The Research Supervisor’s Bibliography

Blass, E. Bertone, S., Luca, J., Standing, C., Adams, R. Borland, H., Erwee, R, Jasman, A., Tickle, K. and Qing-Lond, H. (2014) Supervision of Higher Degree by Research Students: Supervisor Resource Book.

Britton, J., Buscha, F., Dickson, M, van der Erve, L., Vignoles, A., Walker, I., Waltmann, B. and Zhu, Y. (2020) The earnings returns to postgraduate degrees in the UK. Department for Education and Institute for Fiscal Studies.

Carter, S., and Laurs, D. Eds. (2018) Developing Research Writing. London, Routledge.

Carvajal, C, Garcia, M. Reguero, M. and Valverde, M. (2017) Introduction. In M. Reguero, J. Carvajal, M. Garcia and M.Valverde (eds.) Good Practices in Doctoral Supervision: Reflections from the Tarragona Think Tank: Tarragona Universitat Rovira y Virgilli: 13–21.

Clegg, K, Houston, G. and Gower, O. (2024) Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge.

Delamont, S., Atkinson, P. and Parry, O. (2004) Supervising the Doctorate. 2^nd Ed Maidenhead, Open University Press.

Eley, A. and Murray, R. (2009) How to Be an Effective Supervisor. Maidenhead, Open University Press.

Elmgren, M., Forsberg, E., Linberg-Sand, A., Sonesson, A. (2016) The formation of doctoral education. Lund University, Lund.

Guarimata-Salinas, G., Carvajal, J., and Lopex, M. (2024) Redefining the role of doctoral supervisors: a multicultural examination of labels and functions in contemporary doctoral education. Higher Education https//doi.org/10.1007/s10734-01171–0.

Holmes, P., Costa, N. and Lopes, B. (2020) The role of supervision in doctoral education: a transversal perspective. In M. Byram and M. Stoicheva (eds.) The Doctorate as Experience in Europe and Beyond: Supervision, language, Identities. Abingdon, Routledge: 213–228.

James, R. and Baldwin, G. (1999) Eleven Practices of Effective Supervisors. Melbourne: Centre for the Study of Higher Education and the School of Graduate Studies, University of Melbourne.

Kearns, H. and Finn, J. (2017) Supervising PhD Students: A practical guide and toolkit. Flinders, Adelaide: Thinkwell.

Lee, A. (2012) Successful Research Supervision. 2nd Ed, London, Routledge.

Taylor, S. and Kiley, M. (2014) Supervising Research Degrees — in H. Fry, S. Ketteridge, and S. Marshall, Eds. A Handbook for Learning and Teaching in Higher Education. London, Routledge: 180–192.

Taylor, S., Kiley, M. and Humphrey, R. (2018) A Handbook for Doctoral Supervisors. London, Routledge.

Taylor, S., Kiley, M. & Holley. K.A. (2021). (Eds.) The Making of Doctoral Supervisors. London: Routledge.

Taylor, S. and Kiley, M, (2025) A Handbook for Doctoral Supervisors, 3rd. Ed. London, Routledge.

V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co- Supervision. Singapore, Springer.

Walker, M. and Thomson, P. (2010) The Routledge Doctoral Supervisor’s Companion. London, Routledge.

Wisker, G. (2012) The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations. 2^nd Ed. Basingstoke, Palgrave Macmillan.

Woldeglyargis, A., Rdakov, V., Rozhkova, K. and Melnyk, D. (2020) Trends and Practices: The Literature Concerning Doctoral Education. In M. Yudkevich, P, Altbach and H. de Wit (Eds.) Trends and Issues in Doctoral Education: A Global Perspective. Sage, London: 3–32.

Bryan, B, and Guccione, K. (2018) Was it worth it? A qualitative exploration into graduate perceptions of doctoral value. Higher Education Research and Development, DOI: 10.1080/07294360.2018.1479378.

Anttila, H., Pyhalto, K. and Tikkanen, L. (2023) Doctoral Supervisors’ and Supervisees’ perceptions on supervisory support and frequency of supervision – Do they Match? Innovations in Education and Teaching International, DOI: 10.1080/14703297.2023.2238673.

Bair, C.R. and Haworth, J.G. (2004) Doctoral Student Attrition and Persistence: A Meta-Synthesis of Research – in J.C.Smart (Ed.) Higher Education Handbook of Theory and Research X1X. Dordrecht, Kluwer Academic Publishers, 481–533.

Balaban, C. (2020) Diversifying the Missions and Expectations of Doctoral Education. Are We Losing the Distinctive ​‘Added Value’ of the PhD? in S. Cordoso, O. Tavares, C. Sin, and T. Carvalho (Eds.) Structural ad Institutional Transformations in Doctoral Education. e‑Book, Palgrave- Macmillan: 325- 345.

Belavy, D., Owen, P. and Livingston, P. (2020) Do successful PhD outcomes reflect the research environment rather than academic ability? PLos One 15(8).

Bitzer, E. (2010) Postgraduate research supervision: more at stake than research training. Acta Academica Supplementum (1): 23–56.

Blair, E., Watson, D. and Raturi, S. (2020) Introduction, in E. Blair, D. Watson and S. Raturi (eds.) Graduate Research Supervision in the Developing World.: Policies, Pedagogies, and Practices. London, Routledge, 1–6.

Bodewits, K. (2017) You must be very intelligent: The PhD Delusion. Springer.

Brownlow, C., Eacersall, D., Martin, N., and Parsons-Smith, R. (2023) The higher degree research student experience in Australian universities: a systematic literature review. Higher Education Research and Development, 42(7): 1608–1623. DOI: 10.1080/07294360.2023.218939.

Bryan, B, and Guccione, K. (2018) Was it worth it? A qualitative exploration into graduate perceptions of doctoral value. Higher Education Research and Development, DOI: 10.1080/07294360.2018.1479378.

Buirski, N. (2021) ​‘Ways of being’: a model for supportive doctoral supervisory relationships and supervision. Higher Education Research and Development, DOI: 10.1080/07294360.2021.1910209.

Clegg, K. (2024) Context and Culture: The Doctoral Reseacher Experience. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 7–16.

Cohen, S.M. (2011) Doctoral Persistence and Doctoral Program Completion Among Nurses. Nursing Forum, 46(2): 64–70.

Connell, R. and Manathunga, C. (2012) On doctoral education: how to supervise a PhD 1985–2011. Australian Universities Review, 54(1): 5–9.

Corcelles-Seuba, M., Sune-Soler, N., Sala-Bubare, A, and Castello, M. (2023) Doctoral student perceptions of supervisory and research community support their relationships with doctoral conditions and experiences. Journal of Further and Higher Education, 47(4): 481–491. DOI 10.1080/0309877X.2022.214102.

Corsini, A., Pezzoni, M., and Visentin, F. (2022) What makes a productive research student? Research Policy.

Cotterall, S. (2011) Doctoral Pedagogy: What Do International PhD Students in Australia Think About It? Pertanika Journal of Social Sciences and Humanities, 19(2): 521–534.

Curtin, N., Stewart, A. and Ostrove, J. (2013) Fostering Academic Self-Concept: Advisor Support and Sense of Belonging Among International and Domestic Graduate Students. American Educational Research Journal, 50(1): 108–137.

Economic and Social Research Council (2021) Review of the PhD in the Social Sciences. Economic and Social Research Council, CFE Research and University of York.

Eigi, J., Velbaum, K., Lohkivi, E., Simm, K. and Kokkov, K. (2018) Supervision, Mentorship and Peer Networks: How Estonian Early Career Researchers Get (or Fail to Get) Support. RT: A Journal on Research Policy and Evaluation (1). DOI 10.13130/2282–5398/8709

Elliot, D., Bengstsen, S., Guccione, K. and Kobayashi, S. (2020) The Hidden Curriculum in Doctoral Education. Palgrave-Macmillan. E‑book.

Engineering and Physical Sciences Research Council (2021) Review of EPSRC- funded Doctoral Education. Economic and Physical Sciences Research Council.

Friedrich-Nel, and MacKinnon, J. (2017) The quality culture in doctoral education: Establishing the critical role of the doctoral supervisor. Innovations in Education and Teaching International, DOI 10.1080/14703297.2017.1371059.

Gardner, S.K. (2008) Student and Faculty Attributions of Attrition in High and Low Completing Doctoral Programmes in the United States. Higher Education, 58: 97–112.

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.

Golde, C. (2000) ​“Should I Stay Or Should I Go?” Student Descriptions of the Doctoral Attrition Process. The Review of Higher Education, 23(2): 199–227.

Golde, C. (2005) The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments. Journal of Higher Education 76(6): 669–700.

Gower, O. (2024) The Doctoral Supervisory Experience. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 17–43.

Grant, K., Hackney, R. and Edgar, D. (2014) Postgraduate Research Supervision. An ​‘Agreed’ Conceputal View of Good Practice through Derived Metaphors. International Journal of Doctoral Studies, 9: 43–60.

Grealey, L. (2016) Cliché, gossip and anecdote as supervision training. Review of Education, Pedagogy and Cultural Studies, 38(4): 341–359.

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).

Hasgall, A. and Peneoasu, A‑M. (2022) Doctoral Education in Europe: current development and trends. European Universities Association/​Council for Doctoral Education.

Hesli, V., DeLaat, J., Youde, J., Mendez, J. and Lee, S. (2006) Success in Graduate School and After: Survey Results From the Midwest Region. Part 111. Political Science and Politics, 39(2): 317–25.

Heyns, T., Bresser, P., Buys, T., Coetzee, I., Korkie, E., White, Z. and McCormack, B. (2019) Twelve tips for supervisors to move towards person-centred research supervision in health care sciences. Medical Teacher, DOI: 10.1080/0142159X.2018.1533241.

Hillebrand, H. and Leysinger, C. (2023) LERU’s view on holistic doctoral supervision. League of European Research Universities, Advance Paper No. 29.

Holmes, P., Costa, N. and Lopes, B. (2020) The role of supervision in doctoral education: a transversal perspective. In M. Byram and M. Stoicheva (eds.) The Doctorate as Experience in Europe and Beyond: Supervision, language, Identities. Abingdon, Routledge: 213–228.

