The Research Supervisor’s Bibliography

Stan Taylor

Honorary Professor, School of Education, University of Durham and Honorary Life Member of the UKCGE

The 6th Edition of the essential Research Supervisor’s Bibliography contains the key references in the literature on research supervision.

INTRODUCTION

This bibliography, compiled by Stan Taylor and produced by Annette Rubery, is a resource for the Research Supervisor Network of the UK Council for Graduate Education. It is not intended to be a complete list of publications but an index of what, in his view, are the key references in the literature according to topics.

Every effort has been made to ensure that the references are accurate, and the web links are live at the time of posting — however please report any inaccuracies or dead links. Similarly, where colleagues feel that important references have been omitted, please get in touch so that they can be added to the bibliography.

This is the first resource to be made available to the members through the UKCGE website, which will collectively constitute a guide to good practice.

Dr Stan Taylor

Postgraduate Research Supervision Network

Email: stan.taylor@durham.ac.uk.

1 GENERAL

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. 2nd 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. 2nd 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.

2 THE IMPORTANCE OF GOOD SUPERVISION

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.

3 THE OVERALL CONTEXT

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 26th 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, 23rd 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, 13th 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, 5th 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.

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4 THE INSTITUTIONAL CONTEXT

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Raffling, R., Jensen, T. and Tonneson, H. (2017) Self-reported needs for improving the competence of PhD supervisors from the medical sciences in Denmark. BMC Medical Education, 17(188): 1–20.

Shiri, D. (2021) Virtues of Good Supervisors. Institute of Electrical and Electronics Engineers Canadian Review Magazine, Summer Issue, August 20th: 21–26.

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.

Spiller, D., Byrnes, G., Ferguson, P. (2013) Enhancing Postgraduate Supervision Through a Process of Conversational Inquiry. Higher Education Research and Development, 32(5): 833–45.

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.

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

Thune, T., Kyvik, Sorlin, S, Olsen, T.B., Vabo, 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. 

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

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

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

Vaughan, S., Blackburn, C. and Curzon, R. (2021) Continuing conversations: Moving support for doctoral supervisors’ professional development online. Innovations in Education and Teaching International, 58(6): 716–726.

Whittington, K. Barnes, S. and Lee, A. (2021) What influences how we supervise? in A. Lee and R. Bongaardt (Eds.) The Future of Doctoral Research. London, Routledge: 209–223.

Wilkely, F. and Muschamp, Y. (2004) Pedagogical Implications of Working With Doctoral Students. Distance Education 25(1): 125–42.

Wittek, A., de Lange, T. and Kirkevold, M. (2023) Supervisors supporting supervisors in the context of higher education. Scandinavian Journal of Educational Research. DOI: 10.1080/00313831.2023.2175239.

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.

5 THE DISCIPLINARY CONTEXT

Becher, T., Henkel, M., and Kogan, M. (1994) Graduate Education in Britain. London: Jessica Kingsley.

Chiang, K‑H. (2003) Learning Experiences of Doctoral Students in UK Universities. International Journal of Sociology and Social Policy, 23 (1/2): 4–32.

Chiang, K‑H. (2004) Relationship Between Research and Teaching in Doctoral Education in UK Universities. Higher Education Policy, 17: 71–88.

Delamont, S., Atkinson, P., and Parry, O. (2000) The Doctoral Experience: Success and Failure in Graduate School. London: Falmer.

Golde, C. (2007) Signature Pedagogies in Doctoral Education: Are They Adaptable for the Preparation of Educational Researchers? Educational Researcher, 36:(6): 344–51.

Hakkarainen, K., Hytonen, K., Makkonen, J., and Lehtinen, E. (2016) Extending Collective Practices of Doctoral Education From Natural to Educational Sciences. Studies in Higher Education, 41(1): 63–78.

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

Jones, L. (2009) Converging Paradigms for Doctoral Training in the Sciences and Humanities – in D.Boud and A. Lee (Eds.) Changing Practices of Doctoral Education. London, Routledge, 29–41.

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.

Lovitts, B.E. (2007) Making the Implicit Explicit: Creating Performance Expectations for the Dissertation. Sterling, Virginia, Stylus.

Miller, N. and Brimnicombe, A. (2004) Mapping Research Journeys Across Complex Terrain With Heavy Baggage. Studies in Continuing Education, 26(3): 405–417.

Morton, M., & Thornley, G. (2001) Experiences of Doctoral Students in Mathematics in New Zealand. Assessment and Evaluation in Higher Education, 26(2): 113–126.

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

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

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

Stock, W. and Siegfried, J. (2013) One Essay on Dissertation Formats in Economics. American Economic Review, 103(3): 648–653.

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

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.

Aitchison, C., Catterall, J., Ross, P. and Burgin, S. (2012) Tough Love and Tears: Learning Doctoral Writing in the Sciences. Higher Education Research and Development, 31(4): 435–47.

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.

Blackmore, K. and Nesbitt, K. (2008) Identifying Risks for Cross-Disciplinary Higher Degree Research Students. Tenth Australian Computing Education Conference (ACE2008). Wollongong. Conferences in Research and Practice in Information Technology, 78: 43–52.

Boden, D., Borrego, L. and Newswander, L. (2011) Student Socialization in Interdisciplinary Doctoral Education. Higher Education, 62: 741–755.

Bothwell, E. (2016) Multidisciplinary Research Career Suicide for Junior Academics. Times Higher, 12th May: 10

Gardner. S.K. (2011) A Jack of All Trades and a Master of Some of Them”: Successful Students in Interdisciplinary PhD Programs’. Issues in Integrative Studies, 29: 84–117.

Gardner, S., Jansujwicz, J., Hutchins, K., Cline, B. and Levesque, V. (2012) Interdisciplinary Doctoral Student Socialization. International Journal of Doctoral Studies, 7: 377–394.

Gardner, S., Jansujwicz, J., Hutchins, K., Cline, B. and Levesque, V. (2014) Socialization to Interdisciplinarity: Faculty and Student Perspectives. Higher Education, 67: 255–71.

Golde, C.M. and Gallagher, H.A. (1999) The Challenges of Conducting Interdisciplinary Research in Traditional Doctoral Programmes. Ecosystems, 2: 281–85.

Golding, C. (2010) Positioning Interdisciplinary Graduate Research. Traffic (Parkville) 12(1): 17–37

Hagoel, L. and D. Kalekin-Fishman (2002) Crossing Borders: Towards a Trans-Disciplinary Scientific Identity. Studies in Higher Education, 27(3): 297–99.

Halliday, D. and Kiley, M. (2016) What Are the Characteristics of an Effective Interdisciplinary Research Environment – in D. Halliday and G. Clark (Eds.) Proceedings of the 2nd International Conference on Developments in Doctoral Education and Training. Lichfield, UK Council for Graduate Education: 10–17.

Hancock, S. and Walsh, E. (2016) Beyond Knowledge and Skills: Rethinking the Development of Professional Identity During the STEM Doctorate. Studies in Higher Education, 41(1): 37–50.

Hibbert, K., Lingard, L., Vanstone, M., Kinsella, E., McKenzie, P., Pitman, A. and Wilson, T. The question for effective interdisciplinary graduate supervision: A critical narrative analysis. Canadian Journal of Higher Education, 44(2): 85- 104.

Holley, K. (2015) Doctoral Education and the Development of an Interdisciplinary Identity. Innovations in Education and Teaching International, 56(2): 642–52.

Kiley, M. (2009) You Don’t Want a Smart Alec”: Selecting Examiners to Assess Doctoral Dissertations. Studies in Higher Education, 34(8): 889–903.

Lyall, C., Meagher, L. and Tait, J. (2008) A Short Guide to Supervising Interdisciplinary PhDs. Institute for the Study of Science Technology and Innovation Briefing Note (Number 4). Institute for the Study of Science Technology and Innovation. Edinburgh.

Manathunga, C. Lant, P. and Mellick, G. (2006) Imagining an Interdisciplinary Doctoral Pedagogy. Teaching in Higher Education, 11(3): 365–79.

May, V. (2002) Disciplinary Desires and Undisciplined Daughters: Negotiating the Politics of a Women’s Studies Doctoral Education. National Women’s Studies Association Journal, 14(1): 134–59.

Mitrany, M. and Stokols, D. (2005) Gauging the Transdisciplinary Qualities and Outcomes of Doctoral Training Programs. Journal of Planning Education and Research, 24: 437–49.

Mountford, N., Coleman, M. Kessie, T. and Cusack, T. (2020) Interdisciplinary doctoral research networks: enhancers and inhibitors of social capital development. Studies in Higher Education, 45(12): 2258–2573.

Parry, O., Atkinson, P. and Delamont, S. (1997) The Structure of PhD Research. Sociology, 1997, 31 (1): 121–129.

Pull, K. Pferdmenges, B. and Backes-Gellner, U. (2015) Composition of Junior Research Groups and PhD Completion Rates: Disciplinary Differences and Policy Implications. Studies in Higher Education, DOI: 10.1080/03075079.2015.10079411.

Rashid, R. (2021) Updating the PhD: making the case for interdisciplinarity in twenty-first century doctoral education. Teaching in Higher Education, 26(3): 508–517.

Strengers, Y. (2012) Interdisciplinarity and Industry Collaboration in Doctoral Candidature: Tensions With and Between Discourses. Studies in Higher Education, DOI:10.1080/03075079.2012.709498

Taylor, M, (2011) Reform the PhD System Or Close It Down. Nature, 20th April, 472:261.

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

Vanstone, M., Hibbert, K., Kinsella, E., McKenzie, P., Pitman, A., Lingard, L. (2013) Interdisciplinary Doctoral Research Supervision: A Scoping Review. Canadian Journal of Higher Education, 43 (2): 42–67,

Wisker, G. and Robinson, G. (2013) Doctoral Orphans”: Nurturing and Supporting the Success of Postgraduates Who Have Lost Their Supervisors. Higher Education Research and Development. 32(2): 300–313.

6 THE PROGRAMME CONTEXT

Anderson, T., Saunders, G. and Alexander, I. (2022) Alternative dissertation formats in education-based doctorates. Higher Education Research and Development, 41(3): 593–612.

