Resource library
Filter
-
Featured resource
Guide to Structured Self-Reflection — Research Supervisor
Guidance for those involved in supervision who have seen candidates through the examination process
-
Featured resource
Guide to Structured Self-Reflection — Associate Supervisor
Guidance for those involved in supervision, but who have not seen a doctoral candidate through the examination process.
-
UKRI Commissioned Report on Research Supervision
Key findings from UK Council for Graduation Education (UKCGE) research on how UKRI could better support research supervision.
-
Developments in the Doctoral Examination in the UK
A study of the doctoral examination policies of 127 UK Higher Education Institutions
-
Case Study: Thesis Committees at University College, London
A discussion of Thesis Committees and their uses at UCL
-
Creating dialogic spaces: developing doctoral students’ critical writing skills through peer assessment and review
Joan Woodhouse & Phil Wood (2022)
Studies in Higher Education, 47:3, 643–655
-
How can universities better support the mental wellbeing of higher degree research students? A study of students’ suggestions
Tracii Ryan, Chi Baik & Wendy Larcombe (2022)
Higher Education Research & Development, 41:3, 867–881
-
Supervising the PhD: identifying common mismatches in expectations between candidate and supervisor to improve research training outcomes
Adam P.A. Cardilini, Alice Risely & Mark F. Richardson (2022)
Higher Education Research & Development, 41:3, 613–627
-
‘Ways of being’: a model for supportive doctoral supervisory relationships and supervision
Nicolette Buirski (2022)
Higher Education Research & Development, 41:5, 1387–1401
-
Supervisor perspectives on the ‘end-stage’ of the doctoral examination process
Dally, K. Holbrook A., Lovat, T. and Fairbairn, H. (2022)
Higher Education Research and Development, 41(2): 315–329.