Johansen, B., Olsen, R., Overby, N., Garred, R., and Enoksen, E. (2019) Team Supervision of Doctoral Students: A Qualitative Inquiry. International Journal of Doctoral Studies, 14: 69–84.

Johnson, E. (2014) Doctorates in the dark: Threshold concepts and the improvement of doctoral supervision. Waikato Journal of Education, 19(2): 69–81.

Johnson, L., Lee, A., and Green, B. (2000) The PhD and the Autonomous Self; Gender, Rationality, and Postgraduate Pedagogy. Studies in Higher Education, 25(2): 135–47.

Jazvac-Martek, M., Chen, S. and McAlpine, L. (2011) Tracking the Doctoral Student Experience Over Time: Cultivating Agency in Diverse Spaces – in L. McAlpine and C. Amundsen (Eds.) Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. London, Springer: 17–36.

Kemp, M. Malloy, T., Pajic, M. and Chapman, E. (2014) Peer Relationships and the Biomedical Doctorate: A Key Component of the Contemporary Learning Environment. Journal of Higher Education Policy and Management, 35(4); 370–385.

Kismihok, G., McCashin, D/, Mol. S. and Cahill, B. (2022) The well-being and mental health of doctoral candidates. European Journal of Education, 57:410–423.

Kweik, M. (2019) Changing European Academics: A Comparative Study of Social Stratification, Work Patterns and Research Productivity. London, Routledge and Society for Research into Higher Education. 

Kyvik, S. and Olsen, T. (2013) Increasing Completion Rates in Norwegian Doctoral Training: Multiple Causes for Efficiency Improvements. Studies in Higher Education DOI: 10.1080/03075079.2013.801427

Lepp, L., Remmick, M., Leijen, A. and Leijen, D. (2016) Doctoral Students’ Research Stall: Supervisors Perceptions and Intervention Strategies. Sage Open July- September: 1–12. DOI: 10.1177/2158244016659116.

Lovitts, B.E. (2008) The Transition to Independent Research: Who Makes It, Who Doesn’t and Why. The Journal of Higher Education, 79(3): 296–325.

Maher, M., Ford, E. and Thompson, C. (2004) Degree Progress of Women Doctoral Students: Factors That Constrain, Facilitate, and Differentiate. The Review of Higher Education, 27(3): 385–408.

Mahmud, S. and Bretag, T. (2013) Postgraduate Research Students and Academic Integrity: ​“It’s About Good Research Training”. Journal of Higher Education Policy and Management, 35(4): 432–443.

Main, J. (2014) Gender Homophily, PhD. Completion, and Time to Degree in the Humanities and Humanistic Social Sciences. The Review of Higher Education, 37(3): 349–375.

Makhamreh, M.and Stockley, D. (2020) Mentorship and well-being: Examining doctoral students’ lived experiences in doctoral supervision context. International Journal of Mentoring and Education in Education, 9(1|): 1–20.

Manathunga, C. (2005) Early Warning Signs in Postgraduate Research Education: A Different Approach to Ensuring Timely Completions. Teaching in Higher Education, 10(2): 219–33.

Maritz, J. and Pinsloo, P. (2015) A Bourdieusian perspective on becoming and being postgraduate supervisor. Higher Education Research and Development. DOI: 10.1080/07294360.2015.1011085.

Mason, M. (2012) Motivation, Satisfaction, and Innate Psychological Needs. International Journal of Doctoral Studies, 7: 259–277

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.

McAlpine, L. and Amundsen, C. (2011) Challenging the Taken-For-Granted: How Research Can Inform Doctoral Education and Practice. In L. McAlpine and C. Amundsen (eds.) Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. London, Springer: 185- 202.

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.

Motshoane, P. and McKenna, S. (2021) Crossing the border from candidate to supervisor: the need for appropriate development. Teaching in Higher Education, 26(3): 387–403.

Moxham, L., Dwyer, T. and Reid-Searkm K. (2013) Articulating Expectations for PhD Candidature Upon Commencement: Ensuring Supervisor/​Student ​“Best Fit”. Journal of Higher Education Policy and Management, 35(4): 345–354.

Neves, J. (2022) Postgraduate Research Experience Survey 2022: sector results report. Advance HE.

Ngulube, P. (2021) Postgraduate Supervision Practices in Educational Research and the Creation of Opportunities for Knowledge Sharing. Problems of Education in the 21st Century, 29(2): 255–271.

Platow, M. (2012) PhD Experience and Subsequent Outcomes: A Look At Self-Perceptions of Acquired Graduate Attributes and Supervisor Support. Studies in Higher Education, 37(1): 103–118.

Postgraduate Education: An Independent Inquiry by the Higher Education Commission (2012)

Probert, B. (2014) Becoming a University Teacher: the Role of the PhD. office for Learning and Teaching Discussion Paper 3. Australian Government office for Learning and Teaching.

Quality Assurance Agency (2015) Characteristics Statement Doctoral Degree. Gloucester, Quality Assurance Agency.

Richards, K. and Fletcher, R. (2019) Navigating the Personal Challenges and Sociopolitics of Doctoral Supervision. Studying Teacher Education, 15(3): 260–277. DOI 10.1080/1745964.2019.1634547.

Roland, M‑C. (2007) Who is responsible? Supervisors and institutions need to focus on training in the responsible conduct of research and change the culture in the laboratory. European Molecular Biology Organization Reports, August 8(8): 706–711.

Rudd, E. (1975) The Highest Education: A Study of Graduate Education in Britain. Routledge and Keegan Paul, London.

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.

Seagram, B.C., Gould, J. and Pyke, S.W. (1998) An Investigation of Gender and Other Variables on Time to Completion of Doctorate Degrees. Research in Higher Education, 39(3): 319–35.

Simpson, R. (2009) The Development of the PhD Degree in Britain, 1917–1959, and Since. Lampeter, Wales, The Edmund Mellon Press.

Sinclair, M. (2004) The Pedagogy of ​“Good” PhD Supervision. Canberra, Department of Education, Science, and Training.

Skakni, I. (2018) Doctoral studies as an initiatory trial; expected and taken-for- granted practices that impede PhD students’ progress. Teaching in Higher Education, DOI 10:1080/13562517.2018.1449742.

Smith, R., Maroney, K., Nelson, K., Abel, A., Abel, H. (2006) Doctoral Programmes: Changing Rates of Attrition. Journal of Humanistic Counselling, Education and Development, 45(1): 17–31.

Stephens, S. (2014) The Supervised as Supervisor. Education and Training, 56(6): 537–550.

Sverdlik, A., Hall, N., McAlpine, L., Hubbard, K. (2018) The PhD Experience: A Review of the Factors Influencing Doctoral Students’ Completion, Achievement, and Well-Being. International Journal of Doctoral Studies, 13: 361–388.

Toncich, D. (2017) Key Factors in Postgraduate Research Supervision. 2nd Ed. UK, Amazon.

Turner, G. (2015) Learning to Supervise: Four Journeys. Innovations in Education and Teaching International, 52 (1): 86–98.

UK Research and Innovation/Pye-Tair Consulting (2023) New Deal for Postgraduate Research: Analysis of Responses to Call for Input.

Vahamaki, M., Saru, E. and Plalmumen, L‑M. (2021) Doctoral supervision as an academic practice and leader-member relationship: A critical approach to relationship dynamics. International Journal of Management Education, 19(3): 1–11.

Waldinger, F. (2010) Quality Matters: The Expulsion of Professors and the Consequences for PhD Student Outcomes in Nazi Germany. Journal of Political Economy, 118(4): 787–831.

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. 

Wolff, L. (2010) Learning Through Writing: Reconceptualising the Research Supervision Process. International Journal of Teaching and Learning in Higher Education, 22(3): 229–237.

Wright, T. (2003) Postgraduate Research Students – People in Context? British Journal of Guidance and Counselling, 31(2): 209–227.

Alas, R. and Aarna, O. (2016) The Transition from the Soviet Higher Education System to the European Higher Education Area: The Case of Estonia. Academy of Management and Learning Education, 15(1): 636–634.

Archbald, D. (2011) The Emergence of the Non-Traditional Doctorate: A Historical Overview. New Directions for Adult and Continuing Education, 129: 8–19.

Clark, B. (1993) The Research Foundations of Postgraduate Education: Germany, Britain, France, the United States and Japan. Berkeley: University of California Press.

Joelsson, E. (2017) From Chosen to Educated: Persona in Swedish government Official Reports Concerning Research Training 1945–2004. PhD Dissertation, University of Gothenberg.

Kernohan, D. (2021) How did universities come to be involved in research? WonkHE, 13th December

Mihaljevic, S. (2017) A brief history of the doctorate. PRIDE Network: Texts and Tools.

Mills, D. (2021) Joining the ​‘World Class’ University Club: History, Geopolitics, and Doctoral Education in the Arab World. In D. Cantini (ed.) Bounded Knowledge: Doctoral Studies in Egypt. The American University in Cairo Press, Cairo.

Noble, K. A. (1994) Changing Doctoral Degrees. Buckingham, The Society for Research into Higher Education and the Open University Press.

Osipian, A. (2004) Corruption as a legacy of the mediaeval university: Financial affairs. Munich Personal Research Archive Paper 8472, posted 26^th April 2008.

Oxford University (2020) Who were the first DPhil scholars?

Ruano-Borbalan, J‑C., (2022) Doctoral education from its mediaeval foundations to today’s globalisation and standardisation. European Journal of Education, 57: 367–380.

Schneijderberg, C. and Teichler, U. (2018) Doctoral Education, Training and Work in Germany. In J‑C. Shin, B. Kehm and G. Jones (eds.) (2018) Doctoral Education for the Knowledge Society. E‑book, Springer: 13–34. B

Simpson, R. (1983) How the PhD Came to Britain. Guildford: Society for Research into Higher Education.

Simpson, R. (2009) The Development of the PhD Degree in Britain, 1917–1959, and Since. Lampeter, Wales, The Edmund Mellon Press.

Steyn, R., Frick, L., Jahn, R.m Kohl, U., Mahoney, W., Nerad, M., and Yoshida, A. (2022) Supervision in context around the world. In M. Nerad, D. Bogle, U.Kohl, C. O’Carroll, C.Peters, and B. Scholz (eds.) Towards a Global Core Value System in Doctoral Education. London, UCL Press: 82–109.

