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Статті в журналах з теми "Doctoral supervision relationships"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

Cornér, Solveig, Erika Löfström, and Kirsi Pyhältö. "The Relationships between Doctoral Students’ Perceptions of Supervision and Burnout." International Journal of Doctoral Studies 12 (2017): 091–106. http://dx.doi.org/10.28945/3754.

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Aim/Purpose: Both the quality and the quantity of doctoral supervision have been identified as central determinants of the doctoral journey. However, there is a gap in our understanding of how supervision activities are associated with lack of wellbeing, such as burnout, and also to completion of the studies among doctoral students. Background: The study explored doctoral students’ perceptions of different aspects of supervision including the primary sources, frequency, expressed satisfaction and their interrelation with experienced stress, exhaustion and cynicism. Methodology: Altogether 248

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Sherrie, Lee. "Peer Support for International Doctoral Students in Managing Supervision Relationships." Journal of International Students 7, no. 4 (2017): 1096–103. https://doi.org/10.5281/zenodo.1035971.

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<em>Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author’s personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer s

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Lee, Sherrie. "Peer Support for International Doctoral Students in Managing Supervision Relationships." Journal of International Students 7, no. 4 (2017): 1096–103. http://dx.doi.org/10.32674/jis.v7i4.194.

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Анотація:

Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author’s personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer support pla

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MOUASSINE, FATIMA EZZAHRA, Mounya M'rabti, and El Mehdi EL MADANI. "Reflections on the Challenges and the Prospects of a Post-pandemic Doctoral Supervision in Moulay Ismail University." International Journal of Linguistics and Translation Studies 3, no. 3 (2022): 59–70. http://dx.doi.org/10.36892/ijlts.v3i3.233.

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There has been an extensive growth of ICT-based models adopted in doctoral supervision as a major avenue in maintaining relationships with doctoral candidates engaged in research at a geographical distance from university and those undertaking research-related activities off-campus. However, the ongoing COVID-19 pandemic, resulting in recommendations of safety procedures and extended restrictions issued by the World Health Organization, has considerably affected doctoral education in ways that have revitalized distance, online supervision and so moved this latter from being an option on the si

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Al Makhamrehand, Maha, and Benjamin Kutsyuruba. "Ethical Leadership: The Role of Ethical Competencies in Doctoral Supervision Context in Canada." International Journal for Leadership in Learning 23, no. 1 (2023): 73–106. http://dx.doi.org/10.29173/ijll33.

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Due to the influence factor in leader-follower relationships, leadership is an ethical undertaking by nature. In doctoral supervision, ethics are a critical competency, especially since it is an authoritative leadership context based on positional power. Doctoral supervisors have the power to impact their students’ well-being and performance, which means that ethics and ethical leadership could be the most important competency that can make the difference in effective supervision. In this chapter, we examined the nature of ethics and ethical leadership in doctoral supervision based on the supe

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Madondo, Mfazo Cliford. "Building a Postgraduate Supervision Model for Student Success in South Africa: How Masters and Doctoral Students’ Experiences can Assist?" International Conference on Education Research 1, no. 1 (2024): 123–33. http://dx.doi.org/10.34190/icer.1.1.3164.

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A critical gap exists in South African higher education research on postgraduate supervision models. Research emphasis is placed in administrative aspects over the supervision praxis for student throughput. This paper investigates an effective postgraduate supervision model in South Africa to enhance student success. The literature underscores the need for an approach that balances the teaching and the supervising of research. Supervision is a supportive and collaborative journey between the student and the supervisor. However, there are complexities of postgraduate supervision pedagogy that a

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Wieland, Nicola. "Communication literacy in doctoral research supervision." International Forum Journal 12, no. 1 (2009): 38. https://doi.org/10.63201/rpdr3979.

