References for: Supervisory Relationships with Candidates
Benmore, A. (2014)
Boundary management in doctoral supervision: how supervisors negotiate roles and role transitions through the supervisory journey.
Studies in Higher Education, DOI: 10.1080/03075079.2014.967203.
Boehe, D. (2014)
Supervisory styles: a contingency framework.
Studies in Higher Education, DOI: 10.1080/03075079.2014.927853.
Brown, G. and Atkins, M. (1988)
Effective Teaching in Higher Education.
Bui, T. (2014)
Student-Supervisor Expectations in the Doctoral Supervision Process for Business and Management Students.
Business and Management Education in Higher Education, 1: 12-27.
Collins, B. (2015)
Reflections on doctoral supervision: drawing from the experiences of students with additional learning needs in two universities.
Teaching in Higher Education, 20(6): 587-600.
Dann, S. (2008)
Applying services marketing principles to postgraduate supervision.
Quality Assurance in Education, 16(4): 333-46.
Davis, G. (2004)
Advising and Supervising Doctoral Students: Lessons I have Learned.
Deuchar, R. (2008)
Facilitator, director, or critical friend? contradiction or congruence in doctoral supervision styles.
Teaching in Higher Education, 13:4, 489-500.
Doyle, S., Manathunga, C., Prinsen, G., Rallon, R. and Cornforth, S. (2017)
African international doctoral students: Englishes, doctoral writing, and intercultural supervision.
Higher Education Research and Development DOI: 10.1080.07294360.2017.1339182.
Gardner, S. (2009a)
The Development of Doctoral Students: Phases of Challenge and Support
Josey-Bass, San Franciso CA.
Gardner, S.K. (2009b)
Coming out of the Sexual Harassment Closet: One Woman’s Story of Politics and Change in Higher Education.
National Womens’ Studies Association Journal, 21(2): 172-95.
Gardner, S. and Holley, K. (2011)
“Those invisible barriers are real”: The Progression of First-Generation Students Through Doctoral Education.
Equity and Excellence in Education, 44(1): 77-92.
Gardner, S. (2013)
The Challenges of First-Generation Doctoral Students.
New Directions for Higher Education, 163: 43-54.
Gatfield, T. (2005)
An Investigation into PhD Supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications.
Journal of Higher Education Policy and Management, 27(3): 311-25.
Goode, J. (2007)
Empowering or disempowering the international PhD student? Constructions of the dependent and independent learner.
British Journal of Sociology of Education, 28(5): 589-603.
Grant, B. (2005)
Fighting for space in supervision: fantasies, fairytales, fictions and fallacies.
International Journal of Qualitative Studies in Education, 18(3): 337-54.
Gunnarsson, R, Jonasson, G. and Billhult, A. (2013)
The experience of disagreement between students and supervisors in PhD education: a qualitative study.
BMC Medical Education, 13: 134
Gurr, G. (2001)
Negotiating the “Rackety Bridge” – a Dynamic Model for Aligning Supervisory Style with Research Student Development.
Higher Education Research and Development, 20(1): 81-92.
Halse, C. and Bansel, P. (2012)
The learning alliance: ethics in doctoral supervision.
Oxford Review of Education, 38(4): 377-92.
Holbrook, A., Shaw, K., Scevak, J., Bourke, S., Cantwell. R. and Budd, J. (2014)
PhD Candidate Expectations: Exploring Mismatch with Experience.
International Journal of Doctoral Studies, 9: 329-346.
Jindal-Snape, D. and Ingram., R. (2013)
Understanding and Supporting Triple Transitions of International Doctoral Students: ELT and SuReCom models.
Journal of Perspectives in Applied Academic Practice, 1(1): 17-24.
Kelly, F. (2009)
Supervision Satirized: Fictional narratives to student-supervisor relationships.
Arts and Humanities in Higher Education, 8(3): 368-84.
Manathunga. C. (2014)
Intercultural Postgraduate Supervision: Reimagining Time, Place and Knowledge.
Malfoy, J. and Webb, C. (2000)
Congruent and incongruent views of postgraduate supervision.
In M. Kiley & G. Mullins (eds.), Quality in Postgraduate Research: Making Ends Meet. Adelaide: Advisory Centre for University Education
McAlpine, L. (2013)
Doctoral supervision: Not an individual but a collective institutional responsibility.
Journal for the Study of Education and Development, 36(3): 259-80.
McClure, J.W. (2007)
International graduates’ cross-cultural adjustment; experiences, coping strategies, and suggested programmatic responses.
Teaching in Higher Education, 12(2); 199-217.
Murphy, N., Bain, J.D., Conrad, L. (2007)
Orientations to research higher degree supervision.
Higher Education, 53(2): 209-234.
Ostrove, J, Stewart, A. and Curtin, N. (2011)
Social Class and Belonging: Implications for Graduate Students.
The Journal of Higher Education, 82(6): 748-774.
Offerman, M. (2011)
Profile of the Nontraditional Doctoral Degree Student.
New Directions in Adult and Continuing Education, 129: 21-30.
Okahana, H., Feaster, K. and Allum, J. (2016)
Graduate Enrolment and Degrees 2005-15.
Washington DC, Council of Graduate Schools.
Pearson, M. and Brew, A. (2002)
Research Training and Supervision Development,
Studies in Higher Education, 27(2): 138-43.
Petersen, E. (2014)
Re-signifying subjectivity? A narrative exploration of ‘non-traditional’ doctoral students’ lived experience of subject formation through two Australian cases.
Studies in Higher Education, 39(5): 823-834.
Sambrook, S. (2016)
Managing the Psychological Contract within Doctoral Supervisory Relationships.
In P. Blessinger and D. Stockley (eds.) Emerging Directions in Doctoral Education (Innovations in Higher Education Learning and Teaching, Volume 6). Bingley, UK: Emerald: 61-87.
Science Report: Towards 2030.
Vehvilainen, S. and Lofstrom, E. (2014)
‘I wish I had a crystal ball’: discourses and potential for developing academic supervising.
Studies in Higher Education, DOI: 10.1080/03075079.2014.942272.
Wakeling, P. and Harmden-Thomson, G. (2013)
Transition to higher degrees across the UK: an analysis of national, institutional and individual differences.
Higher Education Academy.
Wright, A., Murray, J.P., and Geale, P. (2007)
A phenomenographic study of what it means to supervise doctoral students.
Academy of Management Learning and Education, 6 (4): 458-74.