Below are the complete references supporting the ten criteria of the Good Supervisory Practice Framework.
Click a section heading to reveal the content.
1. Recruitment and Selection
References for: Recruitment and Selection
Bernstein, B., Evans, B, Fyffe, J., Halai, N., Hall, F., Jensen, H.-S., Marsh, H. and Ortega, S., (2014)
The Continuing Evolution of the Research Doctorate.
In M. Nerad and B. Evans (eds.) Globalization and Its Impacts on the Quality of PhD Education. Rotterdam, Sense: 5-30.
McCulloch, A. and Thomas, L, (2012)
Widening participation to doctoral education and research degrees: a research agenda for an emerging policy area.
Higher Education Research and Development, 32(2): 214-227.
https://www.tandfonline.com/doi/abs/10.1080/07294360.2012.662630
Pells, R. (2018)
Millions in public funding award to UK PhD applicants without interview.
Times Higher Education, 3rd May
Wakeling, P. and Kyriacou, C. (2010)
Widening Participation from Undergraduate to Postgraduate Research Degrees: A Research Synthesis.
National Co-ordinating Centre for Public Engagement and Economic and Social Research Council. York, University of York.
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.
https://www.heacademy.ac.uk/resources/detail/Research/Postgraduate_transition
2. Supervisory Relationships with Candidates
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.
https://srhe.tandfonline.com/doi/full/10.1080/03075079.2014.967203#.XYt8tEa2mUk
Boehe, D. (2014)
Supervisory styles: a contingency framework.
Studies in Higher Education, DOI: 10.1080/03075079.2014.927853.
https://www.tandfonline.com/doi/full/10.1080/03075079.2014.927853
Brown, G. and Atkins, M. (1988)
Effective Teaching in Higher Education.
London, Methuen.
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.
https://www.tandfonline.com/doi/full/10.11120/bmhe.2014.00006
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.
https://www.tandfonline.com/doi/full/10.1080/13562517.2015.1045859
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.
http://misrc.umn.edu/workingpapers/fullpapers/2004/0412_052404.pdf
Deuchar, R. (2008)
Facilitator, director, or critical friend? contradiction or congruence in doctoral supervision styles.
Teaching in Higher Education, 13:4, 489-500.
https://www.tandfonline.com/doi/full/10.1080/13562510802193905
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.
https://onlinelibrary.wiley.com/doi/abs/10.1002/he.20064
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.
https://www.tandfonline.com/doi/abs/10.1080/13600800500283585
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.
https://www.tandfonline.com/doi/abs/10.1080/01425690701505409
Grant, B. (2005)
Fighting for space in supervision: fantasies, fairytales, fictions and fallacies.
International Journal of Qualitative Studies in Education, 18(3): 337-54.
https://www.tandfonline.com/doi/abs/10.1080/09518390500082483
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
https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-13-134
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.
https://www.tandfonline.com/doi/abs/10.1080/07924360120043882
Halse, C. and Bansel, P. (2012)
The learning alliance: ethics in doctoral supervision.
Oxford Review of Education, 38(4): 377-92.
https://www.tandfonline.com/doi/abs/10.1080/03054985.2012.706219
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.
http://ijds.org/Volume9/IJDSv9p329-346Holbrook0575.pdf
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.
https://journals.sagepub.com/doi/abs/10.1177/1474022209339957
Manathunga. C. (2014)
Intercultural Postgraduate Supervision: Reimagining Time, Place and Knowledge.
London, Routledge.
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.
https://www.tandfonline.com/doi/abs/10.1174/021037013807533061
McClure, J.W. (2007)
International graduates’ cross-cultural adjustment; experiences, coping strategies, and suggested programmatic responses.
Teaching in Higher Education, 12(2); 199-217.
https://www.tandfonline.com/doi/full/10.1080/13562510701191976
Murphy, N., Bain, J.D., Conrad, L. (2007)
Orientations to research higher degree supervision.