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Doctoral supervision has become an important research focus as universities face accountability, quality assurance, and financial pressures. Using a correlational— explanatory and predictive—design, this study investigated the relationships between student perceived supervisors’ communication competence, supervisors’ nonverbal immediacy, students’ communication satisfaction, communication mediation, communication frequency and supervisory style. A questionnaire in an online format was utilized to collect pertinent data for this study. A total of 374 research students from 14 countries complete

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Gašo, Gordana, Martina Dragija Ivanović, and Sanjica Faletar Tanacković. "The supervisory relationship in the doctoral process: How do Croatian LIS students see it?" Education for Information 37, no. 4 (2021): 465–83. http://dx.doi.org/10.3233/efi-211554.

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The study presented in this paper investigates LIS doctoral students’ perceptions and experiences about the supervision during their doctoral experience, with special emphasis on the qualities of good supervisors and doctoral students. Data were collected through an online survey and follow-up semi-structured interviews with doctoral students from Croatia’s three state universities offering a doctorate in LIS. A total of 60 respondents participated in a quantitative study, and 13 respondents were interviewed. The survey results show that doctoral students tend to prefer formally regulated supe

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Backhouse, Judy. "Patterns of practice in South African doctoral education: an empirical study." Acta Academica: Critical views on society, culture and politics, no. 1 (January 15, 2010): 1–22. https://doi.org/10.38140/aa.v0i1.1275.

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In South Africa, doctoral education is usually organised in a traditional supervision model, but the practice of supervision differs across academic units and supervisors. In her comparison of PhD experiences in British universities, Chiang identified two research training structures, namely teamwork and individualist. These different structures affected the research environment, the relationships between supervisor and supervisee, and the experience of doctoral study. Can such differences be observed in South African universities? In a qualitative study of four academic units from different d

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French, Amanda, and Alex Kendall. "Getting lost (and found) in supervision: an ethnodrama." Studies in Graduate and Postdoctoral Education 8, no. 1 (2017): 2–14. http://dx.doi.org/10.1108/sgpe-04-2016-0009.

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Purpose This paper aims to offer an innovative approach to reflecting on research and practice around doctoral study and supervision. In the opening section of the paper, the authors discuss the idea that academic development as a doctoral candidate is concerned with how researchers write themselves into being as certain kinds of researchers, and how, in doing so, they become a character, like their supervisors, in the “figured world” of their research. This process of “becoming” can, the authors argue, be nurtured or hindered by different kinds of supervision practices. Design/methodology/app

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Klefbeck, Kamilla. "The Role of Reflection in Doctoral Education: An Integrative Review of Approaches to Supporting Well-Being and Developmental Growth." Education Sciences 15, no. 1 (2025): 99. https://doi.org/10.3390/educsci15010099.

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Doctoral supervision is a complex and multifaceted endeavor that requires balancing the dual objectives of promoting academic development and supporting the well-being of doctoral candidates. This study examines how care-focused strategies and the concept of professional uncertainty can guide supervisors in addressing these demands. An integrative review methodology was used to synthesize findings from educational, psychological, and health-related literature, identifying methods and practices that enhance well-being and personal growth among doctoral candidates. Results indicate that fosterin

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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 relationsh

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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

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14

Grigoryeva, A. V., and E. A. Terentev. "Doctoral Students’ Academic Supervision: A Systematic Review of Approaches to Conceptualization and Empirical Analysis." University Management: Practice and Analysis 25, no. 1 (2021): 49–61. http://dx.doi.org/10.15826/umpa.2021.01.004.

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The article presents a systematic review of theoretical and methodological approaches to the conceptualization and empirical study of doctoral students’ supervision. Three approaches (mentoring, doctoral student-centered, and environmental) are distinguished depending on the main responsibility for the result. The mentoring approach attributes the responsibility for the result to the supervisor. This approach is generally associated with the so-called «apprentice model», which understands the doctoral student as a «neophyte» introduced to the academic world by the supervisor. The doctoral stud

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Pavliuk, Danila, and Svetlana Zhuchkova. "Choosing to succeed? Insights into doctoral students’ supervisor selection and its outcomes." PLOS One 20, no. 7 (2025): e0328471. https://doi.org/10.1371/journal.pone.0328471.