Bourner, T., Bowden, R. and Laing,S. (1999) A National Profile of Research Degree Awards: Innovation, Clarity and Coherence. Higher Education Quarterly, 53(3): 264–80.

Hoddell, S., Street, D and Wildblood, H. (2001) Doctorates — Converging or Diverging Patterns of Provision. Quality Assurance in Education, 10(2): 61–70.

Lee, A. (2018) How can we develop supervisors for the modern doctorate? Studies in Higher Education, 43(5): 878–890.

Tennant, M. (2004) Doctoring the Knowledge Worker. Studies in Continuing Education, 36(3): 431–441.

Federal Ministry of Research and Education / Duetscher Akademischer Austauschdienst (2015) How to Get a PhD. Accessed January 30th 2017.

Park, C. (2008) The End of the Secret Garden: Reframing Postgraduate Supervision. Research Supervision: an online journal.

Qin, L. (2017) Structuralization of Doctoral Education in Germany: An Interdisciplinary Comparison. European Journal of Higher Education.

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

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

Baschung, L. (2016) Identifying, Characterising and Assessing New Practices in Doctoral Education. European Journal of Education, 51(4): 522–534.

Basu, K. (2012) The country’s oldest EdD program will close down. Inside Higher Education, 28th March. 

Bitusikova, A. (2009) Reforming Doctoral Education in Europe. Academe, 95(1): 21–23.

Boyce, B. (2012) Redefining the EdD: Seeking a Separate Identity. Quest, 64(1): 24- 33. 

Buss, R., Zambo, R., Zmanbo, D. Perry, J. and Williams, T. (2017) Faculty members’ responses to implementing re-envisioned EdD programs. Studies in Higher Education 42(9): 1624–1640.

Gonzales-Campo, G., Kiley, M., Lopes, A., Malcolm, J., Menezes, I. Morais, R., and Virtanen, V. (2015) The Curriculum Question in Doctoral Education. Frontline Learning Research, 3(3): 19–34

Huisman, J., de Weert, E. and Bartelse, J. (2002) Academic Careers From a European Perspective: The Declining Desirability of the Faculty Position. The Journal of Higher Education, 73(1): 141–60.

Kiley, M. (2014) Coursework in Australian Doctoral Education: What’s Happening, Why and Future Directions? Canberra: Australian Government office for Learning and Teaching, Australian National University.

McWilliam, E. (2004) On Being Accountable: Risk-Consciousness and the Doctoral Supervisor. Paper submitted for full refereeing for the Australian Association for Research in Education Conference, Melbourne 28th November- 2nd December 2004.

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

Perry, J. (2012) To Ed.D. or not to Ed.D. The Phi Delta Kappan, 94(1): 41–44,

Qin, L. (2017) Structuralization of Doctoral Education in Germany: An Interdisciplinary Comparison. European Journal of Higher Education.

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

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

Armsby, P., Costley, C. and Cranfield, S. (2017) The design of doctoral curricula for practising professionals Studies in Higher Education. DOI: 10.1080/03075079.2017.1318365.

Attwood, R. (2008) Scholars Remain Unconvinced About the Value of Professional Doctorates. Times Higher Education, 14th August: 7.

Allen, M., Smyth, E. and Walhstrom, M. (2002) Responding to the Field and to the Academy: Ontario’s Evolving PhD. Higher Education Research and Development, 21(2): 203–14.

Boucher, C. and Smyth, A. (2004) Up Close and Personal: Reflections on Our Experience of Supervising Research Students Who Are Using Personal Reflective Techniques. Reflective Practice, 5(3): 345–55.

Boud, D., Fillery-Travis, A., Pizzolato, N. and Sutton, B. (2018) The influence of professional doctorates on practice and the workplace. Studies in Higher Education, 43(5): 914–926.

Boud, D. and Tennant, M. (2006) Putting Doctoral Education to Work; Challenges to Academic Practice. Higher Education Research and Development, 25(3): 293- 306.

Boud, D., Costley, C., Marshall, S. and Sutton, B. (2020) Impacts of a professional practice doctorate: a collaborative enquiry. Higher Education Research and Development. DOI 10/1080/07294360.2020.1765744.

Bourner, T., Bowden, R. and Laing, S. (2001) Professional Doctorates in England. Studies in Higher Education, 26(1): 65–83.

Bourner, T., Bowden R, and Laing, S. (2002) Professional Doctorates in England and Australia: Not a World of Difference. Higher Education Review, 35(1): 3–23.

Bourner, T. and Simpson, P. (2005) Practitioner-Centred Research and the PhD. Action Learning: Research and Practice, 2(2): 133–51.

Brown, C. and Cooke, C. (2010) Professional Doctorate Awards in the UK. Lichfield, UK Council for Graduate Education.

Bourner, T. and Simpson, P. (2014) Action Learning and the Pedagogy of Professional Doctorates. Higher Education, Skills and Work-based Learning, 4(2): 122–36.

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

Cashin, A., Casey. M., Fairbrother, G., Graham, I, Irvine, L., McCormack, B. and Thoms, D. (2017) Third generation professional doctorates in nursing: the move to clarity in learning product differentiation. International Practice Development Journal, 7(2): 1–14.

Green, H. and Powell, S. (2005) Doctoral Study in Contemporary Higher Education. Buckingham: Open University Press.

Doncaster, K. and Thorne, L. Reflection and Planning: Essential Elements of Professional Doctorates. Reflective Practice, 1(3): 391–99.

Fenge, L‑A. (2009) Professional Doctorates – A Better Route for Researching Professionals? Social Work Education, 28(2): 165–76.

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. 

Fillery-Travis, A. (2018) Introduction. Studies in Higher Education, 43(5): 809–813.

Fillery-Travis, A. and Robinson, L. (2018) Making the familiar strange- a research pedagogy for practice. Studies in Higher Education, 43(5) 841–853.

Foster, C., Kirk, S., Nadia, Kouginnou, N. and Scurry, T. (2024) Mind the gap: DBA students, knowledge generation, transfer and impact. Studies in Higher Education 49(4): 623–638. DOI 10.1080/03075079.2023.2247437.

Halse, C. (2007) Is the Doctorate in Crisis? Nagoya Journal of Higher Education, 34:321–37.

Heath, L. (2006) Supervision of Professional Doctorates: Education Doctorates in English Universities. Higher Education Review, 36(2): 21–41.

Jablonski, A. (2001) Doctoral Studies as Professional Development of Educators in the United States. European Journal of Teacher Education, 24(2): 215–221.

Johnson, D. (2005) Assessment Matters: Some Issues Concerning the Supervision and Assessment of Work-Based Doctorates. Innovations in Education and Teaching International, 42(1), 87–92.

Kot, F. and Hendel, D. (2011) Emergence and Growth of Professional Doctorates in the United States, United Kingdom, Canada and Australia: A Comparative Analysis. Studies in Higher Education, 37(3), 345–364

Lee, A., Brennan, M, and Green, B. (2009) Re-Imagining Doctoral Education: Professional Doctorates and Beyond. Higher Education Research and Development, 28(3): 275–87.

Lester, S. (2004) Conceptualising the Practitioner Doctorate. Studies in Higher Education, 29(6): 757–70.

Lockhart, J.C. and Stablein, R.E. (2002) Spanning the Academy-Practice Divide With Doctoral Education in Business. Higher Education Research and Development, 21(2): 191–202

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.

Maxwell, T. (2003) From First to Second Generation Professional Doctorate. Studies in Higher Education, 28(3): 279–91.

Malfoy, J. and Yates, L. (2003) Knowledge in Action: Doctoral Programmes Forging New Identities. Journal of Higher Education Policy and Management, 25(2): 119–29.

Macauley, P., Evans, T., Pearson, M. and Tregenza, K. (2005) Using Digital Data and Bibliometric Analysis for Researching Doctoral Education. Higher Education Research and Development, 24(2): 189–99.

Manathunga, C., Smith, C. and Bath, D. (2004) Developing and Evaluating Authentic Integration Between Research and Coursework in Professional Doctorate Programmes. Teaching in Higher Education, 9(2): 235–246.

Maxwell, T. (2011) Australian Professional Doctorates: Mapping, Distinctiveness, Stress and Prospects. Work Based Learning e‑Journal, 2(1): 24–43.

Mellors-Bourne, R., Robinson, C., and Metcalfe, J. (2016) Provision of Professional Doctorates in English Higher Education Institutions. Report for HEFCE by the Careers Research Advisory Centre (CRAC), supported by the University of Brighton. Bristol, Higher Education Funding Council for England.

McGloin, R., and Wynne, C. (2015) Structural Changes in Doctoral Education in the UK: a Review of Graduate Schools and the Development of Doctoral Colleges. Lichfield, UK Council for Graduate Education.

McVicar, A., Cann, W., Hillier, D., Munn-Giddings, C., Ramon, S. and Winter, R. (2006) A Shared Experience: An Interdisciplinary Professional Doctorate in Health and Social Care. Innovations in Education and Teaching International, 43(3): 211–222.

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

Neumann, R. (2005) Doctoral Differences: Professional Doctorates and PhDs Compared. Journal of Higher Education Policy and Management, 27(2): 173–88.

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

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

Ruggeri-Stevens, G. Bareham, J. and Bourner, T. (2001) The DBA in British Universities: Assessment and Standards. Quality Assurance in Education, 9(2): 61–71.

Salter, D. (2013) One University’s Approach to Defining and Supporting Professional Doctorates. Studies in Higher Education, 38(8): 1175–1184

Servage, L. (2009) Alternative and Professional Doctoral Programs: What Is Driving the Demand? Studies in Higher Education, 34(7): 765–79.

Stock, W. and Siegfried, J. (2013) One Essay on Dissertation Formats in Economics. American Economic Review, 103(3): 648–653.

Taylor, J. (2008) Quality and Standards: the Challenge of the Professional Doctorate. Higher Education in Europe, 33(1): 65–67.

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

Times Higher Education (2010) Beware Loss of Respect for Doctorates, UK Told. Times Higher Education, 16th September 2010: 17.

UK Council for Graduate Education (2002) Professional Doctorates. Dudley: UK Council for Graduate Education.