Taylor, S. and Kiley, M, (2025) A Handbook for Doctoral Supervisors, 3rd. Ed. London, Routledge.

Watson, P. (2010) The German Genius. London, Simon and Schuster.

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.

Whittington, K. and Barnes, S. (2021) The changing face of doctoral education. In A. Lee and R. Bongaardt (Eds.) The Future of Doctoral Research. London, Routledge: 5–17.

Andres, L., Bengtsen, S., Castana, L/. Crossouard, B. Keefer.J. and Pyhalto, K. (2015) Drivers and Interpretations of Doctoral Education Today: National Comparisons. Frontline Learning Research, 3(3): 1–18.

Archbald, D. (2011) The Emergence of the Nontraditional Doctorate: A Historical Overview. New Directions for Adult and Continuing Education, 129: 8–19.

Baker, S. (2022) Extend PhD funding to better reflect ​‘modern doctorate’, leaders urge. Times Higher Education, 23^rd June: 6–7.

Bitusikova, A. (2010) Doctoral Education in Europe: Trends and Perspectives. Communications in Agriculture and Applied Biological Sciences, 75(1): 23–28.

Bitusikova, A. and Borsekova, K. (2020) Good Practice Recommendations for Integration of Transferable Skills Training into PhD Programmes. DocEnhance, European Commission.

Budd, R., O’Connell, C., Yuan, T. and Ververi, O. The DTC Effect: ESRC Training Centres and the UK Social Science Doctoral Training Landscape. Centre for Education and Policy Analysis. Liverpool, Liverpool Hope University Press. 

Butson, R. and Spronken-Smith, R. (2024) AI and its implications for research in higher education: a critical dialogue. Higher Education Research and Development, DOI 10.1080/07294360. 2023.2280200.

Cardoso, S. (2024) The transformation of doctoral education: responding to the needs and expectations of society and candidates. Teaching in Higher Education. DOI 10.1080/13562517.2024.2306255.

Carpenter, J., Wetheridge, L, Tanner, S., Smith, N. (2012) Researchers of Tomorrow: the research behaviour of Generation Y doctoral students. JISC and British Library

Chakraverty, D., Levesque, M., Qi, J., Meki-Kombe, C, O’Carroll, D. (2022) Capacity building through mobility and its challenges. In M. Nerad, D. Bogle, U.Kohl, C. O’Carroll, C. Peters, and B. Scholz (eds.) Towards a Global Core Value System in Doctoral Education. London, UCL Press: 133–170.

Crossouard, B., Andres, L., Bengtsen, S., Castana, L. Keefer, J. and Pyhalto, K. (2015) Drivers and interpretations of doctoral education today: national comparisons. Frontline Learning Research, 3(3): 5–22.

Cyranoski, D., Gilbert, N., Ledford, H., Nayar, A. and Yahia, M. (2011) The PhD Factory. Nature, (472): 276–79.

Dai, Y. Lai, S., Lim, C. and Liu, A. (2024) ChatGTP and its impact on research supervision: insights from Australian postgraduate research students. Australian Journal of Educational Technology, 39(4): 74–88.

Dowling, R. and Wilson, M. (2015) Digital doctorates? An exploratory study of PhD candidates’ use of online tools, Innovations in Education and Teaching International, 54(1): 76–86.

EUACDE (2022) Building the Foundations of Research: A Vision for the Future of Doctoral Education in Europe. EUACDE.

European Research Area Steering Group Human Resources and Mobility (2011) Using the Principles for Innovative Doctoral Training as a Tool for Guiding Reforms of Doctoral Education in Europe.

Fredua-Kwarteng, E. (2023) PhDs alone cannot solve Africa’s developmental challenges. University World News, 13^th May.

Gouseti, A. (2017) Exploring doctoral students’ use of digital technologies: what do they use them for and why? Educational Review, 69(5): 638–854.

Grant., B., Nerad, M., Balaban, C., Deem, R., Grund, M., Herman, C., Kanjuo Mrcela, A., Porter, S., Rutledge, J. and Strugnell, R. (2022) The doctoral education context in the twenty-first century: change at every level. M. Nerad, D. Bogle, U.Kohl, C. O’Carroll, C.Peters, and B. Scholz (eds.) Towards a Global Core Value System in Doctoral Education. London, UCL Press: 18–42.

Hasgall, A., Saenan, B. and Borrell-Damian, L. (2019) Doctoral education in Europe today: approaches and institutional structures. Geneva, European Universities Association.

Harrison, J., Smith, D. and Kinton, C. (2016) New institutional geographies of higher education: The rise of transregional university alliances. Environment and Planning A, 48(5): 910–936.

Hillebrand, H. and Leysinger, C. (2023) LERU’s view on holistic doctoral supervision. League of European Research Universities, Advance Paper No. 29.

Holley, K.A., Taylor, S. and Kiley, M. (2023) The changing landscape of doctoral education: Conclusions and further research. Innovations in Education and Teaching International 60(5): 785–793. DOI:10.1080/14703297.2023.2237934.

Holmes, P., Reynolds, J. and Chaplin, M. (2020) Durham University, United Kingdom. In M. Byram and M. Stoicheva (eds.) The Doctorate as Experience in Europe and Beyond: Supervision, language, Identities. Abingdon, Routledge: 52–88.

Inge, S. (2018) SOAS apologises for long-running PhD supervision failures. Times Higher Education, 5^th April: 11.

Joelsson, E. (2017) From Chosen to Educated: Persona in Swedish government Official Reports Concerning Research Training 1945–2004. PhD Dissertation, University of Gothenberg. 

Josefsson, K. (2023) Seeing the demands of PhD supervision by changing supervision practice – a supervisor’s reflection on didactic change. Journal for New Generation Science, 21(1): 52–61.

McKenna, S. and van Schalkwyk, S. (2023) A scoping review of the changing landscape of doctoral education. Compare: A Journal of Comparative and International Education. Doi: 10.1080/03057925.2023.2168121.

Keaney, M‑L. (2010) Forces Shaping Postgraduate Education: Academic Credentialsin a Global Context. in Quality Assurance in Postgraduate Education. European Association for Quality Assurance.

Leclere, S. (2023) It takes a village to do a doctorate: the power of community in the doctoral journey. The Doctoral Debate. EUA/CDE.

Loxley, A. and Kearns, M. (2018) Finding a purpose for the doctorate? A view from the supervisors. Studies in Higher Education, 43(5): 826–40.

Maor, D., Ensor, J, and Fraser, B. (2015) Doctoral supervision in virtual spaces: A review of research of web-based tools to develop collaborative supervision. Higher Education Research and Development, DOI 10.1080/07294360.2015.1121206.

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Gardner, S.K. (2009) 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.

Gaule, P. and Piacentini, M. (2018) An advisor like me? Advisor gender and postgraduate careers in science. Research Policy, 47: 805–813.

Halai, N. (2011) Becoming and Being a Doctoral Supervisor in Pakistan: A Lived Experience. – in V.Kumar and A. Lee (Eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press: 37–49.

Halse, C. and Mowbray, S. (2011) The Impact of the Doctorate. Studies in Higher Education, 36(5): 557–70.

Hammond, J., Ryland, K., Tennant, M. and Boud, D. (2010) Building Research Supervision and Training Across Australian Universities. Australian Learning and Teaching Council. 

Hesli, V., Fink, E. and Duffy, D. (2003) Mentoring in a Positive Graduate Student Experience, Part 1. Political Science and Politics, 36(3): 457–60.

Hesli, V., DeLaat, J., Youde, J., Mendez, J. and Lee, S. (2006) Success in Graduate School and After: Survey Results From the Midwest Region, Part 111. Political Science and Politics, 39(2): 317–25.

Heinrich, K.T. (2000) The Passionate Scholar: A Mid-Life, Woman Doctoral Student’s Quest for Voice. Qualitative Studies in Education, 13(1): 63–83.

Herzig, A.H. (2004) ​“Slaughtering This Beautiful Math”; Graduate Women Choosing and Leaving Mathematics. Gender and Education, 16(3): 379–95.

Holstrom, E.I. and Holstrom, R.W. (1974) The Plight of the Woman Doctoral Student. American Educational Research Journal, 11 (1): 1–17.

Hopwood, N. and Paulson, J. (2012) Bodies in Narratives of Doctoral Students’ Experience. Studies in Higher Education, 37(6): 662–81.

Jairam, D. and Kahl, D. (2012) Navigating the Doctoral Experience: The Role of Social Support in Successful Degree Completion. International Journal of Doctoral Education. 7: 311–329.

Keith, B., Layne, J.S., Babchuk, N., and Johnson, K. (2002) The Context of Scientific Achievement: Sex Status, Organisational Environments, and the Timing of Publication on Scholarship Outcomes. Social Forces, 80(4): 1253–1281

Johnson, L., Lee, A., and Green, B. (2000) The PhD and the Autonomous Self; Gender, Rationality, and Postgraduate Pedagogy. Studies in Higher Education, 25(2):135–47.

Kurtz-Costes, B., Helmke, L.A., and Ulku-Steiner, B. (2006) Gender and Doctoral Studies; the Perceptions of PhD Students in an American University. Gender and Education, 18(2) 137–55.

Larsson, C., Hensing, G. and Allebeck, P. (2003) Sexual and Gender-Related Harassment in Medical Education and Research Training: Results From a Swedish Survey. Medical Education: 37, 39–50.

Lee, D. (1998) Sexual Harrassment in PhD Supervision. Gender and Education, 10(3): 299–312.

Leonard, D (2001) A Woman’s Guide to Doctoral Studies. Buckingham: Open University Press.

Lindahl, J., Colliander, C. and Danell, R. (2020) The importance of collaboration and supervisor behaviour for gender differences in doctoral student performance and early career development. Studies in Higher Education. DOI: 10/1080/03075079.2020.1861956.

Lovitts, B.E. (2001) Leaving the Ivory Tower. London, Rowman and Littlefield.

Neumann, R.(2003) The Doctoral Education Experience: Diversity and Complexity. Australian Government, Department of Education, Science and Training. Canberra.