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Doctoral student experience and outcomes largely depend on the quality of supervision. Research on doctoral supervision usually focuses on the attributes, styles, and roles of a supervisor during doctoral training, while the process and effects of initiating supervisor-supervisee relationships remain less explored. This paper aims to examine how students’ strategies for supervisor selection are related to subsequent difficulties in interaction with their supervisors and their confidence about their future dissertation defense. Based on a nationwide survey of doctoral students in Russia (N = 17

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Stevens, Dannelle D., Rajendra Chetty, Tamara Bertrand Jones, Addisalem Yallew, and Kerryn Butler-Henderson. "Doctoral supervision and COVID-19: Autoethnographies from four faculty across three continents." Journal of University Teaching and Learning Practice 18, no. 5 (2021): 90–107. http://dx.doi.org/10.53761/1.18.5.6.

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Doctoral students represent the fresh and creative intellectuals needed to address the many social, economic, political, health care, and education disparities that have been highlighted by the 2020 pandemic. Our work as doctoral student supervisors could not be more central nor vital than it was at the beginning of, during, and following the pandemic. Written during the pandemic of 2020, the purpose of this paper was to describe how four faculty from three continents navigated their relationships with doctoral students in the research and dissertation phase of their doctoral programs. Using a

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17

Preston, Jennifer, Heather Trepal, Ashley Morgan, Justin Jacques, Joshua D. Smith, and Thomas A. Field. "Components of a High-Quality Doctoral Program in Counselor Education and Supervision." Professional Counselor 10, no. 4 (2020): 453–71. http://dx.doi.org/10.15241/jp.10.4.453.

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The doctoral degree in counselor education and supervision is increasingly sought after by students, with the Council for Accreditation of Counseling and Related Educational Programs (CACREP) reporting a 27% enrollment increase in just a 4-year span. As new programs are started and existing programs sustained, administrators and faculty may be seeking guidance in how to build a high-quality program. Yet no literature currently exists for how doctoral counseling faculty define a high-quality program. This study used a basic qualitative research design to examine faculty perceptions of high-qual

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Baydarova, Irina, Heidi E Collins, and Ismail Ait Saadi. "Alignment of Doctoral Student and Supervisor Expectations in Malaysia." International Journal of Doctoral Studies 16 (2021): 001–29. http://dx.doi.org/10.28945/4682.

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Aim/Purpose: This paper compares doctoral student and supervisor expectations of their respective roles and responsibilities in doctoral research supervision relationships in Malaysia. It identifies the areas, and the extent to which expectations align or differ. Background: Incongruence of expectations between doctoral students and their supervisor has been cited as a major contributor to slow completion times and high attrition rates for doctoral students. While researchers urge the need for explicit discussion of expectations, in practice doctoral students and supervisors rarely make their

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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, affi

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20

Singh, Kanwarjeet, Jane Southcott, and Damien Lyons. "Knowledge Meals, Research Relationships, and Postqualitative Offerings: Enacting Langar (a Sikh Tradition of a Shared Meal) as Pedagogy of Doctoral Supervision." International Journal of Qualitative Methods 21 (January 2022): 160940692210972. http://dx.doi.org/10.1177/16094069221097223.

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In research, particularly within the pedagogies of doctoral supervision, the significance of relational experiences is less explored and understood. Such relational aspects determine the nature and quality of the doctoral research output and are a crucial element of successful doctoral completions. A conscious assessment, estimation and management of the vulnerable sensibilities surrounding these relation fosters a deeper insight into the way student-researchers and supervisors experience their doctoral journeys. In this paper, to feature the importance of these relational experiences and to a

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Martínez García, Inmaculada, Jesús García Martínez, Francisco Javier Cano García, and Hans De Witte. "Navigating Stress, Support and Supervision: A Qualitative Study of Doctoral Student Wellbeing in Norwegian Academia." International Journal of Doctoral Studies 20 (2025): 001. https://doi.org/10.28945/5413.