Wellington, J. and Sikes, P. (2006) A Doctorate in a Tight Compartment”: Why Do Students Choose a Professional Doctorate and What Impact Does It Have on Their Personal and Professional Lives? Studies in Higher Education, 31(6): 723–34.

Wildy, H., Peden, S. and Chan, M K, (2014) The Rise of Professional Doctorates: Case Studies of the Doctorate in Education in China, Iceland and Australia. Studies in Higher Education. DOI: 10.1080/03075079.2013.842968.

Wilkely, F. and Muschamp, Y. (2004) Pedagogical Implications of Working With Doctoral Students. Distance Education 25(1): 125–42.

Wisker, G, Robinson, G, Trafford, V., Creighton, M., and Warnes M. (2003) Recognising and Overcoming Dissonance in Postgraduate Student Research. Studies in Higher Education, 28(1): 91–105.

Zusman, A, (2013) What’s Driving the New Professional Doctorates? University World News: Issue 279, 6th July. 

Badley, G. (2009) Publish and Be Doctor-Rated: the PhD By Published Work. Quality Assurance in Education, 17(4): 331–42.

Bao, Y., Kehm, B. and Ma, Y. (2016) From Produce to Process: the Reform of Doctoral Education in Europe and China. Studies in Higher Education, DOI:10.1080/03075079.2016.1182481.

Briemer, L. and Mikhailidis (2020) Half a century and more of PhD theses by published papers. Sociometrics, 125: 813–816.

Cargill, M. and Smernik, R. (2015) Embedding Publication Skills in Science Research Training: a Writing Group Programme Based on Applied Linguistics Framework and Facilitated By a Scientist. Higher Education Research and Development. DOI: 10.1080/07294360.2015.1087382.

Chong, Sin Wang (2020) Demystifying commentary guidelines of PhD by published work in the UK: Insights from genre analysis. Innovations in Education and Teaching International. DOI: 10.1080/14703297.2020.1871396.

Churchill, M., Mendez, D., Crowe, M., Emtage, N. and Jones, R. (2021) Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia. International Journal of Doctoral Studies, 16: 689–713.

Dowling, R., Gorman Murray, A., Power, E., and Luzia, K, (Undated) Critical Reflections on Doctoral Research and Supervision in Human Geography: the PhD By Publication”. Journal of Geography in Higher Education, 36(2): 293–305.

Green, H. and Powell, S. (2005) Doctoral Study in Contemporary Higher Education. Buckingham: Open University Press.

Jackson, D. (2013) Completing a PhD By Publication: A Review of Australian Policy and Implications for Practice. Higher Education Research and Development, 32(3): 355–68.

Jump, P. (2015) Has the Traditional Academic Thesis – the Traditional Academic Gold Standard – Become Obsolete. Times Higher Education, 21st May: 38–40.

Kumar, V. (2011) Supervising Postgraduate Students: Reflections From Malaysia – in V.Kumar and A. Lee (Eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press: 24–36.

Kyvik, S. and Thune, T. (2015) Assessing the Quality of PhD Dissertations. A Survey of External Committee Members. Assessment and Evaluation in Higher Education, 40(5): 768–82.

Lee, A. (2010) When the Article Is the Dissertation: Pedagogies for a PhD By Publication – in C. Aitchison, B. Kamler and A. Lee (Eds.) Publishing Pedagogies for the Doctorate and Beyond. London, Routledge; 12–29.

Mason, S.,Morris, J. and Merga, M. (2021) Institutional and supervisory support for the Thesis by Publication. Australian Journal of Education, 65(1): 55–72.

Niven, P. and Grant, C. (2012) PhDs By Publications: An Easy Way Out? Teaching in Higher Education, 17(1): 105–11.

Powell, S. (2004) The Award of PhDs By Published Work in the UK. Dudley: UK Council for Graduate Education.

Pretorius, M. (2016) Paper-Based Theses as the Silver Bullet for Increased Research Outputs: First Hear My Story as a Supervisor. Higher Education Research and Development, DOI: 10.1080/07294360.2016.1208639.

Rigby, J. and Jones, B. (2020) Bringing the doctoral thesis by published papers into the Social Sciences and the Humanities: A quantitative easing? S small study of doctoral thesis submission rules and practice in two disciplines in the UK. Sociometrics, 124: 1387–1409.

Robinson, C. (2023) Mainstreaming the alternative thesis format in UK higher education: a systematic narrative review of institutional policies. Perspectives: Policy and Practice in Higher Education 27(4(: 145–149. DOI: 10.1080/13603108.2023.2239189.

Ross, J. (2021) Predatory journal jeopardise PhDs. Times Higher Education, 8th July: 9.

Sharmini, S. and Kumar, V. (2017) Examiners’ commentary on thesis with publications. Innovations in Education and Teaching International, DOI: 10.1080/14703297.2017.1294491.

Sharmini, S., Spronken-Smith, R. Golding, C. and Harland, T. (2014) Assessing the Doctoral Thesis When It Includes Published Work. Assessment and Evaluation in Higher Education, 40(1): 89–102.

Solli, K. and Nygaard, L. (2023) The doctorate in pieces: a scoping review of research on the PhD thesis by publication. Higher Education Research and Development, 42(4): 984–999.

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

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

Watts, J. (2012) To Publish or Not to Publish before Submission? Considerations for Doctoral Students and Supervisors. Creative Education 3: 1101–1107.

Wilson, K. (2002) Quality Assurance Issues for a PhD By Published Work: A Case Study. Quality Assurance in Education 10(2): 71–78.

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: 1–13.

Asongu, S., Nwachukwu, J. (2017) PhD by publication as an argument for innovation and technology transfer: With emphasis on Africa. Higher Education Quarterly, 72: 15–28.

Bao, Y., Kehm, B. and Ma, Y. (2016) From Product to Process: the Reform of Doctoral Education in Europe and China. Studies in Higher Education, DOI:10.1080/03075079.2016.1182481.

Biggs, M. and Buchler, D. (2009) Supervision in an Alternative Paradigm. The Journal of Writers and Writing Courses, Special Issue No 6.

Bolt, B. and Vincs, R. (2015) Straw Godzilla: Engaging the Academy and Research Ethics in Artistic Research Projects. Educational Philosophy and Theory,47(12): 1304–1318.

Boucher, C. and Smyth, A. (2004) Up Close and Personal: Reflections on Our Experience of Supervising Research Students Who Are Using Personal Reflective Techniques. Reflective Practice, 5(3): 345–55.

Candlin, F. (2000a) A Proper Anxiety: Practice-Based PhDs and Academic Unease. Working Papers in Art and Design 1(1). Birkbeck, University of London.

Candlin, F. (2000b) Practice-Based Doctorates and Questions of Academic Legitimacy. Journal of Art and Design Education, 19(1): 96–101.

Candy, L. (2006) Practice-Based Research: A Guide. Creativity and Cognition Studios, Sydney University of Technology.

Collinson, J.A. (2005) Artistry and Analysis: Student Experiences of UK Practice-Based Doctorates in Art and Design. International Journal of Qualitative Studies in Education, 18(6) 712–28.

Durling, D. (2002) Discourses on Research and the PhD in Design. Quality Assurance in Higher Education, 10(2): 79–85.

Duxbury, L. (2012) Opening the Door: Portals to Good Supervision of Creative Practice-Led Research – in Allpress, R., Barnacle, L. Duxbury, L. and E. Grierson (Eds.) Supervisory Practice for Postgraduate Research in Art, Architecture and Design. Rotterdam, Sense 15–23

Elkins, J. (2015) Six Cultures of the PhD – in M. Wilson and S. Van Ruiten (Eds.) Handbook for Artistic Research Education. Step-Change for Higher Arts Research and Education: 10–15.

Engels-Schwarzpaul, A. (2015) The Ignorant Supervisor: About Common Worlds, Epistemological Modesty and Distributed Knowledge. Educational Philosophy and Theory, 47(12): 1250–1264.

Green, H. and Powell, S. (2005) Doctoral Study in Contemporary Higher Education. Buckingham: Open University Press.

Grennan, S. (2015) Arts Practice and Research: Locating Alterity and Expertise. Journal of Art and Design Education, 34(2): 249–259.

Grove, J. (2016) Get Ready for PhD: the Musical. Times Higher Education, 2nd June 16.

Grove, J. (2019) Reliability of PhD is under threat, warn professors. Times Higher Education, 14th March: 6–7.

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

Hamilton, J. and Carson, S. (2013) 12 Principles for the Effective Supervision of Creative Practice Higher Research Degrees. Queensland University of Technology, Auckland University of Technology, Victorian College of the Arts and Melbourne Conservatorium of Music, University of New South Wales, University of Western Sydney.

Hamilton, J. and Carson, S. (2015) Speaking of Supervision: A Dialogic Approach to Building Higher Degree Research Supervision Capacity in the Creative Arts. Educational Philosophy and Theory, 47(12): 1348–1366.

Harrison, S. and Emmerson, S. (2009) The Challenges of Supervision of a Doctorate in Practice-Based Research in Music: Perceptions of Students and Supervisors. The Journal of Writers and Writing Courses, Special Issue No 6.

Haseman, B, (2006) A Manifesto for Performative Research. Media International Australia, 118(1): 98–106.

Hill, G. (2015) Strategies for evidencing the Frascatian notion of systematic creative work contributing to the body of knowledge: an example in academic’ cabaret. Action Learning, 21(2): 150–175.

Hockey, J. (2003) Art and Design Practice-Based Research Degree Supervision: Some Empirical Findings. Arts and Humanities in Higher Education, 2(2): 173–185.

Hockey, J. (2003) Practice-Based Research Degree Students in Art and Design: Identity and Adaptation. Journal of Art and Design Education, 22(1): 82–91.

Hockey, J. (2007) United Kingdom Art and Design Practice-Based PhDs: Evidence From Students and Their Supervisors. Studies in Art Education, 48(2): 155–171.

Hockey, J. and Allen-Collinson, J. (2000) The Supervision of Practice-Based Research Degrees in Art and Design. Journal of Art and Design Education, 19(3): 345–355.

Hockey, J. and Allen-Collinson, J. (2005) Identity Change Doctoral Students in Art and Design. Arts and Humanities in Higher Education 4(1): 77–93.