Higher Education, 53(2): 209-234.
https://link.springer.com/article/10.1007/s10734-005-5608-9
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.
https://www.tandfonline.com/doi/abs/10.1080/00221546.2011.11777226
Offerman, M. (2011)
Profile of the Nontraditional Doctoral Degree Student.
New Directions in Adult and Continuing Education, 129: 21-30.
https://onlinelibrary.wiley.com/doi/abs/10.1002/ace.397
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.
https://www.tandfonline.com/doi/abs/10.1080/03075070220119986c
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.
https://www.tandfonline.com/doi/full/10.1080/03075079.2012.745337
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.
https://www.emerald.com/insight/content/doi/10.1108/S2055-364120160000006012/full/html
UNESCO (2015)
Science Report: Towards 2030.
Paris, UNESCO.
http://en.unesco.org/node/252168
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.
https://www.tandfonline.com/doi/full/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.
https://www.heacademy.ac.uk/resources/detail/Research/Postgraduate_transition
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.
3. Supervisory Relationships with Co-Supervisors
References for: Supervisory Relationships with Co-Supervisors
Allpress, B., Barnacle, R., Duxbury, L. and Grierson, E. (2012)
Supervising Practice-led Research by Project in Art, Creative Writing, Architecture and Design.
In B. Allpress, R. Barnacle, L. Duxbury, L. and E. Grierson (eds) Supervisory Practice for Postgraduate Research in Art, Architecture and Design. Rotterdam, Sense: 1-14.
https://link.springer.com/chapter/10.1007/978-94-6209-019-4_1
Cuthbert, D. and Molla, T. (2014)
PhD crisis discourse: a critical approach to the framing of the problem and some Australian ‘solutions’.
Higher Education, 69(1): 33-53.
http://researchbank.rmit.edu.au/view/rmit:24694
Fillery-Travis, A, Maguire, K., Pizzolatti, N., Robinson, L., Lowley, A. Stel, N., Mans, P, van Wijk, J., Prodi, E., Sprerotti, F., Dobrinnski, C., Peacock, J., Taylor, R., Vitale, T. (2017)
A handbook for supervisors of modern doctoral candidates. SuperProfDoc.
http://superprofdoc.eu/?page_id=71
Grossman, E. and Crowther, N. (2015)
Co-supervision in postgraduate training. Ensuring the right hand knows what the left hand is doing.
South African Journal of Science, 111(11-12).
http://dx.doi.org/10.17159/sajs.2015/20140305
Guerin, C. and Green, I. (2015)
‘They’re the bosses’: feedback in team supervision.
Journal of Further and Higher Education, 39(3): 320-335.
https://www.tandfonline.com/doi/abs/10.1080/0309877X.2013.831039
Kiley, M (2015a)
Possible issues to discuss with co-supervisors.
http://margaretkiley.com/wp-content/uploads/2016/12/Issues-to-discuss.pdf
Malfoy, J. (2011)
The impact of university-industry research on doctoral programmes and practices.
Studies in Higher Education, 36(5): 571-84.
https://www.tandfonline.com/doi/full/10.1080/03075079.2011.594594
Neumann, R. (2005)
Doctoral Differences: Professional doctorates and PhDs compared.
Journal of Higher Education Policy and Management, 27(2): 173-88
https://www.tandfonline.com/doi/abs/10.1080/13600800500120027
Parker-Jenkins, M. (2018)
Mind the gap: developing the roles, expectations and boundaries in the doctoral supervisor-supervisee relationship.
Studies in Higher Education, 43(1): 57-71.
https://www.tandfonline.com/doi/full/10.1080/03075079.2016.1153622
Taylor, S., Kiley M. and Humphrey, R. (2018)
A Handbook for Doctoral Supervisors. 2nd Ed.
London, Routledge.
4. Supporting Candidates’ Research Projects
References for: Supporting Candidates’ Research Projects
Delamont, S., Atkinson, P., and Parry, O. (2004)
2nd ed. Supervising the PhD: A Guide to Success.