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Aim/Purpose: This study addresses the need to understand the wellbeing of doctoral students and the factors influencing their academic trajectory. Background: Doctoral students’ wellbeing is crucial for their academic success and overall quality of life. This study explores the antecedent variables influencing doctoral students’ wellbeing, complementing the Integrative Model on well-being in doctoral students. Methodology: A qualitative case study approach was employed, involving in-depth interviews with 10 PhD students at a Norwegian university. Following the Integrative Model on doctoral stu

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Djohy, Georges. "Socio-Technological Enrollment as a Driver of Successful Doctoral Education." International Journal of Doctoral Studies 14 (2019): 161–85. http://dx.doi.org/10.28945/4196.

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Aim/Purpose: This article uses the enrollment approach contained in the Actor-Network Theory (ANT) to challenge the deterministic perspectives of doctoral socialization and offers a new perspective based on co-construction between social and technological entities mobilized during the doctoral education as a driver of success. Background: Most studies have used deterministic approaches to show that the success of doctoral education is the outcome of socialization as shaped by the individual/personal, racial/ethnical, national/cultural, organizational/institutional and disciplinary contexts in

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Lundgren-Resenterra, Mariangela, and Lucilla Crosta. "Beyond Personal Expectations: Research Supervision Framed as a Collective Endeavour in Online Structured Doctoral Programmes." International Journal of Doctoral Studies 14 (2019): 703–20. http://dx.doi.org/10.28945/4439.

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Aim/Purpose: This paper explores how online structured doctoral programmes (OSDPs) can sustain more fully the collective dimension of supervision for student emancipation leading to academic success. The paper answers the following research question: What mechanisms, if any, are responsible for successful online supervision leading to student academic success, and under what conditions can this occur? Moreover, what does academic success mean for the different parties involved? Background: Recent research on online supervision has highlighted that such supervision’s effectiveness relies on cre

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Minor, Amanda J., Asher Pimpleton, Tracy Stinchfield, Heath Stevens, and Nor Asma Othman. "Peer Support in Negotiating Multiple Relationships within Supervision Among Counselor Education Doctoral Students." International Journal for the Advancement of Counselling 35, no. 1 (2012): 33–45. http://dx.doi.org/10.1007/s10447-012-9161-9.

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Gadbois, Shannon Ann, and Elizabeth Graham. "8. New Faculty Perceptions of Supervision and Mentoring: The Influence of Graduate School Experiences." Collected Essays on Learning and Teaching 5 (June 19, 2012): 44. http://dx.doi.org/10.22329/celt.v5i0.3416.

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This study examined new faculty members’ perceptions and approaches to student supervision and mentoring as related to their own experiences as doctoral students. Previous research has examined the graduate student-supervisor/mentor relationship but has yet to examine its impact on subsequent graduate student practices when they enter academic positions. Fourteen Canadian faculty members participated in a study on the experiences and expectations of doctoral candidates and early career academics. As a group, these new faculty members perceived that ideally a supervisor would also be a mentor.

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M. Gjøtterud, Sigrid, and Athman K. Ahmad. "Transformative Power of Cross-Cultural PhD Supervision." International Journal of Doctoral Studies 13 (2018): 441–56. http://dx.doi.org/10.28945/4140.

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Aim/Purpose: The purpose of this paper is to explore the rich potential for transformative learning, for both supervisees and supervisors, that is embedded in cross-cultural supervision. Background: Our example is an analysis of experiences from a five-year long cross-cultural supervisory relationship between a Tanzanian PhD student and a Norwegian supervisor. Methodology: In the research, we followed an action research approach, informed by the following question: “How can we account for and improve our supervising–supervised practice?” We analyzed our supervision experiences with the aim to

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Wisker, Gina, and Gillian Robinson. "Supervisor wellbeing and identity: challenges and strategies." International Journal for Researcher Development 7, no. 2 (2016): 123–40. http://dx.doi.org/10.1108/ijrd-03-2016-0006.