Kroll (2009) The Supervisor as Practice-Led Coach and Trainer: Getting Creative Writing Candidates Across the Finish Line. The Journal of Writers and Writing Courses, Special Issue No 6.

Lee Brien, D. and Williamson, R. (2009) Supervising the Creative Arts Research Higher Degree: Towards Best Practice. The Journal of Writers and Writing Courses, Special Issue No 6.

Linqvist, M. (2018) Reconstructing the doctoral publishing process: Exploring the liminal space. Higher Education Research and Development, DOI 10.1080/07294360.2018.1483323.

Malfoy, J. (2005) Doctoral Supervision, Workplace Research, and Changing Pedagogical Practices. Higher Education Research and Development, 24(2):165–78.

Malterud, N. Supervisors’ Support – Some Specific Challenges – in M. Wilson and S.Van Ruiten (Eds.) Handbook for Artistic Research Education. Step-Change for Higher Arts Research and Education: 60–65.

Mason, S. (2018) Publications in the doctoral thesis: challenges for doctoral candidates, supervisors, examiners and administrators. Higher Education Research and Development, DOI 10.1080.07294360.2018.1462307.

Mason, S. and Merga, M. (2018) Integrating publications in the social science doctoral thesis by publication. Higher Education Research and Development. DOI 10.1080/07294360.2018.1498641.

Paltridge, B, Starfield, S., Ravelli, L. and Nicholson, S. (2011) Doctoral Writing Is the Visual and Performing Arts: Two Ends of a Continuum. Studies in Higher Education, 37(8): 989‑1003.

Paltridge, B., Starfield, S., Ravelli, L. and Nicholson, S. (2011) Doctoral Writing in the Visual and Performing Arts: Issues and Debates. International Journal of Art and Design Education, 30(2): 242–254.

Rust, C., Mottram, J. and Till, J. (2007) Practice-Led Research in Art, Design and Architecture. Arts and Humanities Research Council, Sheffield Hallam University, Nottingham Trent University, the University of Sheffield.

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

Simmons, B. and Holbrook, A. (2012) From Rupture to Resonance: Uncertainty and Scholarship in Fine Art Research Degrees. Arts and Humanities in Higher Education, 122(2–3): 204–221.

Stock, C. (2009) Choreographing Research: Supervising the Dancing Thesis. The Journal of Writers and Writing Courses, Special Issue No 6. Accessed 12th August 2013.

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

UK Council for Graduate Education (2001) Research Training in the Creative and Performing Arts and Design. Dudley: UK Council for Graduate Education.

Webb, J., and Lee Brien, D. (2016) Examining the Creative Arts Doctorate in Australia: Implications for Supervisors. Educational Philosophy and Theory, 47(12): 1319–1329.

Winter, R., Griffiths, M., & Green, K. (2000) The Academic” Qualities of Practice: What Are the Criteria for a Practice-Based PhD? Studies in Higher Education, 25(1): 25–37.

Assbing, L. and Nuur, C. (2017) What’s in it for industry? A case study on collaborative doctoral education in Sweden. Industry and Higher Education, 3(3): 184–194.

Bao, Y., Kehm, B. and Ma, Y. (2016) From Produce to Process: the Reform of Doctoral Education in Europe and China. Studies in Higher Education, DOI:10.1080/03075079.2016.1182481.1–18.

Borrell-Damian, L., Brown, T., Dearing A., Font, J. Hagen, S., Metcalfe, J. and Smith, J. (2010) Collaborative Doctoral Education: University-Industry Partnerships for Enhancing Knowledge Exchange, Higher Education Policy, 23:493–514.

Centre for Economic and Business Research (2011) Analysis of the Industrial PhD Programme. Danish Agency for Science, Technology and Innovation.

Compagnucci, L. and Spigarelli, F. (2024) Industrial doctorates: a systematic literature review and future research agenda. Studies in Higher Education. DOI: 10.1080/03075079.2024.2362407.

Cuthbert, D. and Molla, T. (2014) PhD Crisis Discourse: A Critical Approach to the Framing of the Problem and Some Australian Solutions”. Higher Education.

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

EUACDE (2022) Co-tutelles in European universities: concept, aims and implementation.

European Commission (2011) Report on Mapping Exercise on Doctoral Training in Europe. European Commission, Brussels.

European Commission (2017) European Industrial Doctorates – towards increased employability and innovation. Final Report. Brussels, European Commission.

Deicke, W., Moes, J. and Siemans, J. (2016) Collision and Coalescence – German and British Cultures in Doctoral Education. In P. Blessinger and D. Stockley (eds.) Emerging Directions in Doctoral Education (Innovations in Higher Education Learning and Teaching, Volume 6). Bingley, UK: Emerald: 149- 169.

Frick, L., McKenna, S., and Mathama, E. (2016) Death of the PhD: When Industry Partners Determine Doctoral Outcomes. Higher Education Research and Development. DOI: 10.1080/07294360.2017.1263467.

Halse, C. and Mowbray, S. (2011) The impact of the doctorate. Studies in Higher Education, 36(5): 513–525.

Harman, K. (2004) Producing Industry-Ready” Doctorates: Australian Cooperative Research Centre Approaches to Doctoral Education. Studies in Continuing Education, 26(3): 387–404.

Houston, G. (2024) How Supervisory Practice is Shaped and Developed. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 61–73.

Hoyne, G., Alessandrini, J. and Fellman, M. (2016) Doctoral Education for the Future: through the Looking Glass. In P. Blessinger and D. Stockley (eds.) Emerging Directions in Doctoral Education (Innovations in Higher Education Learning and Teaching, Volume 6). Bingley, UK: Emerald: 21–38.

Innovation Fund Denmark (2015) Guidelines for Industrial PhD.

Kolmos, A., Kofoed, B, and Du, X. (2008) PhD Students’ Work Conditions and Study Environment in University- and Industry-Based PhD Programmes. European Journal of Engineering Education, 33(5): 539–50.

Malfoy, J. (2011) The Impact of University-Industry Research on Doctoral Programmes and Practices. Studies in Higher Education, 36(5): 571–84.

Manthunga, C., Pitt, R., Cox, L., Boreham, P., Mellick, G and Lant, P. (2012) Evaluating Industry-Based Doctoral Research Programmes: Perspectives and Outcomes of Australian Cooperative Research Centre Graduates. Studies in Higher Education, 37(7): 843–858.

Mendoza, P. (2007) Academic Capitalism and Doctoral Student Socialization: A Case Study. The Journal of Higher Education, 78(1): 71–96.

Morris, S., Pitt, R., Manathunga, C. (2011) Students’ Experiences of Supervision in Academic and Industrial Settings: Results of an Australian Study. Assessment and Evaluation in Higher Education, (37(5): 619–36.

Patricio, M. and Santos, P. (2020) Collaborative Research projects in doctoral programs: a case study in Portugal, Studies in Higher Education, 45(11): 2311–2323.

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

Ori, M. (2013) The Rise of Industrial PhDs. University World News, 13th December.

Reid, L. and McCormick, A. (2010) Knowledge Transfer At the Research-Policy Interface: The Geography Postgraduates, Experiences of Collaborative Studentships. Journal of Geography in Higher Education, 34(4): 529–539.

Robinson, D. (2013) Corrupting research integrity. In G. Sweeney, K. Despota, and Linder, S. (eds) Global Corruption Report: Education, Transparency International. Abingdon, Routledge: 202–210.

Santos, P., Veloso, L. Urze, P. (2020) Students matter: the role of doctoral students in university-industry collaborations. Higher Education Research and Development. DOI 10.1080/07294360.2020.1814702.

Sense, A. (2014) Work-Based Research Degrees: Systematic Cultivation Through a University-Industry Network Space. Studies in Higher Education. DOI:10/1080/03075079.2014.966665.

Strengers, Y. (2012) Interdisciplinarity and Industry Collaboration in Doctoral Candidature: Tensions With and Between Discourses. Studies in Higher Education, DOI:10.1080/03075079.2012.709498.

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

The Research Council of Norway (2015) Industrial PhD.

Thule, T. (2009) Doctoral Students on the University-Industry Interface: A Review of the Literature. Higher Education, 58: 637–51.

Thune, T. (2010) The Training of Triple Helix Workers”? Doctoral Students in University-Industry-Government Collaborations. Minerva, 48: 463–483.

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

van den Hoven, E. and Connell, J. (2016) Joint Supervision Across Countries: Changes, Challenges and Considerations. In P. Blessinger and D. Stockley (eds.) Emerging Directions in Doctoral Education (Innovations in Higher Education Learning and Teaching, Volume 6). Bingley, UK: Emerald: 259- 280.

Williams, A., Jones, M., Jonsson, R. Harris, R., and Mulvany, M. (2019) A comparison of doctoral training for some UK and Scandinavian graduate programmes: learning from each other. FEBSOpen Bio 9: 830–839.

Camden, B. (2020) Minister forces employers to drop PhD apprenticeship plans. FEWEEK, 15th June.

Senior, R., Cleaver, E., Queiros, G., King, H. and Barnett, K. (2020) Doctoral Apprenticeships and the ladder of opportunity’. Higher Education, Skills and Work-Based Learning 10(4): 675–685.

7 RECRUITMENT AND SELECTION

Baschung, L. (2016) Identifying, Characterising and Assessing New Practices in Doctoral Education. European Journal of Education, 51(4): 522–534.

Becher, T., Henkel, M., and Kogan, M. (1994) Graduate Education in Britain. London: Jessica Kingsley.

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (2022) The Role of the Supervisor in PreApplication Doctoral Communications: Project Brief. Coventry: Department of Education Studies, University of Warwick.

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

Grasso, M., Barry, M. and Valentine, T. (2009) A Data-Driven Approach to Improving Doctoral Completion. Washington DC, Council of Graduate Schools.

Guerin, C., Jayataka, A. and Ranasinghe, D. (2014) Why Start a Higher Degree By Research? An Exploratory Factor Analysis of Motivations to Undertake Doctoral Studies. Higher Education Research and Development. DOI: 10.1080/07294360.2014.934663.

Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (2024) Seeking supervisability: the inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions. Research Papers in Education. DOI: 10.1080/02671522,2024,2349989.