Buckingham, Open University Press and Society for Research into Higher Education.
https://onlinelibrary.wiley.com/doi/abs/10.1016/S0307-4412%2899%2900048-5
Garcia-Perez, A. and Ayres, R. (2012)
Modelling research: a collaborative approach to helping PhD students develop higher-level research skills.
European Journal of Engineering Education, 37(3): 297-306.
Kearns, H. (2015)
Imposter Syndrome: Why successful people often feel like frauds.
Flinders, Thinkwell.
https://www.ithinkwell.com.au/the-imposter-syndrome
Kiley, M. (2009)
Identifying threshold concepts and proposing strategies to support doctoral candidates.
Innovations in Education and Teaching International, 46(3): 293-304.
https://www.tandfonline.com/doi/full/10.1080/14703290903069001
Kiley, M. (2015b)
‘I didn’t have a clue what they were talking about’: PhD candidates and theory.
Innovations in Education and Teaching International, 52(1): 52-63.
https://www.tandfonline.com/doi/full/10.1080/14703297.2014.981835
Kiley, M. and Wisker, G. (2009)
Threshold concepts in research education and evidence of threshold crossing.
Higher Education Research and Development, 28(4): 431-441.
https://www.tandfonline.com/doi/abs/10.1080/07294360903067930
Magyar, A. and Robinson-Pant, A. (2011)
Special issue on university internationalisation – towards transformative change in higher education. Internationalising doctoral research: developing theoretical perspectives on practice.
Teachers and Teaching: Theory and Practice, 17(6): 663-76.
https://www.tandfonline.com/doi/abs/10.1080/13540602.2011.625189
Meyer, J., Shanahan, M. and Laugksch, R. (2007)
Students’ Conceptions of Research: An exploration of contrasting patterns of variation.
Scandinavian Journal of Educational Research, 51(4): 415-33.
https://www.tandfonline.com/doi/abs/10.1080/00313830701485627
Shen, W-Q., Liu, D. and Chen, H. (2017)
Chinese PhD students on exchange in European Union Countries: experiences and benefits.
European Journal of Higher Education,
http://dx.doi.org/10.1080/21568235.2017.1290885.
Taylor, S. and Beasley, N. (2005)
A Handbook for Doctoral Supervisors.
London, Routledge.
https://www.taylorfrancis.com/books/9780203415740
Taylor, S., Kiley M. and Humphrey, R. (2018)
A Handbook for Doctoral Supervisors. 2nd Ed.
London, Routledge.
Trafford, V. and Lesham, S. (2009)
Doctorateness as a threshold concept.
Innovations in Education and Teaching International, 46(3): 305-16.
https://www.tandfonline.com/doi/full/10.1080/14703290903069027
5. Encouraging Candidates to Write and Giving Appropriate Feedback
References for: Encouraging Candidates to Write and Giving Appropriate Feedback
Aitchison, C. (2010)
Writing groups for doctoral education.
Studies in Higher Education, 34(8): 905-16.
https://www.tandfonline.com/doi/full/10.1080/03075070902785580
Aitchison, C. and Mowbray, S. (2013)
Doctoral women: managing emotions, managing doctoral studies.
Teaching in Higher Education, 18(8): 859-70.
https://www.tandfonline.com/doi/full/10.1080/13562517.2013.827642
Bitchener, J. (2018)
The relationship between reading, thinking and writing: the literature review component of a doctoral confirmation proposal.
In S. Carter and D. Laurs (eds/) Developing Research Writing. London, Routledge: 9-16.
https://www.taylorfrancis.com/books/e/9781315541983/chapters/10.4324/9781315541983-3
Can, G. and Walker, A. (2011)
A Model for Doctoral Students’ Perceptions and Attitudes Towards Written Feedback for Academic Writing.
Research Higher Education (52): 508-536.
https://www.ccsu.edu/EdDwritingInstitute/facultyResources/files/61930906.pdf
Carter, S. and Kumar, V. (2016)
‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing.
Innovations in Education and Teaching International
http://dx.doi.org.10.1080/14703297.2015.1123104.
Kamler, B. and Thompson, P. (2006)
Helping Doctoral Students Write: Pedagogies for supervision.