Mason, S., Bond, M. and Ledger, S. (2024) Mothers in doctoral education: Who cares? An ecological-systems analysis of support for PhD mums. Studies in Graduate and Postdoctoral Education. DOI 101108/SGPS.00.20230080.

Mastekassa, A. (2005) Gender Differences in Educational Attainment; The Case of Doctoral Degrees in Norway. British Journal of Sociology of Education, 26(3): 375–94.

Mattocks, K. and Brisoce-Palmer, S. (2016) Diversity, inclusion and doctoral study challenges facing minority PhD students in the United Kingdom. European Poliitical Science 15: 472–492.

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.

Morris, S. (2011) Doctoral Students’ Experiences of Supervisory Bullying. Pertanika Journal of Social Sciences and Humanities, 19(2): 547–555.

Neves, J. (2023) Postgraduate Research Experience Survey: sector results report. Advance HE.

Newman, M. (2008) ​“Macho” Culture Drives Women Out of the Labs. Times Higher Education, 24th July: 14

Nolan, S.A., Buckner, J.P., Marzabadi, C.H. and Kuck, V.J. (2008) Training and Mentoring of Chemists: A Study of Gender Disparity. Sex Roles, 58: 235–50.

Offerman, M. (2011) Profile of the Non-Traditional Doctoral Degree Student. New Directions in Adult and Continuing Education, 129: 21–30.

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.

Pearson, M., Evans, T. and Macauley, P. (2008) Growth and Diversity in Doctoral Education: Assessing the Australian Experience. Higher Education, 55: 357–72.

Pearson, M., Cumming, J. Evans, T. Mccauley, P. and Ryland, K. (2011) How Shall We Know Them? Capturing the Diversity of Difference in Australian Doctoral Candidates and Their Experiences. Studies in Higher Education, 36(5): 527–542.

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.

Ross, J. (2018) World ​‘should follow Australia lead’ on staff-student sex. Times Higher Education, 8^th August: 8.

Schulze, U. (2015) The Gender Wage Gap Among PhDs in the UK. Cambridge Journal of Economics, 39: 599–629.

Seagram, B.C., Gould, J. and Pyke, S.W. (1998) An Investigation of Gender and Other Variables on Time to Completion of Doctoral Degrees. Review of Higher Education, 39(3): 319–335.

Simpson, R. (2009) The Development of the PhD Degree in Britain, 1917–1959, and Since. Lampeter, Wales, The Edmund Mellon Press.

Smeby, J‑C. (2000) Same Gender Relations in Graduate Supervision. Higher Education, 40: 53–67.

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.

Thune, T., Kyvik, Sorlin, S, Olsen, T.B., VVabo, A. and Tomte, C. (2012) PhD Education in a Knowledge Society: An Evaluation of PhD Education in Norway. Oslo, Nordic Institute for Studies in Innovation, Research and Education. 

UK Research and Innovation (2023) A New Deal for Postgraduate Research: Response to the call for Input.

UK Resource Centre for SET and Royal Society of Chemistry (2008) The Chemistry PhD: The Impact on Women’s Retention. London, UK Resource Centre for SET and Royal Society of Chemistry.

UK Resource Centre for SET and Royal Society of Chemistry and Biochemical Society (2009) The Molecular Science PhD and Women’s Retention: A Survey and Comparison With Chemistry. London, UK Resource Centre for SET and Royal Society of Chemistry and Biochemical Society

Universities Australia, National Tertiary Education Union, Council of Australian Postgraduate Associations, Australian Council of Graduate Research (2018) Principles for Respectful Supervisory Relationships.

Villarroya, A., Barrios, M., Borrego, A. and Frias, A. (2008) PhD Theses in Spain: A Gender Study Covering the Years 1990–2004. Scientometrics, 77(3): 469–83.

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.

White, K. (2004) The Leaking Pipeline: Women Postgraduate and Early Career Researchers in Australia. Tertiary Education and Management, 10: 227–41.

Whittington, K.B. and Smith-Doerr, L. (2008) Women Inventors in Context: Disparities in Patenting Across Academia and Industry. Gender and Society, 22 (2): 194–218.

Wisker, G., and Fossland, T. (2021) Tackling gender equality in doctoral supervision – an intersectional toolkit involving hearts, minds, policies and practices. Journal for New Generation Sciences, 21(1): 99–115.

Zhao, C‑M, Golde, C.M. and McCormick, A.C. (2007) More Than a Signature; How Advisor Choice and Advisor Behaviour Affect Doctoral Student Satisfaction. Journal of Higher Education, 31:3, 263–81.

Awolowo, T. (2023) How ASPIRE is changing the narrative for Black students. Wonk HE, 6^th June.

Barker, M. (2011) Racial Context, Currency and Connections: Black Doctoral Students and White Advisor Perspectives on Cross-Race Advising. Innovations in Education and Teaching International, 48(4): 387–400.

Cornell, B. (2020) PhD Life: The UK Student Experience. Higher Education Policy Institute Report 131.

Gardner, S.K. (2008) Fitting the Mould of Graduate School: A Qualitative Study of Socialisation in Doctoral Education. Innovative Higher Education, 33: 125–138.

Else, H. (2015) Black PhDs ​“Serve as Pioneers in Their Fields”. Times Higher Education, 26^th February: 11.

Felder, P. (2015) Edward A. Bouchet: A Model for Understanding African Americans and Their Doctoral Experience. Journal of African American Studies, 19: 3–17.

Felder, P., Stevenson, H. and Gasman, M. (2014) Understanding Race in Doctoral Student Socialization. International Journal of Doctoral Studies, 9: 21–42.

Grove, J. (2017) Start cultivating black talent early to boost diversity. Times Higher Education, 2^nd March: 15

Higher Education Policy Institute and the British Library (2010) Postgraduate Education in the United Kingdom. London, Higher Education Policy Institute and the British Library.

Hopwood, N. and Paulson, J. (2012) Bodies in Narratives of Doctoral Students’ Experience. Studies in Higher Education, 37(6): 662–81.

Khan, Y. and Cowell, J. (2020) Black applicants least likely to be offered PhD places. BBC Newsnight, 17th December.

Lovitts, B.E. (2001) Leaving the Ivory Tower. London, Rowman and Littlefield.

Mahmud, A. (2024) Exploring the experiences of Muslim doctoral students in UK higher education: challenges, implications and pathways to inclusivity. Studies in Higher Education, DOI: 10.1080/03075079.2024.2357718.

Mattocks, K. and Brisoce-Palmer, S. (2016) Diversity, inclusion and doctoral study challenges facing minority PhD students in the United Kingdom. European Poliitical Science 15: 472–492.

Mason, S. Bond, M. and Ledger, S. (2023) How motherhood enhances and strains doctoral research/​ers. Journal of Further and Higher Education, DOI 10.1080/0309877X.2023.22118274.

Neves, J. (2022) Postgraduate Research Experience Survey 2022: sector results report. Advance HE.

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 Non-Traditional Doctoral Degree Student. New Directions in Adult and Continuing Education, 129: 21–30.

Pitkin, M. (2020) Ethnicity and the Postgraduate Experience. York, AdvanceHE.

Research England/​Office for Students (2019) Summary of a workshop on widening participation in postgraduate research.

UK Research and Innovation (2023) A New Deal for Postgraduate Research: Response to the call for Input.

Wakeling, P. (2008) Are Ethnic Minorities Underrepresented in UK Postgraduate Study? Higher Education Quarterly, 63(1): 86–111.

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. Filed unbound papers.

Wille, L., Legrand, V., Mortier, A. and Leveque, K. (2020) PhD holders through the eyes of non-academic employers: A state-or-the-art literature review, ecoom Briefs No 32: December.

Goody, A. and de Vries, J. (2002) Straight Talk About Queer Issues – in A. Goody, A., J.Herrington and M. Northcote (Eds.) Proceedings of the 2002 Annual International Conference of the Higher Education Research and Development Society of Australasia. Perth, Higher Education Research and Development Society of Australasia.

Holmes, P., Reynolds, J. and Chaplin, M. (2020) Durham University, United Kingdom. In M. Byram and M. Stoicheva (eds.) The Doctorate as Experience in Europe and Beyond: Supervision, language, Identities. Abingdon, Routledge: 52–88.

Lovitts, B.E. (2001) Leaving the Ivory Tower. London, Rowman and Littlefield.

Maslen, G. (2017) Postgraduates ensure university staff sexual abuse. University World News, 469: 11^th August.

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.

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. Filed unbound papers.

Advance HE (2022) Equality and Higher Education: Students statistical report 2022. 

Cornell, B. (2020) PhD Life: The UK Student Experience. Higher Education Policy Institute Report 131.

Gardner, S.K. (2008) Fitting the Mould of Graduate School: A Qualitative Study of Socialisation in Doctoral Education. Innovative Higher Education, 33: 125–138.

Gardner, S.K. (2009) The Development of Doctoral Students: Phases of Challenge and Support, Josey-Bass, San Francisco CA. Book

Grove, J. (2016) Is a Split Personality Needed When Teaching Older PhDs? Times Higher Education, 16^th June: 16.

Halse, C. and Mowbray, S. (2011) The Impact of the Doctorate. Studies in Higher Education, 36(5): 557–70.

Hammond, J., Ryland, K., Tennant, M. and Boud, D. (2010) Building Research Supervision and Training Across Australian Universities. Australian Learning and Teaching Council.

Higher Education Policy Institute and the British Library (2010) Postgraduate Education in the United Kingdom. London, Higher Education Policy Institute and the British Library.

Hopwood, N. and Paulson, J. (2012) Bodies in Narratives of Doctoral Students’ Experience. Studies in Higher Education, 37(6): 662–81.

Kiley, M. (2017) Career professionals entering doctoral study: Advantages and challenges. Innovations in Education and Teaching International, DOI 10.1080/14703297.2017.1377099

Pearson, M., Evans, T. and Macauley, P. (2008) Growth and Diversity in Doctoral Education: Assessing the Australian Experience. Higher Education, 55: 357–72.

Pearson, M., Cumming, J. Evans, T. Mccauley, P. and Ryland, K. (2011) How Shall We Know Them? Capturing the Diversity of Difference in Australian Doctoral Candidates and Their Experiences. Studies in Higher Education, 36(5): 527–542.

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.