Jasper, D., Kolocotroni, V. and Smith, A. (2007) Supervision of Research Students With Dyslexia: Toward a Code for Best Practice. Glasgow, University of Glasgow and Higher Education Academy Subject Centre for Philosophical and Religious Studies. 

Kiley, M. and Austin, A. (2000) Australian Postgraduate Students’ Perspectives, Preferences and Mobility. Higher Education Research and Development, 19(1): 75–88.

Luneta, K. (2023) Recruitment and Selection of Doctoral Candidates in K. Luneta, J. Golding, H. Kapenda, and P Phiri Nalube (Eds.) Doctoral Supervision in Southern Africa. Cham, Switzerland, Springer: 41–58.

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.

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.

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

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

Pasztor, A. and Wakeling, P. (2018) All PhDs are equal but…Institutional and social Stratification in access to the doctorate. British Journal of Sociology of Education, 39(7): 982–997.

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

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

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

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.

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.

Bowden, D. Borrego, L. and Newswander, L. (2011) Student Socialization in Interdisciplinary Doctoral Education. Higher Education, 62: 741–755.

Corbyn, A. (2008) Taboo but True: PhD Students Not Up to Scratch”. Times Higher Education, 20th November: 7.

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

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

Gill, J. (2009) A Taboo” Topic is Aired on the Web. Times Higher Education, 8th January: 7.

Grasso, M., Barry, M. and Valentine, T. (2009) A Data-Driven Approach to Improving Doctoral Completion. Washington DC, Council of Graduate Schools.

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

Han, Y. and Xu, Y. (2021) Unpacking the Emotional Dimension of Doctoral Supervision: Supervisors’ Emotions and Emotional Regulation Strategies/​Frontiers in Psychology, 12: 1–11.

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

Hog Utoft, E., and Cecchim, M. (2022) Without him, I probably wouldn’t be here at all ‑The micro-politics of early career sponsorship in higher education. European Journal of Higher Education. DOI: 10.1080/21568235.2022.2142147.

Houston, G. (2024) Maintaining Motivation Through the Middle Stages: Supporting Progress, Academic Writing and Feedback. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 112–136.

Jung, J., Li, H. and Horta, H. (2023) Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities. Assessment and Evaluation in Higher Education. DOI: 10.1080/02602938.2023.217595.

Luneta, K. (2024) Recruitment and Selection of Doctoral Candidates in K. Luneta, J. Golding, H. Kapenda, and P Phiri Nalube (Eds.) Doctoral Supervision in Southern Africa. Cham, Switzerland, Springer: 41–58.

Mantai, L. and Marrone, M. (2022) Identifying skills, qualifications, and attributes expected to a PhD. Studies in Higher Education, DOI 10.1080/03075079.2022.206.1444.

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.

Natural Environment Research Council (2021) Best Practice Principles in Recruitment and Training at Doctoral Level. Natural Environment Research Council.

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.

Miller, C., Zwickl, B., Posselt, J., Silvestrini, R. and Hodapp, T. (2019) Typical physics PhD admissions criteria limit access to underrepresented groups but fail to predict doctoral completion. Science Advances, 5(1): 1–8.

Neumann, D. (2007) Policy and Practice in Doctoral Education. Studies in Higher Education, 32(4): 459–73.

Okorocha, E. (2000) Supervising International Research Students. London: Society for Research into Higher Education.

Pelis, R. (2018) Millions in public funding award to UK PhD applicants without interview. Times Higher Education, 3rd May: 8.

Phillips, E. and Pugh, D. (2010) How to Get a PhD. 5th Edn. Buckingham: Open University Press.

Pieper, B. and Krsmanovic, M. (2023) Faculty perceptions on (implicit) bais during the graduate admission review process> Studies in Graduate and Postdoctoral Education, 11(2): 117–133. DOI: 10.1106/SGPE-06–2022.0040.

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

Styczynska, N. and Zubec, M. (2020) Jagiellonian University, Poland.. In M. Byram and M. Stoicheva (eds.) The Doctorate as Experience in Europe and Beyond: Supervision, language, Identities. Abingdon, Routledge: 89–106.

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.

Sutton, A. (2020) Rethinking the PhD. Great Britain, Amazon.

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

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

University of Nottingham Researcher Academy (2022) EDI in PRG Recruitment Guide.

Alexander, A. and Davis, I. (2014) Fit to Supervise? Times Higher Education, 20th February: 35

Alexander, D. and Davis, I. (2018) The PhD system under pressure: an examiner’s viewpoint. Quality Assurance in Education, 27(1): 2–12.

Anonymous (2017a) I have never felt so helpless in my life.’ Times Higher Education, 1st June: 36.

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

Bean, T.W., Readence, J.E., Barone, D.M. and Sylvester, T. (2004) An Interpretive Study of Doctoral Mentoring in Literacy. Mentoring and Training, 12 (3): 371–381.

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

Engebretson, K., Smith, K., McLaughlin, D., Seibold, C., Ryan, E. (2008) The Changing Reality of Research Education in Australia and Implications for Supervision: A Review of the Literature. Teaching in Higher Education, 13(1): 1–15.

Graham, A. and B. Grant (1997) Managing More Postgraduate Research Students. Oxford, Oxford Centre for Staff Development.

Green, H. and Powell, S. (2005) Doctoral Study in Contemporary Higher Education. Buckingham: Open University Press.

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.

Hockey, J. (1996) Motives and Meaning Among PhD Supervisors in the Social Sciences. British Journal of Sociology of Education, 17(4): 489–506.

Ives, G. and Rowley, G. (2005) Supervisor Selection or Allocation and Continuity of Supervision: PhD Students’ Progress and Outcomes. Studies in Higher Education, 30(5): 535–55.

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

Lynch, S. (2008) Happy days: Why PhD students need a helping hand from their supervisors. Independent, 14th February.

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

Phillips, E. and Pugh, D. (2010) How to Get a PhD. 5th Ed. Buckingham: Open University Press.

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.

Melrose, M. (2001) Developing a Workload Policy for Postgraduate Supervisors – in Inaugural New Zealand Conference Innovation and Links, Research Management and Development & Postgraduate Education. New Zealand, Auckland: University of Technology.

Roed, J. (2012) Labour of Love: Emotions and Identities in Doctoral Supervision. EdD. Thesis, University of Sussex.

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.

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

Wang, F., Zeng, L., Zhu, A and King, R. (2023) Supervisors matter but what about peers? The distinct contributions of quality supervision and peer support to doctoral students’ research experience. Studies in Higher Education, DOI: 10.1080/03075079.2023.2212054,

8 PROFESSIONAL RELATIONSHIPS – CANDIDATES

Everitt, J. (2024) Learning from doctoral supervisors’ and candidates’ reflections on a supervisory model. Innovations in Education and Teaching International.

Han, J., Jin, L. and Yin, H. (2024) Supervisors’ emotional regulation in research supervision: navigating dilemmas in an accountability-based context. Higher Education.

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

Acker, S., Hill, T. and Black, E. (1994) Thesis Supervision in the Social Sciences: Managed Or Negotiated? Higher Education, 28: 483–98.

Akerlind, G. and MCAlpine, L. (2015) Supervising Doctoral Students: Variation in Purpose and Pedagogy. Studies in Higher Education, DOI:10.1080/03075079.2015.1118031.

Bartlett A. and Mercer, G. (2000) Reconceptualising Discourses of Power in Postgraduate Pedagogies. Studies in Higher Education, 5(2): 195–204.

Barnes, B.J. and Austin, A.E. (2009) The Role of Doctoral Advisors: A Look At Advising From the Advisor’s Perspective. Innovative Higher Education, 33:297–315.

Boucher, C. and Smyth, A. (2004) Up Close and Personal: Reflections on Our Experience of Supervising Research Students Who Are Using Personal Reflective Techniques. Reflective Practice, 5(3): 345–55.

Boud, D. and Lee, A. (2005) Peer Learning” as Pedagogic Discourse for Research Education. Studies in Higher Education, 30(5): 501–16

Brew, A. and Pesata, T (2004) Changing Postgraduate Supervision Practice: A Programme to Encourage Learning Through Reflection and Feedback. Innovations in Education and Teaching International, 41(1): 5–22.

Bruce, C. and Stroodley, I. (2011) Experiencing Higher Degree Research Supervision as Teaching. Studies in Higher Education, 38(2): 226–241.

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English, S., Flaherty, A., and English A. (2018) Gaslit: An Examination of Bullying on Doctoral Students. Perspectives on Social Work, 13(1): 20–32.

Evans, W. (2023) Bullying is a feature of UK research universities, not a bug. Times Higher Education, 11th August: 26.

Hunter, J., McKernan, R., Rankin, S., Barroso, I., Lechler, R., Brady. M/., Rees, G., Riley. E., Stewart. P. and Teichmann, S. (2020) Seven Principles to change the UK’s research culture. Times Higher Education, August 6th.

Ljoyemi (2021) It’s time to take on bullying supervisors. Times Higher Education, 11th November: 32.

Matthews, D. (2021) PhD agreements protect students from bullying. Times Higher Education, 1st April: 6–7.

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

Woolston, C. (2019) PhD Poll Reveals Fear and Joy, Content and Anguish, Nature, 575, 14th November: 403.

Barnacle, R. , Cuthbert, D., Hall, A. and Sidelil, L. (2022) Respect@Uni: A feminist insider perspective on respect-based culture change in higher education. Critical Studies in Education, DOI: 10.1080/1175084872143837.

Cheng, M. amd Lueng, M‑L. (2021) I’m not the only victim” student perceptions of exploitative supervision relation in doctoral degree. Higher Education.

Cohen, A. and Baruch, Y. (2022) Abuse and Exploitation of Doctoral Students: A Conceptual Model for Traversing a Long and Winding Road. Journal of Business Ethics 180: 505–522.

Asmar, C. (1999) Is there a gendered agenda in academia? The research experience of male and female PhD graduates in Australian universities. Higher Education, 38: 255–73.

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.

Cactus Foundation (2020) Joy and Stress Triggers: A Global Survey on mental health among researchers. Cactus Communications.