Routledge, London.
Lee, A. and Murray, R. (2013)
Supervising writing: helping postgraduate students develop as researchers.
Innovations in Education and Teaching International. 52(5): 558-70.
https://www.tandfonline.com/doi/full/10.1080/14703297.2013.866329
Lindsay, S. (2015)
What works for doctoral students in completing their thesis?
Teaching in Higher Education, 20(2): 183-96.
https://www.tandfonline.com/doi/full/10.1080/13562517.2014.974025
McAlpine, L. and Amudsen, C. (2012)
Challenging the taken-for-granted: how research analysis might inform pedagogical practices and institutional policies relating to doctoral education.
Studies in Higher Education, 37(6): 683-694.
https://www.tandfonline.com/doi/full/10.1080/03075079.2010.537747
Odena, O. and Burgess, H. (2015)
How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach.
Studies in Higher Education.
http://dx.doi.org/10.1080/03075079.2015.1063598.
Wang, T. and Li, L. (2011)
‘Tell me what to do vs. ‘guide me through it’ Feedback experiences of international doctoral students.
Active Learning in Higher Education, 12: 101-112.
https://journals.sagepub.com/doi/10.1177/1469787411402438
Wegener, C., Meier, N. and Ingerslev, K. (2016)
Borrowing brainpower – sharing insecurities. Lessons learned from a doctoral peer writing group.
Studies in Higher Education, 41(6): 1092-1105.
https://www.tandfonline.com/doi/full/10.1080/03075079.2014.966671
Wellington, J. (2010a)
More than a matter of cognition: an exploration of affective writing problems of postgraduate students and their possible solutions.
Teaching in Higher Education, 15(2): 135-50.
https://www.tandfonline.com/doi/full/10.1080/13562511003619961
Whitelock, D., Faulkner, D and Miell, D. (2008)
Promoting creativity in PhD supervision: Tensions and dilemmas.
Thinking Skills and Creativity, 3(2): 143-153.
https://www.sciencedirect.com/science/article/pii/S1871187108000126?via%3Dihub
6. Keeping the Research on Track and Monitoring Progress
References for: Keeping the Research on Track and Monitoring Progress
Austin, A. (2002)
Preparing the Next Generation of Faculty: Graduate School as Socialisation to the Academic Career.
The Journal of Higher Education 73(1): 94-122.
https://www.tandfonline.com/doi/abs/10.1080/00221546.2002.11777132
Austin, A. and McDaniels, M. (2006)
Using Doctoral Education to Prepare Faculty to Work Within Boyer’s Four Domains of Scholarship.
New Directions in Institutional Research, 129: 51-65.
https://onlinelibrary.wiley.com/doi/abs/10.1002/ir.171
Austin, A. (2011)
Preparing Doctoral Students for Promising Careers in a Changing Context: Implications for Supervision, Institutional Planning, and Cross-Institutional Opportunities.
In .Kumar and A. Lee (eds.) Doctoral Education in International Context: Connecting Local, Regional and GlobalPerspectives. Malaysia, Universiti Putra Malaysia Press: 1-18.
Campbell, S.P., Fuller, A.K., Patrick, D.A.G. (2005)
Looking beyond research in doctoral education.
Frontiers in Ecology and the Environment, 3(3): 153-60.
Cohen, S.M. (2011)
Doctoral Persistence and Doctoral Program Completion Among Nurses.
Nursing Forum, 46(2): 64-70.
https://www.ncbi.nlm.nih.gov/pubmed/21517879
Cryer, P. (2006)
The Research Student’s Guide to Success. 2nd ed.
Buckingham: Open University Press.
Delamont, S., Atkinson, P., and Parry, O. (2004)
2nd ed. Supervising the PhD: A Guide to Success.
Buckingham, Open University Press and Society for Research into Higher Education.
Gaffney-Rhys, R. and Jones, J. (2010)
Issues surrounding the introduction of formal student contracts.
Assessment and Evaluation in Higher Education, 35(6): 711-725.