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Purpose This research aims to explore the professional identity of supervisors and their perceptions of stress in doctoral learning supervision. The research determines ways of developing strategies of resilience and well-being to overcome stress, leading to positive outcomes for supervisors and students. Design/methodology/approach Research is in two parts: first, rescrutinising previous work, and second, new interviews with international and UK supervisors gathering evidence of doctoral supervisor stress, in relation to professional identity, and discovering resilience and well-being strateg

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Hibbert, Kathryn M., Lorelei Lingard, Meredith Vanstone, et al. "The quest for effective interdisciplinary graduate supervision: A critical narrative analysis." Canadian Journal of Higher Education 44, no. 2 (2014): 85–104. http://dx.doi.org/10.47678/cjhe.v44i2.183772.

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Interdisciplinarity is a pervasive trend in 21st-century knowledge building and innovation. It is predicated on the recognition that creative solutions to the world’s increasingly complex problems require the intersection of diverse expertise. Little scholarly attention has been directed towards how the new interdisciplinary (ID) model is influencing the processes and outcomes of graduate research training. In a qualitative study informed by critical narrative analysis and conducted at one institution, we investigate the epistemological, structural, and relational factors that shape ID doctora

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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 supe

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Mothiba, T. M., M. S. Maputle, and D. T. Goon. "Understanding the Practices and Experiences of Supervising Nursing Doctoral Students: A Qualitative Survey of Two South African Universities." Global Journal of Health Science 11, no. 6 (2019): 123. http://dx.doi.org/10.5539/gjhs.v11n6p123.

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Doctoral supervision involves an intensive, interpersonal one-to-one relationship between the supervisor and the student. Supervisors have a responsibility to guide students when choosing their research topics and throughout the research process until completion of their research projects. The purpose of this study is to explore the practices and experiences of faculty members supervising doctoral nursing students in two selected universities in South Africa. This qualitative and explorative study involves all faculty members supervising doctorate nursing students at four South African Univers

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Sverdlik, Anna, Nathan C. Hall, Lynn McAlpine, and Kyle Hubbard. "The PhD Experience: A Review of the Factors Influencing Doctoral Students’ Completion, Achievement, and Well-Being." International Journal of Doctoral Studies 13 (2018): 361–88. http://dx.doi.org/10.28945/4113.

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Aim/Purpose: Research on students in higher education contexts to date has focused primarily on the experiences undergraduates, largely overlooking topics relevant to doctoral students’ mental, physiological, motivational, and social experiences. Existing research on doctoral students has consistently found mental and physical health concerns and high attrition rates among these students, but a comprehensive understanding of these students’ experiences is still lacking. Background: The present review paper aims to offer deep insight into the issues affecting doctoral students by reviewing and

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Centomo, Chiara. "Constructs and Relationships An interview with Harry Procter." Rivista Italiana Costruttivismo 4, no. 1 (2016): 135–63. http://dx.doi.org/10.69995/pqti4520.

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H. G. Procter, PhD, Consultant Clinical Psychologist. Harry Procter is Visiting Professor at the University of Hertfordshire, UK. He conducted his doctoral research in the early 1970’s at the Department of Mental Health, University of Bristol, on applying Personal Construct Psychology to family processes and beginning the development of a Systemic Constructivist approach to family therapy. After training as a Clinical Psychologist in Nottingham, he worked in Adult and then Child and Adolescent Mental Health in Somerset before retiring from the NHS in 2004. Currently, he is involved in supervis

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Győri, Ferenc. "A Tóth József témavezetésével PhD-fokozatot szerzett tanítványok – a földrajz talentumai, avagy a talentumok földrajza." Modern Geográfia 18, no. 4 (2023): 23–40. http://dx.doi.org/10.15170/mg.2023.18.04.04.