Probert, B. (2014) Becoming a University Teacher: The Role of the PhD. office for Learning and Teaching Discussion Paper 3. Australian Government office for Learning and Teaching. 

Rose, G. (2005) Group Differences in Graduate Students’ Concepts of the Ideal Mentor. Research in Higher Education, 46(1): 53–80.

Simpson, R. (2009) The Development of the PhD Degree in Britain, 1917–1959, and Since. Lampeter, Wales, The Edmund Mellon Press.

Thune, T., Kyvik, Sorlin, S, Olsen, T.B., VVabo, A. and Tomte, C. (2012) PhD Education in a Knowledge Society: An Evaluation of PhD Education in Norway. Oslo, Nordic Institute for Studies in Innovation, Research and Education. 

UK Research and Innovation (2023) A New Deal for Postgraduate Research: Response to the call for Input.

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. Filed unbound papers.

Advance HE (2022) Equality and Higher Education: Students statistical report 2022. 

Anonymous (2016) Making PhDs Accessible for Autistic Students. Aspertypical, 19^th June: 1–6.

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.

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.

Denicolo, P., Duke, D. and Reeves, J. (2019) Supervising to Inspire Doctoral Researchers. Sage, London.

Farrar, V. and Young, R. (2007) Supervising Disabled Research Students. London, Society for Research into Higher Education

Gardner, S.K. (2009) The Development of Doctoral Students: Phases of Challenge and Support, Josey-Bass, San Francisco CA.

Mattocks, K. and Brisoce-Palmer, S. (2016) Diversity, inclusion and doctoral study challenges facing minority PhD students in the United Kingdom. European Poliitical Science 15: 472–492.

Mendlesohn, F. (2016) PhD Accessibility Report, Anglia Ruskin University. Available on-line at arro.anglia.ac.uk/700598

Neves, J. (2018) Postgraduate Research Experience Survey 2018. Advance HE.

Neves, J. (2022) Postgraduate Research Experience Survey 2022: sector results report. Advance HE.

Pearson, M. and Ford, L. (1997) Open and Flexible PhD Study and Research. Canberra, Department of Education, Training and Youth Affairs.

UK Research and Innovation (2023) A New Deal for Postgraduate Research: Response to the call for Input.

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.

Anderson, P., Blue, L., Pham, T. and Saward, M. (2022) Indigenous Peoples and Higher Degrees by Research: Factors for Indigenous Student Success. Springer.

Australian Council of Graduate Research (2018) ACGR Good Practice Guidelines for Aboriginal and Torres Strait Islander Research Education.

Barney, K. (2018) ​‘We need more mob doing research’: developing university strategies to facilitate successful pathways for indigenous students into Higher Degrees by Research. Higher Education Research and Development, 37(5): 908–922.

Carter, S., Laurs, D. Chant, L. and Wolfgramm-Follaki (2017) Indigenous knowledges and supervision: Changing the lens. Innovations in Education and Teaching International, DOI: 10.1080/14703297.2017.1403941.

Cavanagh, V., Hammersley, L. and Adams, M. (2021) Igniting a conversation: Indigenous intercultural doctoral supervision. Geographical Research, 60: 46- 58. 

Gambrell, K. and Topuzova, L. (2016) Creating a Decolonized Alliance: American Indian and Alaska Native Doctoral Leadership Programme. In P. Blessinger and D. Stockley (eds.) Emerging Directions in Doctoral Education (Innovations in Higher Education Learning and Teaching, Volume 6). Bingley, UK: Emerald: 129–147.

Grant, B, (2010) The Limits of ​“Teaching and Learning”: Indigenous Students and Doctoral Supervision. Teaching in Higher Education, 15(5): 505–517.

Grant, B. (2016) Living With Ghosts: Enabling Identities for Pakeha Supervisors of Maori Doctoral Students. New Zealand Journal of Educational Studies, 51: 113–124.

Grant, B, and McKinley, E. (2011) Colouring the Pedagogy of Doctoral Supervision: Considering Supervisor, Student and Knowledge Through the Lens of Indigeneity. Innovations in Education and Teaching International, 48(4): 377–386.

Harrison, N., Trudgett, M. and Page, S. (2011) The Dissertation Examination: Identifying Critical Factors in the Success of Indigenous Australian Doctoral Students. Assessment and Evaluation in Higher Education, 42(1): 115–127.

Kidman, J. (2007) Supervising Maori doctoral candidates. In C. Denholm and T.Evans (eds.) Supervising Doctorates Downunder. Acer Press: Camberwell Victoria, Australia: 164–172.

Manathunga, C., Qi, J., Raciti, M., Gilbey, K. Stanton, S., Singh, M. (2022) Decolonising Australian doctoral education beyond/​within the pandemic: Foregrounding indigenous knowledges. Scholarship of Teaching and Learning in the South, 6(1): 112–137.

McDowall, A. (2022) Preparing postgraduate research students to research indigenous topics. Innovations in Education and Teaching International, DOI: 10.1080/14703297.2022.2157857.

Moodie, N., Ewen, S. McLeod, J. and Platania-Phung, C. (2018) Indigenous graduate research students in Australia: a critical review of the research. Higher Education Research and Development, DOI: 10.1080/07294360.2018.1440536

Moreton-Robinson, A., Anderson, P., Blue, L., Nguyen, L., and Pham, T. (2020) Report on Indigenous success in higher degree by research (Prepared for Australian Government Department of Education and Training).

McKinley, E., Grant, B., Middleton, S. Irwin, K., and Tumoana Williams, L. (2011) Working At the Interface: Indigenous Students’ Experience of Undertaking Doctoral Studies in Aotearoa New Zealand. Equity and Excellence in Education, 44(1): 115–132.

Scobie, M., Lee, W. and Symth, S. (2021) Braiding together student and supervisor aspirations in a struggle to de-colonize. Organization, 28(5): 857–875. http//:doi.org/10.1177/1350508421.1015370.

Trudgett, M. (2014) Supervision Provided to Indigenous Australian Doctoral Students: A Black and White Issue. Higher Education Research and Development, 33(5): 1035–1048.

Wilson, D. (2017) Supervision of Indigenous research students: considerations for cross-cultural supervisors. AlterNative, 13(4) 26–265. DOI 10.1177/177180117729771.

McChesney, K. (2022) A rationale for trauma-informed postgraduate supervision. Teaching in Higher Education. Doi: 10.1080/13562517.2022.2145469

Chown, N., Bearson, L., Martin, N. and Ellis, S. (2016) Examining Intellectual Prowess, Not Social Difference: Removing Barriers from the Doctoral Viva for Austistic Candidates. Journal of Inclusive Practice in Further and Higher Education, 6(1): 22–38.

Lundemo, O., Mohr, W. and Lee, J. (2023) How ableism is working against students with disabilities. University World News, 29^th April.

Peters, L. (2023) Embracing neurodiversity to enhance the postgraduate researcher experience: reflections from a doctoral student. Fields journal of Huddersfield student research 1(1:

Altbach, P. and de Wit, H. (2015) International Links Have Vital Role in Time of Global Tension. University World News Global Edition, 354: 13^th February.

Choudaha, R. (2017) Three waves of international student mobility (1999–2020), Studies in Higher Education.

De Wit, H., and Merkx, G. (2012) The History of Internationalisation of Higher Education – in D.Deardoff, H, De Wit,J. Heyl, and T. Adams (Eds.) Sage Handbook of International Higher Education. Los Angeles, Sage: 43–60.

De Wit, H. and Altbach, P. (2022) Optimism trumps ethics in student recruitment comeback. University World News, 3^rd December.

De Wit, H. and Altbach, P. (2024) Chaos as headwinds hit international student recruitment. University World News, 20th February.

Kim, T. (2009) Shifting Patterns of Transnational Academic Mobility: A Comparative and Historical Approach. Comparative Education, 45(3): 387–403.

Lei Ye, L. (2018) Intercultural Experience and Identity. London, Palgrave Macmillan.

Maheu, L., Scholz, B., Balan, J., Graybill, J. and Strugnell, R. (2017) Doctoral Education as an Element of Cultural and Economic Prosperity. In M. Nerad and B.Evans (eds.) Globalization and its Impacts on the Quality of PhD Education. Rotterdam, Sense: 161–205 B.

Neumann, R. (2003) The Doctoral Education Experience: Diversity and complexity. Australian Government, Department of Education, Science and Training. Canberra.

Olenina, A., Bamberger, A. and Mun., O. (2022) Classed and gendered internationalisation of research and knowledge production: a critical analysis of international doctoral students in the UK (1998–2016). International Studies in Sociology of Education, DOI: 10/1080/09620214.2021.2008266.

Simpson, R. (2009) The Development of the PhD Degree in Britain, 1917–1959, and Since. Lampeter, Wales, The Edmund Mellon Press.

Trahar, S. (2007) Teaching and Learning: The International Higher Education Landscape. Subject Centre for Education ESCalate, Higher Education Academy.

UK Council for Graduate Education (2021) UK Research Supervision Survey 2021 Report.

Arthur, N. (2017) Supporting international students through strengthening their social resources. Studies in Higher Education. 

Askew, C., Dixon R, McCormick, R. Callaghan, R, Shalruf, B, and Ying Wang, G. (2016) Facilitators and Barriers to Doctoral Supervision: A Case Study in Health Sciences. Issues in Educational Research, 26(1): 1- 9.

Asteris, M. (2006) British Universities: The ​“Coal Exporters” of the 21st Century. Journal of Studies in International Education, 10: 224–240.

Banks, M. and Bhandari, R. (2012) Global Student Mobility –in D.Deardoff, H, De Wit, J. Heyl, and T. Adams (Eds.) Sage Handbook of International Higher Education. Los Angeles, Sage: 379–398.

Bolsmann, C. and Miller, H. (2008) International Student Recruitment to Universities in England: Discourse, Rationales and Globalization. Globalization, Societies and Education, 6(1): 75–78.

Curtin, N., Stewart, A. and Ostrove, J. (2013) Fostering Academic Self-Concept: Advisor Support and Sense of Belonging Among International and Domestic Graduate Students. American Educational Research Journal, 50(1): 108–137.

Highman, L. and Marginson, S. (2018) Preserving the DNA of UK universities: the key role of non-UK postgraduate research students. Centre for Global Higher Education Research Findings.