Gilbar, O., Winstok, Z., Weinberg, M., and Bershtling, O. (2013)
Whose Doctorate Is It Anyway? Guidelines for an Agreement Between Adviser and Doctoral Student Regarding the Advisement Process and Intellectual Property Rights.
Journal of Academic Ethics, 11: 73-80.
Hancock, S. (2014)
Science in action: doctoral scientists and identity construction.
Paper presented to the Society for Research into Higher Education Annual Conference, 10th December. Celtic Manner, Newport.
www.srhe.ac.uk/conference2014/abstracts/0122.pdf
Hancock, S., Hughes, G. and Walsh, E. (2015)
Purist or pragmatist? UK doctoral scientists’ moral positions on the knowledge economy.
Studies in Higher Education. DOI: 10.1080/03075079.1087994.
https://www.tandfonline.com/doi/full/10.1080/03075079.2015.1087994
Hopwood, N., Alexander, P., Harris-Huemmert, S., McAlpine, L. and Wagstaff, S. (2011)
The Hidden Realities of Life as a Doctoral Student.
In V.Kumar and A. Lee (eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press.
Jepsen, D., Verhagyi, M. and Edwards, D. (2012)
Academics attitudes towards PhD students’ teaching: preparing research higher degree students for an academic career.
Journal of Higher Education Policy and Management, 34(6): 629-45.
Kiley, M. (2009)
Identifying threshold concepts and proposing strategies to support doctoral candidates.
Innovations in Education and Teaching International, 46(3): 293-304.
https://www.tandfonline.com/doi/full/10.1080/14703290903069001
Kiley, M. (2009)
‘You don’t want a smart Alec’: selecting examiners to assess doctoral dissertations.
Studies in Higher Education, 34(8): 889-903.
https://www.tandfonline.com/doi/full/10.1080/03075070802713112
Kweik, M. (2019)
Changing European Academics.
London, Routledge and Society for Research into Higher Education.
Levecque, K., Anseel, F. De Beuckelear, A. Van der Hayden, J. and Gisle, L. (2017)
Work organization and mental health problems in PhD students.
Research Policy, 46: 868-879.
https://www.sciencedirect.com/science/article/pii/S0048733317300422
Margrove, K., Gustowska, M. And Grove, L. (2014)
Provision of support for psychological distress by university staff, and receptiveness to mental health training.
Journal of Further and Higher Education, 38(1): 90-106.
https://www.tandfonline.com/doi/abs/10.1080/0309877X.2012.699518
McAlpine, L. and Amudsen, C. (2012)
Challenging the taken-for-granted: how research analysis might inform pedagogical practices and institutional policies relating to doctoral education.
Studies in Higher Education, 37(6): 683-694.
https://www.tandfonline.com/doi/full/10.1080/03075079.2010.537747
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.
https://www.tandfonline.com/doi/abs/10.1174/021037013807533061
McAlpine, L. and Emmioglu, E. (2015)
Navigating careers: perceptions of sciences doctoral students, post-PhD researchers and pre-tenure academics.
Studies in Higher Education, 40(10): 1770-1785.
McAlpine, L. (2017)
Building on Success? Future challenges for doctoral education globally.
Studies in Graduate and Postdoctoral Education, 8(2): 66-77.
https://www.emerald.com/insight/content/doi/10.1108/SGPE-D-17-00035/full/html
Mewburn, I., Tokareva, E. Cuthbert, D. Sinclair, J. And Barnacle, R. (2013)
‘These are issues that should not be raised in black and white’: the culture of progress reporting and the doctorate.
Higher Education Research and Development. DOI: 10.1080/07294360.2013.841649
Mewburn, I Cuthbert, D.,and Tokareva, E. (2014)
Experiencing the progress report: an analysis of gender and administration in doctoral candidature.
Journal of Higher Education Policy and Management, 36(2): 155-71.
Muzaka, V. (2009)
The niche of Graduate Teaching Assistants: perceptions and reflections.