Chakraverty, D. and Rishi, M (2021) Imposter Phenomenon and Discipline-Specific Experiences of Violence in Scient, Technology, Engineering and Mathematics. Violence and Gender. DOI: 10.1089/vio.2021.0025.

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

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.

Gardner, S.K. (2008) What’s too much and what’s too little”: The Process of Becoming an Independent Researcher in Doctoral Education. Journal of Higher Education, 79(3): 326–350.

Hopwood, N. and Paulson, J. (2012) Bodies in narratives of doctoral students’ experience. Studies in Higher Education, 37(6): 662–81.

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.

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

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.

Woolston, C. (2019) PhD Poll Revelas Fear and Joy, Content and Anguish, Nature, 575, 14th November: 403.

Bloom, B., Raine Sorin, C., Wagman, J. and Oaks, L. (2021) Employees, Advisees and Emerging Scholars: A Qualitative Analysis of Graduate Students’ Roles and Experiences of Sexual Violence and Sexual Harassment on College Campuses. Sexuality and Culture, 25: 1653–1672.

Bull, A., Bradley, A., Kanyeredri, A., Page, T., Shi Chi Chi, and Wilson, J. (2023) Professional boundaries between faculty/​staff and students in UK higher education: students’ levels of comfort with personal and sexualised interactions. Journal of Further and Higher Education. DOI 10.1080/0309877X.2023.2226612.

Bull, A. and Rye, R. (2018) Silencing Students: Institutional Responses to Staff Sexual Misconduct in UK Higher Education. The 1752 Group/​University of Portsmouth. Portsmouth, UK.

Cactus Foundation (2020) Joy and Stress Triggers: A Global Survey on mental health among researchers. Cactus Communications.

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.

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.

Hunter, J., McKernan, R., Rankin, S., Barroso, I., Lechler, R., Brady. M/., Rees, G., Riley. E., Stewart. P. and Teichmann, S. (2020) Seven Principles to change the UK’s research culture. Times Higher Education, August 6th.

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

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

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

Metcalfe, J., Wilson, S., Levecque, K. (2018) Exploring wellbeing and mental health and associated support services for postgraduate researchers. Cambridge: Vitae, Careers Research and Advisory Centre Ltd.

Morris, S. (2011) Taking the Angst Out of Authorship Dilemmas. In V. Kumar and A. Lee (eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press.

Woolston, C. (2019) PhD Poll Revelas Fear and Joy, Content and Anguish, Nature, 575, 14th November: 403.

Barnacle, R. , Cuthbert, D., Hall, A. and Sidelil, L. (2022) Respect@Uni: A feminist insider perspective on respect-based culture change in higher education. Critical Studies in Education, DOI: 10.1080/1175084872143837.

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

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

Denicolo, P., Duke, D. and Reeves, J. (2020) Delivering Inspiring Doctoral Assessment. Sage, London.

9 CO-SUPERVISION

Amor, C. and Grubbstrom, A. (2023) Challenging from the start’: novice doctoral co-supervisor experiences of supervision culture and practice. Higher Education Research and Development, DOI: 10.1080/07294360,2023,221805.

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.

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.

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.

Kalman, O., Horvath, L., Kardos, D., Kozma, B„ Feylsa, M. and Ronay, Z. (2022) Review of benefits and challenges of co-supervision in doctoral education. European Journal of Education, 00: 1–17.

Kumar, V. and Wald, N. (2022) Ambiguity and peripherality in doctoral co-supervision workload allocation. Higher Education Research and Development, DOI. 10.108007294360.2022.2115984.

Kumar V., and Wald, N. (2024) Introduction. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 1–6

Kumar V., and Wald, N. (2024) Conclusion. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 159–175.

Marchbank, J. (2022) Exploring different examination practices. In R. Twinley and G. Letherby (eds.) The Doctoral Journey as an Emotional, Embodied, Political Experience. London, Routledge: 94–106.

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

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

Wald, N., Kumar, V., and Sanderson, L. (2022) Enhancing co-supervision practice by setting expectations in structured discussion using a research-informed tool. Higher Education Research and Development, DOI: 10.1080/07294360.2022.2082390.

Araujo de sa, M., Costa, N, Guerra, C. Lopes, B., Lourenco, M. and Pinto, S. (2020) University of Aveiro, Portugal. in M. Byram and M. Stoicheva (eds.) The Doctorate as Experience in Europe and Beyond: Supervision, language, Identities. Abingdon, Routledge: 15–51.

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.

Clegg, K. (2024) A team approach to PhD supervision. WONKHE Comment, 26th March.

Guerin, C., Green, I., and Bastalich, W. (2011) Big Love: Managing a Team of Research Supervisors – in V.Kumar and A. Lee (Eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press: 138–153.

Guerin, C. and Green, I. (2015) They’re the Bosses”: Feedback in Team Supervision. Journal of Further and Higher Education, 39(3): 320–335.

Guerin, C. (2024) Australia. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 7–20.

Hansson, E. and Schmidt, M. (2023) A small pawn in a big game”: an exploration of doctoral students’ experience of co-supervisory arrangements. Journal of Further and Higher Education.

Hakkarainen, K., Hytonen, K. Makkonen, J. and Lehtinen, E. (2016) Extending Collective Practices of Doctoral Education From Natural to Educational Sciences. Studies in Higher Education, 41(1): 63–78.

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: 154–171.

Houston, G. (2024) How Supervisory Practice is Shaped and Developed. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 61–73.

Humphrey, R., Marshall, N. and Leonardo, L. (2012) The Impact of Research Training and Research Codes of Practice on Submission of Doctoral Degrees: An Exploratory Cohort Study. Higher Education Quarterly, 66(1):47–64.

Kalman, O., Horvath, L., Kardos, D., Kozma, B„ Feylsa, M. and Ronay, Z. (2022) Review of benefits and challenges of co-supervision in doctoral education. European Journal of Education, 00: 1–17.

Kapenda, H. (2023) Supervisory Relationships with Co-supervisors. In K. Luneta, J. Golding, H. Kapenda, and P Phiri Nalube (Eds.) Doctoral Supervision in Southern Africa. Cham, Switzerland, Springer: 71–85.

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.

Kumar V., and Wald, N. (2024) Introduction. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 1- 6.

Lahenius, K. and Ikavalko, H. (2012) Joint Supervision Practices in Doctoral Education – A Student Experience. Journal of Further and Higher Education. DOI:10.1080/0309877X.2012.706805.

Manathunga, C. (2012) Supervisors Watching Supervisors: The Deconstructive Possibilities and Tensions of Team Supervision. Australian Universities Review, 54(1): 29–37.

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.

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.

Olmos-Lopez, P. (2024) Mexico. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 51- 64.

Paul, P. Olson, J. and Gul, R. (2014) Co-Supervision of Doctoral Students: Enhancing the Learning Experience. International Journal of Nursing Education Scholarship, 11(1): 1–8.

Peters, R. (1997) Getting What You Came For: a Smart Student’s Guide to Earning a Masters Or a PhD. New York, Noonday Publishing.

Pearson, M. (1996) Professionalising PhD Education to Enhance the Quality of the Student Experience. Higher Education 32(3) 303–20.

Pyhalto, K., Tikkanen, L. and Anttila, H. (2023) The more the merrier: PhD supervisors’ perspectives in engaging in co-supervision. Innovations in Education and Teaching International

Robertson, N, (2016) Team Modes and Power: Supervision of Doctoral Students. Higher Education Research and Development, DOI:10.1080/07294360.2016.1208157.

Singh, M. and Bakar, F. (2024) Malaysia. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 41- 50.

Spooner-Lane, R., Henderson, D., Price, R. and Hill, G. (2008) Practice to Theory: Co-Supervision Stories. The International Journal of Research Supervision. 1(1): 39–51. Retrieved 12th August 2013.

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

Terentev, E. and Kutznetsov, P. (2024) Russia. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 75–86.

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.

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

Watts, J. (2010) Team Supervision of the Doctorate: Managing Roles, Relationships and Contradictions. Teaching in Higher Education, 15(3): 335–39.

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

Almlov, C. and Viberg, H. (2024) Sweden. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 113–126.

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.

Cardoso, S. (2023) Are Portuguese doctoral candidates on board with changes to supervision? The Doctoral Debate. EUA Council for Doctoral Education.

Corner, S., Lofstrom, E., Pyhalto, K. (2017) The relationship between doctoral students’ perceptions of supervision and burnout. International Journal of Doctoral Studies, 12: 91–106.

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.

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

Golde, C., Bueschel, A., Jones, L. and Walker, G. (2006) Apprenticeship and Intellectual Community: Lessons From the Carnegie Initiative on the Doctorate.

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.

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).

Guerin, C. (2024) Australia. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 7–20.

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.

Hansson, E. and Schmidt, M. (2023) A small pawn in a big game”: an exploration of doctoral students’ experience of co-supervisory arrangements. Journal of Further and Higher Education.

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.

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: 154–171.

Houston, G. (2024) How Supervisory Practice is Shaped and Developed. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 61–73.

Kalman, O., Horvath, L., Kardos, D., Kozma, B„ Feylsa, M. and Ronay, Z. (2022) Review of benefits and challenges of co-supervision in doctoral education. European Journal of Education, 00: 1–17.

Kapenda, H. (2023) Supervisory Relationships with Co-supervisors. In K. Luneta, J. Golding, H. Kapenda, and P Phiri Nalube (Eds.) Doctoral Supervision in Southern Africa. Cham, Switzerland, Springer: 71–85.

Kumar, V. (2011) Supervising Postgraduate Students: Reflections From Malaysia – in V.Kumar and A. Lee (Eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press: 24–36.

Kumar V., and Wald, N. (2024) Introduction. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 1- 6. 

Kumar V., and Wald, N. (2024) Conclusion. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 159–175.

Loan-Clarke, J. and Preston, D. (2002) Tensions and Benefits in Collaborative Research Involving a University and Another Organisation. Studies in Higher Education, 27(2): 170–85.

Malfoy, J. (2011) The Impact of University-Industry Research on Doctoral Programmes and Practices. Studies in Higher Education, 36(5): 571–84.

Manathunga, C. Lant, P. and Mellick, G. (2006) Imagining an Interdisciplinary Doctoral Pedagogy. Teaching in Higher Education 11(3): 365–79.

