenge, mainly concerning interaction. The purpose of this study is to improve the research process, supervision, and design of virtual environments in order to support this supervision. The study identifies the supervisory relationships that affect doctoral research conducted at a distance from the student’s academic institution. It also describes how students and their supervisors perceived the characteristics of supervision and the skills and attitudes students perceived in and expected from their supervisors. For data collection, semistructured interviews were used. The results indicate important differences between supervisors’ perceptions concerning their own role and students’ needs regarding supervision, and they demonstrate the importance of attending to student needs and, on the part of supervisors, exercising responsibility in the development of research competencies in students, as is the case of independence of criteria and autonomy.
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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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Malik, Shahab Alam, and Shujah Alam Malik. "Graduate school supervisees’ relationships with their academic mentors." Journal of Applied Research in Higher Education 7, no. 2 (2015): 211–28. http://dx.doi.org/10.1108/jarhe-07-2013-0032.

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Purpose – The purpose of this paper is to observe different aspects of working relationships between supervisees/mentees with their academic supervisors/mentors from the mentees’ perspective. Respondents were asked about networking, instrumental, psychological help received from their mentors and their working relationships with their mentors. Design/methodology/approach – A descriptive study was carried out in the COMSATS Institute of Information Technology, a public university of Pakistan. Data were collected from its main campus of Islamabad only, the capital of Pakistan. Respondents were Master of Science (MS) and PhD level students actively engaged in research projects/theses with their mentors. A final sample of 104 respondents was used for data analysis, comprising of 65 MS and 39 PhD students, from six departments offering graduate programs. Descriptive analysis was mainly used here to observe mean differences (ANOVA) based on control variables of supervisees gender, academic program, supervisor designation, gender and selection. Findings – Major significant mean scores differences were observed between supervisees who selected supervisors themselves and those who were assigned supervisors by the concerned department. In academic programs (MS vs PhD), some significant differences in instrumental and psychological help were observed, whereas no significant differences were found on gender basis (both supervisees and supervisors), supervisor designation and supervisees’ category (full-time, part-time and faculty on leave). Originality/value – This study endeavored to observe relationships between supervisees and their supervisors in an academic environment using descriptive analysis. No such particular research in literature has been made earlier on national level and thus this study tries to fill that gap. This research’s outcomes can be useful to all the concerned parties i.e. the mentor, supervisees and the graduate school. Mentors can assess how supervisees rate the supervision style and contribution. Supervisees can benefit from the experiences of their fellows and the graduate schools can assess which aspects of relationship matter most to the supervisees at different levels.
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Dissertations / Theses on the topic "PhD supervisors"

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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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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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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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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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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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Sucharski, Ivan Laars. "Influencing employees' generalization of support and commitment from supervisor to organization." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 191 p, 2007. http://proquest.umi.com/pqdweb?did=1253510051&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Buchanan, Grace F. "The Multicultural supervisor competency Indicator : a behaviorally anchored rating scale approach /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240684091&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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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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Lindgren, Eric A. "Understanding the effects of Progressive Era electoral reforms on city elections : the San Francisco Board of Supervisors' races /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1192192321&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 145-149). Also available for download via the World Wide Web; free to University of Oregon users.
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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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Books on the topic "PhD supervisors"

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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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Johnson, Neil, and Sin Wang Chong. Landscapes and Narratives of PhD by Publication: Demystifying Students' and Supervisors' Perspectives. Springer International Publishing AG, 2022.

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Pugh, Derek S., and Estelle M. Phillips. How to Get a PhD: A Handbook for Students and Their Supervisors. McGraw-Hill Education, 2015.

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Landscapes and Narratives of PhD by Publication: Demystifying Students' and Supervisors' Perspectives. Springer International Publishing AG, 2023.

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PHILLIPS. How to Get a PhD, a Handbook for Student: S and Their Supervisors. McGraw-Hill Education, 2022.

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Postgraduate handbook. A comprehensive guide for pHD and master´s students and their supervisors. Caister Academic Press, 2018.