Teaching in Higher Education, 14(1): 1-12.
https://srhe.tandfonline.com/doi/full/10.1080/13562510802602400
Phillips, E. and Pugh, D. (2010)
How to Get a PhD. 5th edn.
Buckingham: Open University Press.
Pitt, R. and Mewburn, I. (2016)
Academic superheroes? A critical analysis of academic job descriptions.
Journal of Higher Education Policy and Management, 38(1): 88-101.
https://www.tandfonline.com/doi/abs/10.1080/1360080X.2015.1126896
Taylor, S., Kiley M. and Humphrey, R. (2018)
A Handbook for Doctoral Supervisors. 2nd Ed.
London, Routledge.
Thein, A. and Beach, R. (2010)
Mentoring doctoral students towards publication within scholarly communities of practice.
In C. Aitchison, B. Kamler and A. Lee (eds.) Publishing Pedagogies for the Doctorate and Beyond. London, Routledge: 117-136.
Walker, G., Golde, C., Jones, L., Bueschel, A. and Hutchings, P. (2008)
The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century.
San Francisco, Josey-Bass. The Carnegie Foundation for the Advancement of Teaching.
http://archive.carnegiefoundation.org/pdfs/elibrary/elibrary_pdf_678.pdf
7. Supporting Candidates’ Personal, Professional and Career Development
References for: Supporting Candidates’ Personal, Professional and Career Development
Austin, A. (2002)
Preparing the Next Generation of Faculty: Graduate School as Socialisation to the Academic Career.
The Journal of Higher Education 73(1): 94-122.
https://www.tandfonline.com/doi/abs/10.1080/00221546.2002.11777132
Austin, A. and McDaniels, M. (2006)
Using Doctoral Education to Prepare Faculty to Work Within Boyer’s Four Domains of Scholarship.
New Directions in Institutional Research, 129: 51-65.
https://onlinelibrary.wiley.com/doi/abs/10.1002/ir.171
Austin, A. (2011)
Preparing Doctoral Students for Promising Careers in a Changing Context: Implications for Supervision, Institutional Planning, and Cross-Institutional Opportunities.
In Kumar and A. Lee (eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press: 1-18.
Campbell, S.P., Fuller, A.K., Patrick, D.A.G. (2005)
Looking beyond research in doctoral education.
Frontiers in Ecology and the Environment, 3(3): 153-60.
Cohen, S.M. (2011)
Doctoral Persistence and Doctoral Program Completion Among Nurses.
Nursing Forum, 46(2): 64-70.
https://www.ncbi.nlm.nih.gov/pubmed/21517879
Hancock, S. (2014)
Science in action: doctoral scientists and identity construction.
Paper presented to the Society for Research into Higher Education Annual Conference, 10th December. Celtic Manner, Newport.
www.srhe.ac.uk/conference2014/abstracts/0122.pdf
Hancock, S., Hughes, G. and Walsh, E. (2015)
Purist or pragmatist? UK doctoral scientists’ moral positions on the knowledge economy.
Studies in Higher Education. DOI: 10.1080/03075079.1087994.
https://www.tandfonline.com/doi/full/10.1080/03075079.2015.1087994
Hopwood, N., Alexander, P., Harris-Huemmert, S., McAlpine, L. and Wagstaff, S. (2011)
The Hidden Realities of Life as a Doctoral Student.
In V.Kumar and A. Lee (eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press.
Jepsen, D., Verhagyi, M. and Edwards, D. (2012)
Academics attitudes towards PhD students’ teaching: preparing research higher degree students for an academic career.
Journal of Higher Education Policy and Management, 34(6): 629-45.
Kweik, M.
Changing European Academics.
London, Routledge and Society for Research into Higher Education.
Levecque, K., Anseel, F. De Beuckelear, A. Van der Hayden, J. and Gisle, L. (2017)
Work organization and mental health problems in PhD students.
Research Policy, 46: 868-879.
https://www.sciencedirect.com/science/article/pii/S0048733317300422
McAlpine, L. and Amudsen, C. (2012)
Challenging the taken-for-granted: how research analysis might inform pedagogical practices and institutional policies relating to doctoral education.