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József Tóth was an outstanding figure in Hungarian geography. This article aims to present his scientific talent management at the University of Pécs through the data of his PhD students (n=63). During the analysis we used university publications and electronic databases, as well as Spearman’s correlation calculation, independent T-test, Mann–Whitney U-test, Kruskal–Wallis test and Chi-squared test to explore the relationships. The largest proportion of students were born and worked in the Southern Great Plain, North Hungary and Transdanubia, however the winner of the regional talent migration

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Cowling, Michael, Joseph Crawford, Kelly-Ann Allen, and Michael Wehmeyer. "Using leadership to leverage ChatGPT and artificial intelligence for undergraduate and postgraduate research supervision." Australasian Journal of Educational Technology 39, no. 4 (2023): 89–103. http://dx.doi.org/10.14742/ajet.8598.

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ChatGPT and other artificial intelligence (AI) and large language models (LLMs) have hit higher education by storm. Much of the research focuses on how this – and similar – tools can be leveraged for effective education of undergraduate coursework students. In this study, we explore the emerging benefits and limitations of ChatGPT and LLMs in the context of undergraduate and postgraduate research supervision. What we found was that psychological need fulfilment, research student autonomy and relatedness were key outcomes that could be cultivated at the student level. At a unit or subject level

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Gail Lunsford, Laura. "Mentors, tormentors, and no mentors: mentoring scientists." International Journal of Mentoring and Coaching in Education 3, no. 1 (2014): 4–17. http://dx.doi.org/10.1108/ijmce-02-2013-0007.

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Purpose – A psychosocial, developmental perspective was used to examine the mentoring experiences of scientists. Little is known about the timing of when mentors first appear, the quality of these relationships, the specific mentoring support behaviors, or how scientists typically learn to mentor. The paper aims to discuss the above issues. Design/methodology/approach – The author conducted 23, semi-structured interviews with Australian scientists. Questions focussed on mentor-like support scientists received and provided. Interviews were analyzed and themes were coded using Dedoose software.

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Bastalich, Wendy. "Social philosophy curriculum in social science and humanities structured doctoral programmes." International Journal for Researcher Development 7, no. 1 (2016): 15–29. http://dx.doi.org/10.1108/ijrd-02-2015-0004.

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Purpose The purpose of this paper is to describe an experiment in a non-credit bearing series of social philosophy workshops offered to social science and humanities disciplines in an Australian university. Design/methodology/approach The paper outlines the design rationale and learning objectives for the workshop series. The data set includes qualitative student responses to 501 post-workshop questionnaires and 14 in-depth qualitative responses to a follow-up online questionnaire. Findings The data suggest that social philosophy methodology curriculum offered within a multi-discipline peer co

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Vanstone, Meredith, Kathryn Hibbert, Elizabeth Anne Kinsella, Pamela J. McKenzie, Allan Pitman, and Lingard Lorelei. "Interdisciplinary doctoral research supervision: A scoping review." Canadian Journal of Higher Education 43, no. 2 (2013): 42–67. http://dx.doi.org/10.47678/cjhe.v43i2.2403.

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This scoping literature review examines the topic of interdisciplinary doctoral research supervision. Interdisciplinary doctoral research programs are expanding in response to encouragement from funding agencies and enthusiasm from faculty and students. In an acknowledgement that the search for creative and innovative solutions to complex problems is best addressed through interdisciplinary collaborations, research-intensive universities are increasingly encouraging interdisciplinary projects and programs. The expansion of interdisciplinary research to the context of doctoral research may impa

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Marila, Marko, and Katariina Vuori. "Student-Generated Allegory for Doctoral Supervision: The Case of Maritime Metaphors." Högre utbildning 15, no. 1 (2025): 45–57. https://doi.org/10.23865/hu.v15.7045.