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Pabel, Anja, Josephine Pryce, and Allison Anderson, eds. Research Paradigm Considerations for Emerging Scholars. Channel View Publications, 2021. http://dx.doi.org/10.21832/pabel8274.

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This book provides insights into the experiences and reflections of researchers as they negotiate the world of paradigms and seek to find their niche. It offers an accessible exploration of research paradigms and will be a valuable resource for postgraduate researchers, emerging scholars and PhD supervisors.
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Burghate, Mukul, Aparana Samudra, Atul Tekade, and Kartik Uttarwar. Complete Guide to PhD Degree : a Handbook for Research Scholars and Their Supervisors in an Indian Context: [ for the Research Scholars of Commerce, Management and Social Sciences]. Independently Published, 2022.

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Book chapters on the topic "PhD supervisors"

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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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Sadownik, Alicja R., Marilyn Fleer, Glykeria Fragkiadaki, Prabhat Rai, and Elin Eriksen Ødegaard. "Unfolding Innovation Through the Digitalisation of Institutional Practices." In Cultural-historical Digital Methodology in Early Childhood Settings. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59785-5_16.

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AbstractThis chapter introduces Part IV, which presents the understanding of a crisis that is relevant to the chapters in this section. As the chapters report on the dialectics of searching and re-searching for new methods of continuation of academic practices (lecturing and research), the understanding of a crisis embraces a continuous vibrating and pivoting between contradictory meanings, digital and physical spaces and innovations and their uninnovative consequences. Another important perspective on crises and the dialectics of ‘innovating out of it’ discussed in this chapter relates to the different effects of innovations on individuals with different positions in academia. While PhD students received institutional support in the form of access to supervisors’ data and their universities’ networks, allowing them to redefine and continue their research projects, the undergraduate students became invisible black screens, gradually dropping out of the educational programmes, regardless of the teacher educators’ sense of increasing competence for digital teaching and learning.
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Meng, Xianyu. "The Individual and Collective Minds Behind the Role of the Educator-Researcher: An Integrated Educational Experiment." In Cultural-historical Digital Methodology in Early Childhood Settings. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59785-5_4.

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AbstractAn educational experiment was introduced by Hedegaard (Studying children: A cultural-historical approach. Open University Press, New York, 2008a) as a synthesis of pedagogical intervention and research method. The planned intervention is designed collaboratively between teachers and researchers to supports children’s learning and development. But what happens when the researcher also assumes the role of the educator? This chapter presents an example of an educational experiment that was undertaken individually by an educator-researcher. To support the educational experiment, a collective of PhD supervisors and the other intellectual colleagues acted as an expansive community that enabled theoretical discussions and data analysis to be performed at an interpsychological level. It was found that with digital video observation as the main research method, the dialectical relations between the individual and the collective created unique opportunities for the formation of the researcher’s identity, as well as fulfilling the research aim of the educational experiment. Thus a new configuration of the educational experiment is proposed as an enabling research method, where an educator-researcher used digital video observations, and an expansive intellectual community for peer review.
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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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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. "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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Joshi, Prashant. "Choosing a Suitable Research Area and Supervisor." In Thesis Writing for Master's and Ph.D. Program. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0890-1_3.

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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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Conference papers on the topic "PhD supervisors"

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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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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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Sahar, Rafidah, and Nur Nabilah Abdullah. "Conceptualising Doctoral Supervision in Malaysia as a Small Culture." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.2-2.

