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Borrowing brainpower – sharing insecurities. Lessons learned from a doctoral peer writing group
Wegener, C., Meier, N. and Ingerslev, K. (2016)
Studies in Higher Education, 41(6): 1092–1105.
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‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing.
Carter, S. and Kumar, V. (2016)
Innovations in Education and Teaching International
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How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach
Odena, O. and Burgess, H. (2015)
Studies in Higher Education -
What works for doctoral students in completing their thesis?
Lindsay, S. (2015)
Teaching in Higher Education, 20(2): 183–96.
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Beyond skills: embodying writerly practices through the doctorate
Robyn Barnacle & Gloria Dall’Alba (2014)
Studies in Higher Education, 39:7, 1139–1149
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Supervising writing: helping postgraduate students develop as researchers.
Lee, A. and Murray, R. (2013)
Innovations in Education and Teaching International. 52(5): 558–70
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Doctoral women: managing emotions, managing doctoral studies
Aitchison, C. and Mowbray, S. (2013)
Teaching in Higher Education, 18(8): 859–70
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The Good Supervisor
Wisker, G. (2012)
London: Bloomsbury
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Challenging the taken-for-granted: how research analysis might inform pedagogical practices and institutional policies relating to doctoral education
McAlpine, L. and Amudsen, C. (2012)
Studies in Higher Education, 37(6): 683–694 -
‘Tell me what to do’ vs. ‘guide me through it’ — Feedback experiences of international doctoral students
Wang, T. and Li, L. (2011)
Active Learning in Higher Education, 12: 101–112.