Studies in Higher Education, 37(6): 683-694.
https://www.tandfonline.com/doi/full/10.1080/03075079.2010.537747
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.
https://www.tandfonline.com/doi/abs/10.1174/021037013807533061
Margrove, K., Gustowska, M. And Grove, L. (2014)
Provision of support for psychological distress by university staff, and receptiveness to mental health training.
Journal of Further and Higher Education, 38(1): 90-106.
https://www.tandfonline.com/doi/abs/10.1080/0309877X.2012.699518
McAlpine, L. and Emmioglu, E. (2015)
Navigating careers: perceptions of sciences doctoral students, post-PhD researchers and pre-tenure academics.
Studies in Higher Education, 40(10): 1770-1785.
McAlpine, L. (2017)
Building on Success? Future challenges for doctoral education globally.
Studies in Graduate and Postdoctoral Education, 8(2): 66-77.
https://www.emerald.com/insight/content/doi/10.1108/SGPE-D-17-00035/full/html
Muzaka, V. (2009)
The niche of Graduate Teaching Assistants: perceptions and reflections.
Teaching in Higher Education, 14(1): 1-12.
https://srhe.tandfonline.com/doi/full/10.1080/13562510802602400
Pitt, R. and Mewburn, I. (2016)
Academic superheroes? A critical analysis of academic job descriptions.
Journal of Higher Education Policy and Management, 38(1): 88-101.
https://www.tandfonline.com/doi/abs/10.1080/1360080X.2015.1126896
Walker, G., Golde, C., Jones, L., Bueschel, A. and Hutchings, P. (2008)
The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century.
San Francisco, Josey-Bass. The Carnegie Foundation for the Advancement of Teaching.
http://archive.carnegiefoundation.org/pdfs/elibrary/elibrary_pdf_678.pdf
Thein, A. and Beach, R. (2010)
Mentoring doctoral students towards publication within scholarly communities of practice.
In C. Aitchison, B. Kamler and A. Lee (eds.) Publishing Pedagogies for the Doctorate and Beyond. London, Routledge: 117-136.
8. Supporting Candidates Through Completion and Final Examination
References for: Supporting Candidates Through Completion and Final Examination
Carter, S. (2008)
Examining the doctoral thesis: a discussion.
Innovations in Education and Teaching International, 45(4): 365-74.
https://www.tandfonline.com/doi/full/10.1080/14703290802377208
Carter, S. (2011)
English as an additional language (EAL) viva voce. The EAL doctoral oral examination experience.
Assessment and Evaluation in Higher Education 37(3): 273-84.
https://www.tandfonline.com/doi/full/10.1080/02602938.2010.528555
Chown, M, Bearson, L., Martin, N. and Ellis, S. (2015)
Examining intellectual ability not social prowess: removing barriers from the doctoral viva for autistic candidates.
Autism Policy and Practice, 2: 1-14.
https://openaccessautism.org/index.php/app/article/view/7/31
Harrison, N., Trudgett, M. and Page, S. (2011)
The dissertation examination: identifying critical factors in the success of indifenous Australian doctoral students.
Assessment and Evaluation in Higher Education, 42(1): 115-127.
https://www.tandfonline.com/doi/full/10.1080/02602938.2015.1085488
Joyner, R. (2003)
The selection of external examiners for research degrees.
Quality in Higher Education, 11(2): 123-27.
https://www.emerald.com/insight/content/doi/10.1108/09684880310471551/full/html
Kiley, M. and Mullins, G. (2004)
Examining the examiners: how inexperienced examiners approach the assessment of research theses.
International Journal of Educational Research, 41(2): 121-35.
Kiley, M. (2009)
‘You don’t want a smart Alec’: selecting examiners to assess doctoral dissertations.
Studies in Higher Education, 34(8): 889-903.
https://www.tandfonline.com/doi/full/10.1080/03075070802713112
Neville, B. (2008)
Creating a research community
Qualitative Research Journal, 8(1): 37-46.
https://www.emerald.com/insight/content/doi/10.3316/QRJ0801037/full/html
Pearce, L. (2005)
How to Examine a Thesis.