Horn, A., Hendel, D. and Fry, G. (2007) Ranking the International Dimension of Top Research Universities in the United States. Journal of Studies in International Education, 11(3/4): 330–58.

Lei Ye, L. (2018) Intercultural Experience and Identity. London, Palgrave Macmillan.

Mamiseishvili, K. (2013) Contributions of Foreign-Born Faculty to Doctoral Education and Research. New Directions for Higher Education, 163: 89–98.

Myklebust, J. (2015) International Students – A Good Investment. University World News Global Edition: 355, 20^th February.

Neves, J. (2022) Postgraduate Research Experience Survey 2022: sector results report. Advance HE.

Ortiz, A., Chang, L. and Fang, Y. (2015) International Students Bring Money, Skills and Jobs. University World News Global Edition, 354: 13^th February.

Perez-Silva, R., Partridge, M. and Foster, W. (2018) Are foreign-born researchers more innovative? Self-selection and the production of knowledge among PhD recipients in the USA. Journal of Geographical Systems.

Robson, S. and Turner, Y. (2007) ​“Teaching Is a Co-Learning Experience”: Academics Reflecting on Learning and Teaching in an ​“Internationalized” Faculty. Teaching in Higher Education, 12(1): 41–54.

Ryan, J. and Carroll, J. (2005) ​“Canaries in the Coalmine” International Students in Western Universities – in J.Ryan and J. Carroll (Eds.) Teaching International Students: Improving Learning for All. London, Routledge: 3–10.

Sawir, E. (2011) Academic Response to International Students and Internationalising the Curriculum; The Impact of Disciplinary Differences. International Journal for Academic Development, 16(1): 45–57.

Trice, A. (2003) Faculty Perceptions of Graduate International Students: The Benefits and the Challenges. Journal of Studies in International Education, 7(4): 379–403.

16.3.1 Culture Shock

Alabdulaziz, M. (2020) Saudi Mathematics students’ experiences and challenges with their doctoral supervisors in UK universities. International Journal of Doctoral Studies, 15: 267–263.

Chapdelaine, R. and Alexitch, L. (2004) Social Skills Difficulty: Model of Culture Shock for International Graduate Students. Journal of College Student Development, 45(2): 167–84

Herman, C. and Kombe, C. (2018) The role of social networks in the transitional experiences of international African doctoral students at one university in South Africa. Higher Education Research and Development, DOI: 10.1080/07294360.2018.1556618.

Hu, Y. van Veen, K. and Corda, A. (2016) Pushing too Little, Praising too Much? Intercultural Misunderstandings between a Chinese Doctoral Student and a Dutch Supervisor. Studying Teaching Education, 12(1): 70–87.

Kiley, M. (2000) Providing Timely and Appropriate Support for International Students – in G.Wisker (Ed.), Good Practice Working With International Students. Birmingham: Staff and Educational Development Association: 89–108.

Ku, H‑Y., Lahman, M., Yeh, H‑T. and Cheng, Y‑C. (2008) Into the Academy: Preparing and Mentoring International Doctoral Students. Educational Technology Research and Development, 56: 365–77.

Lei Ye, L. (2018) Intercultural Experience and Identity. London, Palgrave Macmillan.

Manathunga. C. (2014) Intercultural Postgraduate Supervision: Reimagining Time, Place and Knowledge. London, Routledge.

Scheyvens, R. Wild, K. and Overton, J. (2003) International Students Pursuing Postgraduate Study in Geography: Impediments to Their Learning Experiences. Journal of Geography in Higher Education, 23(3) 309–23.

Robson, S. and Turner, Y. (2007) ​“Teaching Is a Co-Learning Experience”: Academics Reflecting on Learning and Teaching in an ​“Internationalized” Faculty. Teaching in Higher Education, 12(1): 41–54.

Wang, F. King, R., Min Zeng, L., Zhu, Y. and On Leung, S. (2022) The research experience of postgraduate students: a mixed methods study. Studies in Higher Education, 43(4): 615–629.

16.3.2 Discrimination

Arthur, N. (2017) Supporting international students through strengthening their social resources. Studies in Higher Education.

Brown, L. and Jones, I. (2011) Encounters With Racism and the International Student Experience. Studies in Higher Education, 38(7): 1004–1019.

Hanassab, S. (2006) Diversity, International Students, and Perceived Discrimination: Implications for Educators and Counsellors. Journal of Studies in International Education, 10(2): 157–72.

Kidman, J., Manathunga, C. and Cornforth, S. (2017) Intercultural PhD supervision: exploring the hidden curriculum in a social science faculty doctoral programme. Higher Education Research and Development, 36(6): 1208- 1221.

Lee, J. and Rice, R. (2007) Welcome to America? International Student Perceptions of Discrimination. Higher Education, 53: 381–409.

Mason, A. and Hickman, J. (2017) Students supporting students on the PhD journey: An evaluation of a mentoring scheme for international doctoral students. Innovations in Education and Teaching International, DOI: 10.1080/14703297.2017.1392889.

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.

Trice, A. (2003) Faculty Perceptions of Graduate International Students: The Benefits and the Challenges. Journal of Studies in International Education, 7(4): 379–403.

Winchester-Seeto, T., Homewood, J., Thogersen, J., Jacenyik-Trawoger, C.Manathunga, C., Reid, A. and Holbrook, A. (2014) Doctoral Supervision in a Cross-Cultural Context: Issues Affecting Supervisors and Candidates. Higher Education Research and Development, 33(5): 620–626.

16.3.3 Isolation

Andrade, M.S. (2006) International Students in English-Speaking Universities: Adjustment Factors. Journal of Research in International Education, 5(2):131–54.

Janta, H., Lugosi, P. and Brown, L. (2014) Coping With Loneliness: A Netographic Study of Doctoral Students. Journal of Further and Higher Education, 38(4): 553–71.

Kingston, E. and Forland, H. (2008) Bridging the Gap in Expectations Between International Students and Academic Staff. Journal of Studies in International Education, 12(2): 204–221.

McClure, J.W. (2007) International Graduates’ Cross-Cultural Adjustment; Experiences, Coping Strategies, and Suggested Programmatic Responses. Teaching in Higher Education, 12(2); 199–217. University Press.

Scheyvens, R. Wild, K. and Overton, J. (2003) International Students Pursuing Postgraduate Study in Geography: Impediments to Their Learning Experiences. Journal of Geography in Higher Education, 23(3): 309–23.

Seo, S. and Koro-Ljungberg, M. (2005) A Hermeneutical Study of Older Korean Students’ Experiences in American Higher Education: From Confucianism to Western Educational Values. Journal of Studies in International Education, 9(2):164–87.

Winchester-Seeto, T., Homewood, J., Thogersen, J., Jacenyik-Trawoger, C.Manathunga, C., Reid, A. and Holbrook, A. (2014) Doctoral Supervision in a Cross-Cultural Context: Issues Affecting Supervisors and Candidates. Higher Education Research and Development, 33(5): 620–626.

16.3.4 Calibrating Expectations of Academic Roles

Brown, L. (2008) The Incidence of Study-Related Stress in International Students in the Initial Stages of the International Sojourn. Journal of Studies in International Education, 12(1): 5–28.

Cadman, K. (2000) ​“Voices in the Air”: Evaluations of the Learning Experiences of International Postgraduates and Their Supervisors Teaching in Higher Education, 5 (5): 475–91.

Crede, E. and Borrego, M. (2014) Understanding Retention in US Graduate Programs By Student Nationality. Studies in Higher Education, 39(9): 1599–1616.

Cree, V. (2012) ​“I’d Like to Call You My Mother.” Reflections on Supervising International PhD Students in Social Work. Social Work Education: The International Journal, 31(4): 451–64.

Curtin, N., Stewart, A. and Ostrove, J. (2013) Fostering Academic Self-Concept: Advisor Support and Sense of Belonging Among International and Domestic Graduate Students. American Educational Research Journal, 50(1): 108–137.

Evans, T. and Liou, I. (2011) Institutional Pedagogical Waypoints: Reflections on Doctoral Journeys Between Taiwan and Australia. Innovations in Education and Teaching International, 48(4): 401–11.

Fallon, G. and Brown, R. (1999) What About the Workers? Academic Staff Opinions About Working With Non-UK Postgraduate Students in Higher Education. Journal of Further and Higher Education, 23:1, 41–52.

Halai, N. (2011) Becoming and Being a Doctoral Supervisor in Pakistan: A Lived Experience – in V.Kumar and A. Lee (Eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press: 37–49.

Hammond, J., Ryland, K., Tennant, M. and Boud, D. (2010) Building Research Supervision and Training Across Australian Universities. Australian Learning and Teaching Council. 

Harman, G. (2003) International PhD Students in Australian Universities; Financial Support, Course Experience, and Career Plans. International Journal of Educational Development, 23(3): 339–51.

James, R. and Baldwin, G. (1999) Eleven Practices of Effective Postgraduate Supervisors. Melbourne, Centre for the Study of Higher Education and School of Graduate Studies, University of Melbourne.

Kiley, M. (2000) Providing Timely and Appropriate Support for International Students. in G.Wisker (Ed.), Good Practice Working With International Students. Birmingham: Staff and Educational Development Association: 89–108

Kim. H. (2011) International Graduate Students’ Difficulties: Graduate Classes as a Community of Practices. Teaching in Higher Education, 16(3) 281–92.

Kim, Y. (2007) Difficulties in Quality Doctoral Academic Advising: Experiences of Korean Students. Journal of Research in International Education, 6(2) 171–93.

Ku, H‑Y., Lahman, M., Yeh, H‑T. and Cheng, Y‑C. (2008) Into the Academy: Preparing and Mentoring International Doctoral Students. Educational Technology Research and Development, 56: 365–77.

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.

McClure, J.W. (2007) International Graduates’ Cross-Cultural Adjustment; Experiences, Coping Strategies, and Suggested Programmatic Responses. Teaching in Higher Education, 12(2); 199–217.

Pyvis, D. and Chapman, A, (2005) Culture Shock and the International Student offshore. Journal of Research in International Education, 4: 23–42.

Scheyvens, R. Wild, K. and Overton, J. (2003) International Students Pursuing Postgraduate Study in Geography: Impediments to Their Learning Experiences. Journal of Geography in Higher Education, 23(3) 309–23.