Manathunga, C. (2012) Supervisors Watching Supervisors: The Deconstructive Possibilities and Tensions of Team Supervision. Australian Universities Review, 54(1): 29–37.

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.

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.

Olmos-Lopez, P/​and Sunderland, J. (2017) Doctoral supervisors’ and supervisees’ responses to co-supervision. Journal of Further and Higher Education, 41(6): 727–740.

Olmos-Lopez, P. (2024) Mexico. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 51- 64.

Parry, O., Atkinson, P. and Delamont, S. (1997) The Structure of Ph.D Research. Sociology, 1997, 31 (1): 121–129.

Paul, P. Olson, J. and Gul, R. (2014) Co-Supervision of Doctoral Students: Enhancing the Learning Experience. International Journal of Nursing Education Scholarship, 11(1): 1–8.

Pyhalto, K., Tikkanen, L. and Anttila, H. (2023) The more the merrier: PhD supervisors’ perspectives in engaging in co-supervision. Innovations in Education and Teaching International.

Robertson, N, (2016) Team Modes and Power: Supervision of Doctoral Students. Higher Education Research and Development, DOI:10.1080/07294360.2016.1208157.

Robertson, N. (2017) Trust: the power that binds in team supervision of doctoral students. Higher Education Research and Development. DOI: 10.1080/07294360.2017.1325853.

Roed, J. (2012) Labour of Love: Emotions and Identities in Doctoral Supervision. EdD. Thesis, University of Sussex. Accessed 23rd April 2015.

Salminen-Karlsson, M. and Wallgren, L. (2008) The Interaction of Academic and Industrial Supervisors in Graduate Education. Higher Education, 56: 77–93.

Spooner-Lane, R., Henderson, D., Price, R. and Hill, G. (2007) Practice to Theory: Co-Supervision Stories. The International Journal of Research Supervision. 1(1): 39- 51. Retrieved 1st May 2014.

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

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

Wadesango, N. and Machingambi, S. (2011) Post Graduate Students’ Experiences With Research Supervisors. Journal of Sociology and Social Anthropology,2(1): 31–37.

Wilkin, C., Khosa, A. and Burch, S. (2022) Identity in Doctoral Supervision: Perspectives on Agency and Structure. The Journal of Higher Education. https//doi.org.10.1080/00221546.2022.2089513.

Wisker, G. and Robinson, G. (2013) Doctoral Orphans”: Nurturing and Supporting the Success of Postgraduates Who Have Lost Their Supervisors. Higher Education Research and Development. 32(2): 300–313.

Younglove-Webb, Y., Gray, B., Abdalla, C., and Thurow, A. (1999) The Dynamics of Multidisciplinary Research Teams in Academia. The Review of Higher Education, 22: 425–40.

Almlov, C. and Viberg, H. (2024) Sweden. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 113–126.

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.

Cardoso, S. (2023) Are Portuguese doctoral candidates on board with changes to supervision? The Doctoral Debate. EUA Council for Doctoral Education.

Geurin, C., Green, I., and Bastalich, W. (2011) Big Love: Managing a Team of Research Supervisors – in V.Kumar and A. Lee (Eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press: 138–153.

Geurin, C. and Green, I. (2013) They’re the Bosses”: Feedback in Team Supervision. Journal of Further and Higher Education, DOI:10.1080/0309877X.2013.83109.

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).

Hakkarainen, K., Hytonen, K. Makkonen, J. and Lehtinen, E. (2016) Extending Collective Practices of Doctoral Education From Natural to Educational Sciences. Studies in Higher Education, 41(1): 63–78.

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.

Kiley, M. (2016) Possible Issues to Discuss With Co-Supervisors. Workshop Handout.

Olmos-Lopez, P/​and Sunderland, J. (2017) Doctoral supervisors’ and supervisees’ responses to co-supervision. Journal of Further and Higher Education, 41(6): 727–740.

Olmos-Lopez, P. (2024) Mexico. In V. Kumar and N.Wald (Eds.) Global Perspectives on Enhancing Doctoral Co-Supervision. Singapore, Springer: 51- 64.

Paul, P. Olson, J. and Gul, R. (2014) Co-Supervision of Doctoral Students: Enhancing the Learning Experience. International Journal of Nursing Education Scholarship, 11(1): 1–8.

Ramathan, L., Cassim, T., and Pather, E. (2023) A Supervision-led Cohort Model of Supervising Postgraduate Students: A Reflective Account. In M. Samuel and H, Mariaye (Eds.) Transforming Graduate Education in Africa. CALL Publishers (ply.) Ltd: KwaZulu Natal, South Africa: 119–140. DOI:10.29086/978–0‑9869937–3‑2/2023/AASBS14.

Robertson, N. (2017) Trust: the power that binds in team supervision of doctoral students. Higher Education Research and Development. DOI: 10.1080/07294360.2017.1325853.

Spooner-Lane, R., Henderson, D., Price, R. and Hill, G. (2007) Practice to Theory: Co-Supervision Stories. The International Journal of Research Supervision. 1(1): 39–51.

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

Wald, N., Kumar, V., and Sanderson, L. (2022) Enhancing co-supervision practice by setting expectations in structured discussion using a research-informed tool. Higher Education Research and Development, DOI: 10.1080/07294360.2022.2082390.

Watts, J. (2010) Team Supervision of the Doctorate: Managing Roles, Relationships and Contradictions. Teaching in Higher Education, 15(3): 335–39.

Wilmot, K. and McKenna, S. (2023) Collaboration, Collegiality, 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.

Hakkarainen, K., Hytonen, K. Makkonen, J. And Lehtinen, E. (2014) Extending collective practices of doctoral education from natural to educational sciences. Studies in Higher Education, DOI: 10.1080/03075079.2014.914910.

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.

Burnett, P. (1999) The Supervision of Doctoral Dissertations Using a Collaborative Cohort Model. Counsellor Education and Supervision, 39(1): 46–52.

Choy, S., Delahaye, B. and Saggers, B. (2015) Developing learning cohorts for postgraduate research degrees. Australian Educational Research (42): 19–34.

de Lange, N., Pillay, G. and Chikoko, V. (2011) Doctoral learning: a case for a cohort model of supervision and support. South African Journal of Education, 31: 15–30.

Govender, K. and Dhunpath, R. (2013) Harmony and Conflict in A PhD Cohort Supervision Model. Alternation, 9: 219–247. DOI: 10.1007/978–981-10–5249-1_10.

Jacobs, L. (2020) Cohort supervision as an approach at postgraduate level.: A conceptual framework for an open distance-learning university. Masters of Higher Education thesis, Stellenbosch University.

Smith, K. (2022) Developing a signature pedagogy for doctoral education. European Journal of Education, 57: 438–451.

Wisker, G., Robinson, G. and Shacham, M. (2007) Postgraduate research success: communities of practice involving cohorts, guardian supervisors and online communities. Innovations in Education and Teaching International, 44(3): 301–320.

Wrigley, C., Wolifson, P. and Matthews, J. (2021) Supervising cohorts of higher degree research students: design catalysts for industry and innovation. Higher Education, 81(6): 1177–1196.

Alebaikan, R., Bain, Y. and Cornelius, S. (2023) Experience of distance doctoral supervision in cross-cultural teams. Teaching in Higher Education, 28(1): 17–34.

10 ACADEMIC GUIDANCE AND SUPPORT 1) APPROACHING RESEARCH

Bills, D. (2004) Supervisors’ Conceptions of Research and the Implications for Supervisor Development. International Journal for Academic Development, 9(1) 85–97.

Collinson, J.A. (2005) Artistry and Analysis: Student Experiences of UK Practice-Based Doctorates in Art and Design. International Journal of Qualitative Studies in Education, 18(6) 712–28.

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.

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.

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11 ACADEMIC GUIDANCE AND SUPPORT 2) THE RESEARCH PROJECT

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12 WRITING AND FEEDBACK

Aitchison, C., Catterall, J., Ross, P. and Burgin, S. (2012) Tough Love and Tears: Learning Doctoral Writing in the Sciences. Higher Education Research and Development, 31(4): 435–47.

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Maher, D. Seaton, L., McMullen, C., Fitzgerad, T., Otsuji, E. and Lee, A. (2008) Becoming and Being Writers: The Experiences of Doctoral Students in Writing Groups. Studies in Continuing Education, 30(3): 263–75.

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.

Kumar, V. (2011) Supervising Postgraduate Students: Reflections From Malaysia in V.Kumar and A. Lee (Eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press: 24–36.

Lyall, C., Meagher, L. and Tait, J. (2008) A Short Guide to Supervising Interdisciplinary PhDs, Institute for the Study of Science Technology and Innovation Briefing Note (Number 4). Institute for the Study of Science Technology and Innovation. Edinburgh.

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.

Mullen, C. (2001) The Need for a Curricular Writing Model for Graduate Students. Journal of Further and Higher Education, 25(1): 117–126.

Murray, R. (2011) How to Write a Thesis. 3rd Ed. Buckingham, Open University Press.

Parker, R. (2009) A Learning Community Approach to Doctoral Education in the Social Sciences. Teaching in Higher Education, 14(1): 43–54.

Parry, S. (1998) Disciplinary Discourse in Doctoral Theses. Higher Education, 36:273–299.

Paltridge, B. (2002) Thesis and Dissertation Writing: An Examination of Published Advice and Actual Practice. English for Specific Purposes, 21(2): 125–43.

Robinson-Pant (2009) Changing Academies: Exploring International PhD Students’ Perspectives on Host” and Home” Universities. Higher Education Research and Development, 28(4): 417–29.

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

Torrance, M. and Thomas, G. (1994) The Development of Writing Skills in Doctoral Research Students – in R. Burgess (Ed.) Postgraduate Education and Training in the Social Sciences. London: Jessica Kingsley.

Wellington, J. (2010) 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.

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

Aitchison, C. (2010) Writing Groups for Doctoral Education. Studies in Higher Education, 34(8): 905–16.

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.

Cargill, M. and Smernik, R. (2015) Embedding Publication Skills in Science Research Training: A Writing Group Programme Based on Applied Linguistics Framework and Facilitated By a Scientist. Higher Education Research and Development. DOI: 10.1080/07294360.2015.1087382.