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Research on doctoral supervision in the field of Intercultural Communication has traditionally been applied to cross-cultural comparison, particularly across national systems and cultural boundaries. However, recent years have witnessed that such comparison is being challenged and re-analysed in light of potential risk of over generalisation and stereotyping in its observation. In this research, we consider the relevance of small cultures (Holliday 1994, 1999) as an alternative approach to conceptualise doctoral supervisory practice as a dynamic on-going group process through which its members make sense of and operate purposefully within particular contexts and shared behaviours. Narrative-based qualitative research was designed to generate and analyse the data. The participants were a purposive sample of six recently graduated PhD students at a Malaysian public university. One-on-one narrative interviews were conducted with the students to gather their supervisory narratives. Analyses of the students’ transcripts were completed using a holistic-content approach (Lieblich et al. 2008). Findings reveal a distinct set of behaviours and understandings that constitute the cultures of supervisory practice in the Malaysian university context. Through the notion of small cultures, this research proposes that cultures of PhD supervision can be best understood through an analysis of shared norms, behaviours and values between students and supervisors during supervisory practice. This research hopes that the move from a focus on large culture (i.e. Malaysianness per se) to a focus on the meaning-making process between students and supervisors from different backgrounds can assist education practitioners such as PhD supervisors to avoid stereotyping and overgeneralising.
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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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Krumsvik, Rune, and Lise Jones. "PHD-SUPERVISORS EXPERIENCES DURING THE COVID-19 PANDEMIC – A CASE STUDY." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0661.

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Hanesova, Dana, and Seppo Saari. "INTERNATIONAL COMPARATIVE PERSPECTIVES OF THE TRENDS IN DEVELOPMENT OF PHD SUPERVISORS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0497.

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Anttila, Henrika. "Social Support and Frequency of Supervision: The Fit Between PhD Candidates' and Supervisors' Perceptions." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2013969.

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Fahy, Paul, Michael Walsh, Francis Loth, Florentina Ene, Patrick Delassus, and Liam Morris. "CFD Challenge: Experimental Benchmarking Data for the Pressure Drop Across a Cerebral Aneurysm Model." In ASME 2012 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/sbc2012-80442.

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Since 2006, the GMedTech biomedical research centre in the Galway Mayo Institute of Technology (GMIT) in the west of Ireland has developed capabilities for generating physiological type flow conditions through realistic vascular models based on medical images. The GMedTech centre has designed and developed a number of fully controlled and instrumented synchronised experimental test systems for testing in the abdominal aorta, coronary, venous and intracranial vessels with and without associated disease types. The experimental testing was performed by PhD candidate Paul Fahy and his supervisors Dr. Liam Morris and Dr. Patrick Delassus.
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Tommasi, Francesco, Andrea Ceschi, and Riccardo Sartori. "PERSON-ENVIRONMENT MISFIT AND MENTAL DISORDER AMONG PHD STUDENTS: THE MEDIATING ROLE OF MEANINGFUL WORK." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact045.

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"In organizational psychology, the authors’ awareness of the concerns about the current academic working conditions and their potential impacts on PhD students’ mental health is increasing. Accordingly, authors have witnessed increased the attention to PhD students’ perception of their fit with the environmental conditions, i.e., organizational policies, co-workers’ and supervisors’ relations and supports, as an antecedent of their PhD experience. In particular, such environmental conditions seem to be related to the high diffusion of state anxiety and depression among PhD students that perceive a certain level of misfit between them and the environment. However, studies suggested that, despite the working conditions, in the presence of positive experience at work, such as meaningful work, individuals are less at risk of developing mental disorders as well as of quitting their job. Indeed, meaningful work construct regards a positive individual phenomenon of experience and perception of meaningfulness at work. Then, it might be a potential experience that might mitigate the experience of negative states at work. The present paper aims to address the current need for knowledge by involving a literature review of the role played by meaningful work in the PhD experience. Then, the paper explores the potential mediational role of meaningful work between the path from P-E misfit and mental disorders’ symptoms and students’ intention to quit. A cross-sectional study has been devised via the use of an online questionnaire with self-report measures on P-E misfit, meaningful work, mental health disorders symptoms, and intention to quit. In a sample of N = 251 Italian PhD students, the results showed a prevalence of three mental health disorders symptoms, i.e., depression, anxiety and hostility, among doctorate students, which resulted to be positively related to the levels of P-E misfit. Then, the results showed a negative mediating role of meaningful work on the paths from P-E misfit to (a) mental disorders and (b) intention to quit. Finally, the paper advances further steps for research as well as for practical implications for supporting PhD students."
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Reports on the topic "PhD supervisors"

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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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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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