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This reflexive essay explores metaphors as conceptual tools in pursuing a doctorate. We ask, how can incorporating student-generated metaphors in student self-reflection and supervision language lead to more manageable and enjoyable doctoral work? It is argued in the essay that the use of research area-specific student-generated metaphors in supervision communication can contribute towards cultivating a more inclusive and supportive supervisor–supervisee relationship and promote the doctorate as a process of learning to reflect self-critically. Through an autoethnographic case study on the use

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Yatich, Henry Kiptum. "Leveraging Technology in Doctoral Supervision: A Complementary Approach in Kenya’s Institutions of Higher Learning." Advanced Journal of Social Science 9, no. 1 (2021): 43–52. http://dx.doi.org/10.21467/ajss.9.1.43-52.

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This paper examines previous empirical studies on adoption of emerging technologies in supervising doctoral students. The conceptual framework highlights the relationship between technology use and enhancing quality of supervision process, borrowing greatly from the theory of change methodology. It highlights the challenges and benefits analysis on the use of technology. The aim of this paper is to examine the efficacies of integration of the technology into the supervision process. As a result, it will provide students, supervisors, colleges of graduate boards, training institutions of higher

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Oyugi, Jacob L. "Supervision of doctoral candidates at Kyambogo University: Supervisor–doctoral student perspectives on roles, approaches and type of relationship." Net Journal of Social Sciences 8, no. 2 (2020): 29–42. http://dx.doi.org/10.30918/njss.82.20.016.

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Hansen, Michael A. "Personalized Supervision: Enhancing Supervision Strategies in Dissertation-Based Doctoral Programs." European Journal of Social Science Education and Research 12, no. 1 (2025): 169–95. https://doi.org/10.26417/v6tve106.

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This study examines mental health and supervision experiences among doctoral researchers at a large public university in Finland, where the dissertation is the predominant degree requirement. Using semi-structured interviews and surveys, the study explores doctoral researchers’ mental health, supervision experiences, and opinions on doctoral training. The findings reveal that 35 percent of respondents reported experiencing imposter syndrome and thoughts of inferiority, with 25 percent indicating these issues worsened since starting their doctoral studies. Burnout was reported by 30 percent of

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Goran, BASIC. "ETHICAL ISSUES IN DOCTORAL SUPERVISION: AN ANALYSIS OF INHERENT CONFLICTS AND ROLES IN SUPERVISION PRACTICE." Advances in Education Sciences 3, no. 2 (2021): 17–48. https://doi.org/10.5281/zenodo.7492713.

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This article aimed to provide new knowledge about <em>ethical issues in doctoral supervision</em> by analysing conflicts and roles that are assumed and acted out in supervision practice. This analysis was based on a literature review of various studies from the field of educational sciences, social pedagogy, doctoral supervision in theory and practice, and theories and practice of teaching and learning. The literature review identified several ethical issues relevant to doctoral supervision. These issues mostly arose from disappointed expectations, for instance, in the supervisor’s or do

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Badley, Graham. "Pragmatist supervision of doctoral writers." Quality Assurance in Education 22, no. 4 (2014): 384–96. http://dx.doi.org/10.1108/qae-06-2013-0027.

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Purpose – The purpose of this paper is to present pragmatism as a useful way for supervisors to help their research students become effective research writers. Design/methodology/approach – I first provide a brief overview of pragmatism, paying special attention to key figures such as John Dewey and Richard Rorty. Second, I suggest ways in which pragmatist supervisors might help research students improve as research writers by focusing on a set of issues including developing an andragogical relationship, adopting a pragmatist approach to ethics and discussing writing styles. Findings – Pragmat

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Stephens, Simon. "The supervised as the supervisor." Education + Training 56, no. 6 (2014): 537–50. http://dx.doi.org/10.1108/et-10-2012-0095.

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Purpose – The relationship between doctoral students and their supervisors impacts on degree completion rates; faculty research performance; and postgraduate satisfaction with their alma mater. The purpose of this paper is to explore the relationship between the experience of supervision and subsequent supervision practices. Design/methodology/approach – Totally, 40 supervisors who are doctoral students/graduates were approached to participate in the study, and 32 agreed. For each participant, data were collected to explore their development as a supervisor. Findings – Supervisors seek guidanc

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Padyab, Ali, and Martin Lundgren. "Stress in doctoral supervision: A perspective on supervisors." Journal of Praxis in Higher Education 5, no. 2 (2023): 91–117. http://dx.doi.org/10.47989/kpdc307.