Seo, S. and Koro-Ljungberg, M. (2005) A Hermeneutical Study of Older Korean Students’ Experiences in American Higher Education: From Confucianism to Western Educational Values. Journal of Studies in International Education, 9(2):164–87.

Winchester-Seeto, T., Homewood, J., Thogersen, J., Jacenyik-Trawoger, C. Manathunga, C., Reid, A. and Holbrook, A. (2014) Doctoral Supervision in a Cross-Cultural Context: Issues Affecting Supervisors and Candidates. Higher Education Research and Development, 33(5): 620–626.

Wu, Su. (2002) Filling the Pot or Lighting the Fire? Cultural Variations in Conceptions of Pedagogy. Teaching in Higher Education, 7(4): 387–95.

16.3.5 Different Learning Styles

Barron, P., Gourlay, L. and Gannon-Leary, P. (2010) International Students in the Higher Education Classroom: Initial Findings From Staff At Two Post-92 Universities in the UK. Journal of Further and Higher Education, 34(4): 475–89.

Brown (2007) A Consideration of the Challenges Involved in Supervising International Masters Students. Journal of Further and Higher Education, 31(3): 239–48.

Brown, L. (2008) The Incidence of Study-Related Stress in International Students in the Initial Stages of the International Sojourn. Journal of Studies in International Education, 12(1): 5–28.

Cadman, K. (2000) ​“Voices in the Air”: Evaluations of the Learning Experiences of International Postgraduates and Their Supervisors. Teaching in Higher Education, 5 (5): 475–91.

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.

Kingston, E. and Forland, H. (2008) Bridging the Gap in Expectations Between International Students and Academic Staff. Journal of Studies in International Education, 12(2): 204–221.

Ku, H‑Y., Lahman, M., Yeh, H‑T. and Cheng, Y‑C. (2008) Into the Academy: Preparing and Mentoring International Doctoral Students. Educational Technology Research and Development, 56: 365–77.

Ryan, J. and Louie, K. (2007) False Dichotomy? ​“Western” and ​“Confucian” Concepts of Scholarship and Learning. Educational Philosophy and Theory, 39(4): 404- 417.

Sawir, E. (2011) Academic Response to International Students and Internationalising the Curriculum; The Impact of Disciplinary Differences. International Journal for Academic Development, 16(1): 45–57.

Scheyvens, R. Wild, K. and Overton, J. (2003) International Students Pursuing Postgraduate Study in Geography: Impediments to Their Learning Experiences. Journal of Geography in Higher Education, 23(3) 309–23.

Seo, S. and Koro-Ljungberg, M. (2005) A Hermeneutical Study of Older Korean Students’ Experiences in American Higher Education: From Confucianism to Western Educational Values. Journal of Studies in International Education, 9(2):164–87.

16.3.6 Variable Experience of Research

Brown, L. (2008) The Incidence of Study-Related Stress in International Students in the Initial Stages of the International Sojourn. Journal of Studies in International Education, 12(1): 5–28.

James, R. and Baldwin, G. (1999) Eleven Practices of Effective Postgraduate Supervisors. Melbourne, Centre for the Study of Higher Education and School of Graduate Studies, University of Melbourne.

Kiley, M. (2000) Providing Timely and Appropriate Support for International Students – in G. Wisker (Ed.), Good Practice Working With International Students. Birmingham: Staff and Educational Development Association: 89–108.

McClure, J.W. (2007) International Graduates’ Cross-Cultural Adjustment; Experiences, Coping Strategies, and Suggested Programmatic Responses. Teaching in Higher Education, 12(2); 199–217.

Mitchell, T. and Carroll, J. (2008) Academic and Research Misconduct in the PhD: Issues for Students and Supervisors. Nurse Education Today, 28: 218–226.

16.3.7 Issues of Language and Communication

Andrade, M.S. (2006) International Students in English-Speaking Universities: Adjustment Factors. Journal of Research in International Education, 5(2):131–54.

Bitchener, J. and Basturkmen, H. (2006) Perceptions of the Difficulties of Postgraduate L2 Thesis Students Writing the Discussion Section. Journal of English for Academic Purposes, 5: 4–18.

Brown (2007) A Consideration of the Challenges Involved in Supervising International Masters Students. Journal of Further and Higher Education, 31(3):239–48.

Brown, L. (2008) The Incidence of Study-Related Stress in International Students in the Initial Stages of the International Sojourn. Journal of Studies in International Education, 12(1): 5–28.

Fallon, G. and Brown, R. (1999) What About the Workers? Academic Staff Opinions About Working With Non-UK Postgraduate Students in Higher Education. Journal of Further and Higher Education, 23:1, 41–52.

Floyd, C. (2011) Critical Thinking in a Second Language. Higher Education Research and Development, 30(3): 289–302.

Gill, J. (2008) Cultural Insight Can Help Tackle Plagiarism. Times Higher Education, 24th April: 11.

Gilmore, J., Strickland, D., Timmerman, B., Maher, M., and Feldon, D. (2010) Weeds in the Flower Garden: An Exploration of Plagiarism in Graduate Students’ Research Proposals and Its Connection to Enculturation, ESL and Contextual Factors. The International Journal for Educational Integrity, 6(1): 13–28.

Guerin, C., Kerr, H. and Green, I. (2015) Supervision Pedagogies: Narratives From the Field. Teaching in Higher Education, 20(1): 107–118.

Hayes, N. (2009) A Cheat, Moi? That’s Unfair. Times Higher Education, 29th January: 26.

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.

Kiley, M. (2000) Providing Timely and Appropriate Support for International Students – in G.Wisker (Ed.), Good Practice Working With International Students. Birmingham: Staff and Educational Development Association: 89–108

Kim, Y. (2007) Difficulties in Quality Doctoral Academic Advising: Experiences of Korean Students. Journal of Research in International Education, 6(2) 171–93.

Ku, H‑Y., Lahman, M., Yeh, H‑T. and Cheng, Y‑C. (2008) Into the Academy: Preparing and Mentoring International Doctoral Students. Educational Technology Research and Development, 56: 365–77.

Lei, J. and Hu, G. (2015) Apprenticeship in Scholarly Publishing: A Student Perspective on Doctoral Supervisors’ Roles. Publications 3: 27–42; DOI:103390/publications3010027.

Li, H., Fox, R. and Almarza, D. (2007) Strangers in Stranger Lands: Language, Learning and Culture. International Journal of Progressive Education, 3(1): 6–28.

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.

Maher, M. Feldon, D., Timmerman, B. and Chao, J. (2013) Faculty Perceptions of Common Challenges Encountered By Novice Doctoral Writers. Higher Education Research and Development, DOI:10.1080/07294360.2013.863850.

McClure, J. (2005) Preparing a Laboratory-Based Thesis: Chinese International Research Students’ Experiences of Supervision. Teaching in Higher Education, 10(1): 3–16.

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.

Sawir, E. (2011) Academic Response to International Students and Internationalising the Curriculum; The Impact of Disciplinary Differences. International Journal for Academic Development, 16(1): 45–57.

Scheyvens, R. Wild, K. and Overton, J. (2003) International Students Pursuing Postgraduate Study in Geography: Impediments to Their Learning Experiences. Journal of Geography in Higher Education, 23(3) 309–23.

Seo, S. and Koro-Ljungberg, M. (2005) A Hermeneutical Study of Older Korean Students’ Experiences in American Higher Education: From Confucianism to Western Educational Values. Journal of Studies in International Education,9(2):164–87.

Sutton, A., Taylor, D. and Johnston, C. (2014) A Model for Exploring Student Understandings of Plagiarism. Journal of Further and Higher Education, 38(1): 129–146.

Trice, A. (2003) Faculty Perceptions of Graduate International Students: The Benefits and the Challenges. Journal of Studies in International Education, 7(4): 379–403.

Vieyra, M., Strickland, D. and Timmerman, B. (2013) Patterns in Plagiarism and Patch Writing in Science and Engineering Graduate Students’ Research Proposals. International Journey for Educational Integrity, 9(1): 35–49.

Walsh, E. (2010) A Model of Research Group Microclimate: Environmental and Cultural Factors Affecting the Experience of Overseas Research Students in the UK. Studies in Higher Education, 35(5): 545–60.

Winchester-Seeto, T., Homewood, J., Thogersen, J., Jacenyik-Trawoger,C. Manathunga, C., Reid, A. and Holbrook, A. (2014) Doctoral Supervision in a Cross-Cultural Context: Issues Affecting Supervisors and Candidates. Higher Education Research and Development, 33(5): 620–626.

Wisker, G. and Robinson, G. (2016) Supervisor Well-Being and Identity: Challenges and Strategies. International Journal for Researcher Development. DOI: 10.1108/IJRD-0302016–006.

Gao, Y. (2021) Understanding of International Doctoral Students’ Challenges: A Literature Review Study. Journal of International Students, 11(2): 505–513. DOI: 10.32674/jis.v11i2.2065.

Holmes, P., Costa, N. and Lopes, B. (2020) The role of supervision in doctoral education: a transversal perspective. In M. Byram and M. Stoicheva (eds.) The Doctorate as Experience in Europe and Beyond: Supervision, language, Identities. Abingdon, Routledge: 213–228.

Houston G. (2024) Supporting Researchers to Navigate the Early Stages of the Doctorate. C. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 85- 111.

Knight, S. (2023) How universities can help international students with ​‘digital shock’. University World News, 28^th March.

Liardet, C. and Thompson, L. (2020) Monograph v. manuscript: exploring the factors that influence English L1 and EAL candidates thesis-writing approach. Higher Education Research and Development.

Ma, La Ping Florence, (2020) Writing in English as an additional language: challenges encountered by doctoral students. Higher Education Research and Development. DOI: 10.1080/07294360.2020.1809354.

Taylor, S. and Kiley, M, (2025) A Handbook for Doctoral Supervisors, 3rd. Ed. London, Routledge.

Advance HE (2022) Equality and Higher Education: Students statistical report 2022.

Beale, D. (2004) Research Days: Support for Part-Time Research Students – Benefits for All.

Cornell, B. (2020) PhD Life: The UK Student Experience. Higher Education Policy Institute Report 131.