Buckingham: Open University Press and Society for Research into Higher Education.
Taylor, S., Kiley M. and Humphrey, R. (2018)
A Handbook for Doctoral Supervisors. 2nd Ed.
London, Routledge.
Tinkler, P. and Jackson, C. (2004)
The Doctoral Examination Process: A Handbook for Students, Examiners and Supervisors.
Buckingham, Open University Press and Society for Research into Higher Education.
Watts, J. (2011)
Preparing doctoral candidates for the viva: issues for students and supervisors.
Journal of Further and Higher Education, 36(3): 371-81.
Wellington, J. (2010b)
Supporting students’ preparation for their viva: their pre-conceptions and implications for practice.
Teaching in Higher Education, 15(1): 71-84.
https://www.tandfonline.com/doi/full/10.1080/13562510903487867
9. Supporting Candidates to Disseminate Their Research
References for: Supporting Candidates to Disseminate Their Research
Can, G. and Walker, A. (2011)
A Model for Doctoral Students’ Perceptions and Attitudes Towards Written Feedback for Academic Writing.
Research Higher Education (52): 508-536.
https://www.ccsu.edu/EdDwritingInstitute/facultyResources/files/61930906.pdf
Cuthbert, D. and Spark, C. (2008)
Getting a GriP: examining the outcomes of a pilot programme to support graduate research students in writing for publication.
Studies in Higher Education, 33:1, 77-86.
Jiang, X., Borg, E. and Borg, M. (2015)
Challenges and coping strategies for international publication: perceptions of young scholars in China.
Studies in Higher Education, DOI: 10.1080/03075079:2015.1049144.
Kamler, B. (2008)
Rethinking doctoral publication practices: writing from and beyond the thesis.
Studies in Higher Education, 33(3): 283-94.
https://www.tandfonline.com/doi/full/10.1080/03075070802049236
Lei, J. and Hu, G. (2015)
Apprenticeship in Scholarly Publishing: A Student Perspective on Doctoral Supervisors’ Roles.
Publications 3: 27-42; doi:103390/publications3010027.
https://pdfs.semanticscholar.org/53e2/bf8db9be7f47f109d9a50f1ff03648632249.pdf
Paré, A. (2010)
Slow the presses: concerns about premature publication.
In C. Aitchison, B. Kamler and A. Lee (eds.) Publishing Pedagogies for the Doctorate and Beyond. London, Routledge: 30-46.
Walker, G., Golde, C., Jones, L., Bueschel, A. and Hutchings, P. (2008)
The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century.
San Francisco, Josey-Bass. The Carnegie Foundation for the Advancement of Teaching.
http://archive.carnegiefoundation.org/pdfs/elibrary/elibrary_pdf_678.pdf
10. Reflecting Upon and Enhancing Practice
References for: Reflecting Upon and Enhancing Practice
Goode, J. (2010).
‘Perhaps I should be more proactive in changing my own supervisions: student agency in ‘doing supervision’.
In Walker, M. and Thomson, P. (eds.) The Routledge Doctoral Supervisor’s Companion. London, Routledge: 38-50
Hill, G. (2011)
Diffracting the Practices of Research Supervision
In V. Kumar and A. Lee (Eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press.
Lee, A. and McKenzie, J. (2011)
Evaluating doctoral supervision: tensions in eliciting students’ perspectives.
Innovations in Education and Teaching International, 48(1): 69-78.
https://www.tandfonline.com/doi/full/10.1080/14703297.2010.543773
Taylor, S., Kiley M. and Humphrey, R. (2018)
A Handbook for Doctoral Supervisors. 2nd Ed.
London, Routledge.
The Research Supervisor’s Bibliography – Dr Stan Taylor
The 180-page Research Supervisor’s Bibliography is the definitive resource on research supervision literature. Not intended to be a complete list of publications but an index of the key references in the literature across 20 topics.