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The research on stress in doctoral education has largely focused on doctoral researchers’ well-being. However, also doctoral supervisors experience stress. This study aims to uncover the dimensions of stressors related to doctoral supervisors and different sources of stress experienced by them. Interviews with doctoral supervisors were conducted to gather evidence of doctoral supervisor stress. We identified eight stressors, of which three were shared between the supervisor and the doctoral researcher: time pressure, balancing work and personal time, and doctoral researcher’s project. Other so

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Bengtsen, Søren Smedegaard, and Lynn McAlpine. "A novel perspective on doctoral supervision." Learning and Teaching 15, no. 1 (2022): 21–45. http://dx.doi.org/10.3167/latiss.2022.150103.

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While supervision is often characterised as a relatively private relationship, we would argue it is strongly influenced by departmental, institutional, national and global factors. It is also intertwined with other academic work and life experiences – with time playing an important role, not just as regards lifecourse but also changing institutional policies and practices. Using this embedded dynamic perspective in a longitudinal institutional case study, we examined how individual supervisory practices, embedded within life experiences and the evolving policy contexts of supervision and other

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Ismail, Hamidah Mohd, Faizah Abd Majid, and Izaham Shah Ismail. "“It's complicated” Relationship: Research Students’ Perspective on Doctoral Supervision." Procedia - Social and Behavioral Sciences 90 (October 2013): 165–70. http://dx.doi.org/10.1016/j.sbspro.2013.07.078.

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Crosta, Lucilla, and Morag Gray. "Building a relationship between international doctoral students and their thesis supervisors through an online community of practice." Proceedings of the International Conference on Networked Learning 9 (April 7, 2014): 351–54. http://dx.doi.org/10.54337/nlc.v9.9010.

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This paper presents an extract from a systematic international literature review research work funded by Laureate Online Education and aimed at detecting best practice in online doctoral students’ supervision. It was carried between March and July 2013 out by the authors of the paper, who have been working as online tutor and thesis supervisors at the University of Liverpool in the Online Professional Doctorate of Education (EdD). Prof. Morag Gray is also the Thesis Supervisor Manager in the EdD and she has been working recently for the implementation of the Thesis stage of this same programme

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Kim, Eunyoung, and Seung Jung Kim. "Advisor Selection, Advisor-Advisee Relationship, and Perceived Stress among Korean and US Doctoral Students." International Journal of Chinese Education 8, no. 2 (2019): 235–64. http://dx.doi.org/10.1163/22125868-12340114.

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Abstract In recent decades a prolific amount of research has been conducted into the topic of students’ relationships with supervising professors as key to doctoral experiences and success. Across different education systems, positive relationships between doctoral students and their advisors have been strongly associated with socialization into their departments and disciplines, as well as overall satisfaction with doctoral programs. While faculty-student relationship has been widely studied as one of the most important factors affecting student satisfaction and attrition, little is known abo

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Amador-Campos, Juan Antonio, Maribel Peró-Cebollero, Maria Feliu-Torruella, et al. "Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric Approach." Education Sciences 13, no. 4 (2023): 358. http://dx.doi.org/10.3390/educsci13040358.

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Effective mentoring is an integral component of the doctoral dissertation process. This study aimed to determine the psychometric properties of two questionnaires developed to assess research self-efficacy and the mentoring/supervision process. The sample comprised 1265 doctorate students (mean age = 32.36 years; standard deviation = 8.20). Items in both questionnaires had adequate discrimination indexes and principal component analysis supported the unifactorial structure of each questionnaire, with adequate percentages of explained variance (47.5% and 60%, respectively). Reliability was good

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