Deem, R. and Brehony, K. (2000) Doctoral Students’ Access to Research Cultures; Are Some More Unequal Than Others? Studies in Higher Education, 25(2), 149–65.

Edwards, C. (2010) Beyond Research Skills Training: An Opportunity to Support the Wider ​“Eco-System” of the Part-Time Research Student. International Journal for Researcher Development, 1(4): 314–35.

Evans, T. (2002a) Part-Time Research Students: Are They Producing Knowledge Where It Counts? Higher Education Research and Development, 21(2): 155–65.

Evans, T. (2002b) Part-Time Research Students: The Reserve Army of Research Students for Universities – in M.Kiley and G. Mullins (Eds.) Quality in Postgraduate Research: Integrating Perspectives. Canberra, CELTS, University of Canberra: 138–144.

Gardner, S.K. (2008) Fitting the Mould of Graduate School: A Qualitative Study of Socialisation in Doctoral Education. Innovative Higher Education, 33: 125–138.

Gardner, S.K. (2009) The Development of Doctoral Students: Phases of Challenge and Support, Josey-Bass, San Francisco CA.

Gardner, S.K. and Gopaul, B. (2012) The Part-Time Doctoral Student Experience. International Journal of Doctoral Studies, 7: 63–78.

Gattrell, C. (2006) Managing Part-Time Study. Maidenhead, Open University Press

Glaze, J. (2002) PhD Study and the Use of a Reflective Diary: A Dialogue With Self. Reflective Practice 3(2): 153–166.

Grove, J. (2016) PhD Part-Timers: How to Juggle Study and a Career. Times Higher Education, 11^th February: 16.

Hooley, T. and Kulej, M., Edwards, C. and Mahoney, K. (2009) Understanding the Part-Time Researcher Experience. Cambridge, Vitae.

Jamieson, A. Sabates, R., Woodley, A. and Feinstein, L. (2009) The Benefits of Higher Education Study for Part-Time Students. Studies in Higher Education, 34(3): 245–62.

Kember, D., Lee, K., and Li, N. (2001) Cultivating a Sense of Belonging in Part-Time Students. International Journal of Lifelong Education, 20(4): 326–41.

Kiley, M. (2015) ​“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.

Lahenius, K. and Martinsuo, M. (2009) Students’ Experience of Supervision in Doctoral Education in Industrial Engineering and Management. Industrial Engineering and Management: 2003–2008.

Leonard, D., Becker, R. and Coate, K. (2004) Continuing Professional and Career Development: The Doctoral Experience of Education Alumni At a UK University. Studies in Continuing Education, 26(3): 369–385.

Leonard, D., Becker, R. and Coate, K. (2005) To Prove Myself At the Highest Level: The Benefits of Doctoral Study. Higher Education Research and Development,24(2): 135–49.

McCulloch, A. and Stokes, P. (2008) The Silent Majority: Meeting the Needs of Part-Time Research Students. London, Society for Research into Higher Education.

McKenna, S. (2016) Crossing Conceptual Thresholds in Doctoral Communities. Innovations in Education and Teaching International.

Neumann, D. and Rodwell, J. (2009) The ​“Invisible” Part-Time Research Students: A Case Study of Satisfaction and Completion. Studies in Higher Education, 34(1):55–68.

Neves, J. (2023) Postgraduate Research Experience Survey: sector results report. Advance HE.

Offerman, M. (2011) Profile of the Non-Traditional Doctoral Degree Student. New Directions in Adult and Continuing Education, 129: 21–30.

O’Regan, M. (2020) Learning at a Distance but not a Distance Learner: Meeting the Needs of a Diverse Body of Students Post COVID-19. All Ireland Journal of Teaching and Learning in Higher Education, 12(2): 1–9

Pappas, J. and Jerman, J. (2011) Topics for Current and Future Consideration. New Directions in Adult and Continuing Education, 129: 95–103.

Pearson, M. and Ford, L. (1997) Open and Flexible PhD Study and Research. Canberra, Department of Education, Training and Youth Affairs.

Pearson, M., Cumming, J. Evans, T. Mccauley, P. and Ryland, K. (2011) How Shall We Know Them? Capturing the Diversity of Difference in Australian Doctoral Candidates and Their Experiences. Studies in Higher Education, 36(5): 527–542.

Powell, S. and Green, H. (eds.) (2007) The Doctorate World-Wide. Buckingham: Open University Press.

Samuel, M. (2017) The Future of Doctoral Education. In M. Fourie-Maherbe, R. Albertyn, C. Atkinson and E. Bitzer (Eds.) Postgraduate Supervision: foci for the knowledge society. Sun Media: 397–419. DOI 10.18820/9781928357223/24.

Simpson, R. (2009) The Development of the PhD Degree in Britain, 1917–1959, and Since. Lampeter, Wales, The Edmund Mellon Press.

Skakni, I. (2018) Doctoral studies as an initiatory trial; expected and taken-for- granted practices that impede PhD students’ progress. Teaching in Higher Education, DOI 10:1080/13562517.2018.1449742.

Taylor, S. and Kiley, M, (2025) A Handbook for Doctoral Supervisors, 3rd. Ed. London, Routledge.

Turner, H. (2023) Exploring motivation and satisfaction in part-time students. Studies in Graduate and Postdoctoral Education, 14(2): 171–185. DOI 10.1106/SGPE-12–2021-0068.

UK Research and Innovation (2023) A New Deal for Postgraduate Research: Response to the call for Input.

Watts, J. (2008) Challenges of Supervising Part-Time PhD Students: Towards Student-Centred Practice. Teaching in Higher Education, 13:3, 369–73.

Wilmot, K. and McKenna, S. (2023) Collaboraion, Collegiaity, and Commitment: Cultivating Critical Hope in a Doctoral Programme. I n M. Samuel and H, Mariaye (Eds.) Transforming Graduate Education in Africa. CALL Publishers (ply.) Ltd: KwaZulu Natal, South Africa: 33–56.

Albion, P. and Erwee, R. (2011) Preparing for Doctoral Supervision At a Distance. Lessons From Experience. – in C. Madeux, D. Gibson, B. Dodge, M.Kochler, P. Mishra and C. Owens (Eds.) Research Highlights in Technology and Teacher Education 2011. Society for IT and Teacher Education (SITE). Chesapeake, Virginia

Andrew, M. (2012) Supervising Doctorates At a Distance: Three Trans-Tasman Stories. Quality Assurance in Education, 20(1): 42–53.

Butcher, J. and Semininski, S. (2006) The Challenge of a Distance Learning Professional Doctorate in Education. Open Learning, 21(1): 59–69.

Carpenter, J., Wetheridge, L, Tanner, S., Smith, N. (2012) Researchers of Tomorrow: The Research Behaviour of Generation Y Doctoral Students. JISC and British Library. 

Choo, L., Highfield, C. and Yeung. S. (2024) Intercultural group supervision: from emegency pandemic response to establishing a paradigm of group research supervision. Teaching in Higher Education, DOI: 10.1080/13562517.2024.2354291.

Deshpande, A. (2017) Faculty best practices to support students in the ​‘Virtual Doctoral Land’, Higher Education for the Future, 4(1): 12–30.

Dowling, R. and Wilson, M. (2015) Digital Doctorates? An Exploratory Study of PhD Candidates’ Use of Online Tools. Innovations in Education and Teaching International, 54(1): 76–86.

Erichsen, E., Bolliger, D. and Halupa, C. (2012) Student Satisfaction With Graduate Supervision in Doctoral Programmes Primarily Delivered in Distance Education Settings. Studies in Higher Education, DOI: 10.1080/03075079.2012.709496.

Geurin, C. and Aithison, C. (2021) Doctoral writing and remote supervision: What the literature tells us. Innovations in Education and Teaching International, 58(6): 624–634.

Hasgall, A. and Peneoasu, A‑M. (2022) Doctoral Education in Europe: current development and trends. European Universities Association/​Council for Doctoral Education.

Huet, I. and Casanova, D. (2020) Exploring the professional development of online and distance doctoral supervisors. Innovations in Education and Teaching International DOI: 10.1080/14703297.2020.1742764.

Konings, K., Popa, D., Gerken, M., Giesbers, B., Rientes, B., van der Vlueten,C.,and van Marrienboer, J. (2016) Improving Supervision for Students At a Distance: Videoconferencing for Group Meetings. Innovations in Education and Teaching International, 53(4): 388–399.

Kozar, O., and Lum, J. (2015) Online Doctoral Writing Groups: Do Facilitators Or Communication Modes Make a Difference? Quality in Higher Education, 21(1): 38–51

Kumar, S. and Johnson, M. (2017) Online mentoring of dissertations: the role of structure and support. Studies in Higher Education, DOI: 10.1080/03075079.2017.1337736.

Loftstrom, L, Tikkanen, L., Anttila, H, and Pyhalto, K. (2024) Supervisors’ experiences of doctoral supervision in times of change. Studies in Graduate and Postdoctoral Education, 15(1): 34–48. DOI: 0.1108/SGPE01-2023–0004.

Maor, D., Ensor, J, and Fraser, B. (2015) Doctoral Supervision in Virtual Spaces: A Review of Research of Web-Based Tools to Develop Collaborative Supervision. Higher Education Research and Development, DOI 10.1080/07294360.2015.1121206.

Maor, D. and Cirrie, J. (2017) The use of technology in postgraduate supervision pedagogy in two Australian universities. International Journal of Educational Technology in Higher Education, 14(1), DOI: 10.1.1186/s41239-017‑0046‑1.

Nasiri, F. and Mafakheri, F. (2015) Postgraduate Research Supervision At a Distance: A Review of Challenges and Strategies. Studies in Higher Education, 40(10): 1962–1969.

Neves, J. (2022) Postgraduate Research Experience Survey 2022: sector results report. Advance HE.

Neves, J. (2023) Postgraduate Research Experience Survey: sector results report. Advance HE.

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.

Offerman, M. (2011) Profile of the Non-Traditional Doctoral Degree Student. New Directions in Adult and Continuing Education, 129: 21–30.

Palmer, C. and Gillaspy, E. (2021) Digital shifting in doctoral supervision: Different routes to the same destination. Innovations in Education and Teaching International, 58(6): 672–681.

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