Diezmann, C. (2005) Supervision and Scholarly Writing: Writing to Learn – Learning to Write. Reflective Practice, 6(4): 443–457.

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.

Gonzalez-OCampo, G. and Castello, M. (2018) Writing in doctoral programs: examining supervisors’ perspectives. Higher Education, 76: 387–401.

Grossman, E. (2016) My supervisor is so busy.’ Informal Spaces for Postgraduate Learning in the Health Sciences. South African Journal of Higher Education, 30(2): 94–109.

Holzweiss, P. (2022) The challenges and trade-offs of supporting doctoral student writing: A case stidy of facult experiences. Innovations in Education and Teaching International. DOI 10.1080/14703297/2022.2065329.

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

Kamler, B. and Thompson, P. (2004) Driven to Abstraction: Doctoral Supervision and Writing Pedagogies. Teaching in Higher Education, 9(2): 195–209.

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

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Lokhtina, I., Lofstrom, E., Corner, s. and Castello, M. (2022) In pursuit of sustainable co-authorship practices in doctoral supervision: Addressing the challenges of writing, authorial identity and integrity. Innovations in Education and Teaching International„ 59(1): 82–92.

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.

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Nairn, K., Cameron, J., Anakin, M., Juntrasook, A., Wass, R., Sligo, J. and Morrison, C. (2014) Negotiating the Challenge of Collaborative Writing: Learning From One Writing Group’s Mutiny. Higher Education Research and Development 34(3): 1–13.

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. 

Padmanabhan, M. and Rossetto, L. (2017) Doctoral writing advisors navigating the supervision terrain. Innovations in Education and Teaching International, DOI: 10.1080/14703297.2017.1348961.

Pare, A. (2011) Speaking of Writing: Supervisory Feedback and the dissertation. In L. McAlpine and C. Amundsen (eds.) Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. London, Springer: 59–74.

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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.

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

Aitchison, C. and Mowbray, S. (2013) Doctoral Women: Managing Emotions, Managing Doctoral Studies. Teaching in Higher Education, 18(8): 859–70.

Anonymous (2017b) PhD students are often made to feel that they are a huge burden on their supervisors and they are frequently ignored and unsupported’. Times Higher Education, 1st June: 39.

Bahtilla, M. (2022) Supervisory feedback: Supervisors’ reasons for not giving timely feedback. Innovations in Education and Teaching International, DOI: 10.1080/14703297.2022.2083656.

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Carter, S. and Kumar, V. (2016) Ignoring Me Is Part of Learning”: Supervisory Feedback on Doctoral Writing. Innovations in Education and Teaching International.

Chugh, R., Macht, S. and Harreveld, B. (2021) Supervisory feedback to postgraduate research students: a literature review. Assessment and Evaluation in Higher Education, DOI: 10.1080/02602938.2021.1955241.

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Economu, D. and James, B. (2017) A research writing tool: Designing an online resource for supervisors and students. Innovations in Education and Teaching International. DOI 10.1080/14703297.2017.1375421.

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Gillis, S. and Pellegrini (2023) What sort of feedback do PhDs want and need in the future? Wonk HE, 10th February.

Grove, J. (2016) Take a Hike, Supervisors, and Take Your Students With You. Times Higher Education, 25th August: 18.

Halse, C. (2011) Becoming a Supervisor”: The Impact of Doctoral Supervision on Supervisors’ Learning. Studies in Higher Education, 36(5): 557–70.

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Hazell, C., Berry, C., Niven, J. and Mackenzie, J‑M. (2021) Understanding suicidality and reasons for living amongst Doctoral Researchers: A thematic analysis of qualitative U‑DOC survey data. Counselling Psychotherapy Research, 21: 757–767.

Hemer, S. (2012) Informality, Power and Relationships in Postgraduate Supervision: Supervising PhD Candidates Over Coffee. Higher Education Research and Development, 31(6): 827–39.

Hey-Cunningham, A., Ward, M‑H., and Miller, E. (2021) Making the most of feedback for academic writing development in postgraduate research: Pilot of a combined programme for students and supervisors. Innovations in Education and Teaching International, 58(2): 182–194.

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Juniper, B., Walsh, E., Richardson, A. and Morley, B. (2012) A new approach to evaluating the well-being of PhD research students. Assessment and Evaluation in Higher Education, 37(5): 563–576.

Kearns, H. and Gardiner, M. (2011) The care and maintenance of your adviser. Nature, Vol. 489. 22nd January: 579.

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.

Kumar, V. and Stracke, E. (2007) An Analysis of Written Feedback on a PhD Thesis. Teaching in Higher Education, 12(4): 461–70.

Lindsay, S. (2015) What Works for Doctoral Students in Completing Their Thesis? Teaching in Higher Education, 20(2): 183–96.

Marais, G., Shankland, R., Haag, P., Fiault, R. and Juniper. B. (2017) A positive psychology study and intervention on the well-being of French PhD students in biology.

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 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.

McAlpine, L., Paulson, J., Gonslaves, A. and Jazvac-Martek (2012) Untold” Doctoral Stories: Can We Move Beyond Cultural Narratives of Neglect? Higher Education Research and Development, 31(4): 511–23.

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. 

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

Phillips, E. and Pugh, D. (2010) How to Get a PhD. 5th Ed. Buckingham: Open University Press.

Pierson, E. (2019) PhDs without tears. Times Higher Education, 10th January: 41–44

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 Doctoral Degrees. Review of Higher Education, 39(3): 319–335.

Stacke, E. and Kumar, V. (2010) Feedback and self-regulated learning: insights from supervisors’ and PhD examiners’ reports. Reflective Practice, 11(1‘): 19–32.

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Ta, Binh Thanh (2024) Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision. Applied Lingusitics Review.

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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.

Wadesango, N. and Machingambi, S. (2011) Post Graduate Students’ Experiences With Research Supervisors. Journal of Sociology and Social Anthropology, 2(1): 31–37.

Wellington, J. (2010) 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.

Wegener, C. and Tanggaard, L. (2013) Supervisor and Student Co-Writing: An Apprenticeship Perspective. Forum: Qualitative Social Research, 14(3).

Whitelock, D., Faulkner, D and Miell, D. (2008) Promoting Creativity in PhD Supervision: Tensions and Dilemmas. Thinking Skills and Creativity, 3(2): 143–153.

13 KEEPING THE PROJECT ON TRACK AND MONITORING

Ali, A. and Kohun, F. (2006) Dealing With Social Isolation in IS Doctoral Programmes. International Journal of Doctoral Studies, 1: 21–33.

Ali, A. and Kohun, F. (2007) Dealing With Social Isolation to Minimize Doctoral Attrition – A Four Stage Framework. International Journal of Doctoral Studies, 2: 33–49.

Baker, V. and Pifer, M. (2011) The Role of Relationships in the Transition From Doctoral to Independent Scholar. Studies in Continuing Education, 35(1): 5–17.

Becher, T., Henkel, M., and Kogan, M. (1994) Graduate Education in Britain. London: Jessica Kingsley.

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.

Cryer, P. (2006) The Research Student’s Guide to Success. 2nd Ed. Buckingham: Open University Press. 

Delamont, S., Atkinson, P., and Parry, O. (1997) Supervising the PhD: A Guide to Success. Buckingham, Open University Press.

Else, H. (2014) This Far and No Further? Times Higher Education, 14th August: 31–35.

Else, H. (2015) Four in 10 Say PhD Affects Physical and Mental Health. Times Higher Education, 9th April: 8.

Else, H. (2015) Sector Must Address Dehumanising and Isolating” Aspects of PhD Study. Times Higher Education, 9th July: 10

Engebretson, K., Smith, K., McLaughlin, D., Seibold, C., Ryan, E. (2008) The Changing Reality of Research Education in Australia and Implications for Supervision: A Review of the Literature. Teaching in Higher Education, 13(1):1–15.

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

Gardner, S.K. (2008) What’s Too Much and What’s Too Little”: The Process of Becoming an Independent Researcher in Doctoral Education. Journal of Higher Education, 79(3): 326–350.

Grevholm, B., Persson, Lars-Erik, and Wall, P, (2005) A Dynamic Model for Education of Doctoral Students and Guidance of Supervisors in Research Groups. Educational Studies in Mathematics, 60(2): 173–97.

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

Hockey, J. (1996) A Contractual Solution to Problems in the Supervision of PhD Degrees in the UK. Studies in Higher Education, 21 (3): 359–71.

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: 212–232.

Humphrey, R., Marshall, N. and Leonardo, L. (2012) The Impact of Research Training and Research Codes of Practice on Submission of Doctoral Degrees: An Exploratory Cohort Study. Higher Education Quarterly, 66(1):47–64.

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.

Kolmos, A., Kofoed, B, and Du, X. (2008) PhD Students’ Work Conditions and Study Environment in University- and Industry-Based PhD Pogrammes. European Journal of Engineering Education, 33(5): 539–50.

Kearns, H., Gardiner, M. and Marshall, K. (2008) Innovation in PhD Completion: The Hardy Shall Succeed and Be Happy. Higher Education Research and Development, 27(1): 77–89.

Lahenius, K. and Martinsuo, M. (2011) Different Types of Doctoral Study Processes. Scandinavian Journal of Educational Research 55(6): 609–23.

Martinsuo, M. and Turkulainen, V. (2010) Personal Commitment, Support and Progress in Doctoral Studies. Studies in Higher Education, 36(1): 103–20.

Kiley, M. and Mullins, G. (2005) Supervisors’ Conceptions of Research: What Are They? Scandinavian Journal of Educational Research, 49(3): 245–62.

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.

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.

Mills, D. (2009) Making Sense of Doctoral Training Reforms in the Social Sciences: Educational Development By Other Means? International Journal for Researcher Development, 1(1): 71–83.

Neville, B. (2008) Creating a Research Community. Qualitative Research Journal,8(1): 37–46.

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

Phillips, E. and Pugh, D. (2010) How to Get a PhD. 5th Ed. Buckingham: Open University Press.

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

Ahern, K. and Manathunga, C. (2004) Clutch-Starting Stalled Research Students. Innovative Higher Education, 28(4): 237–54.

Becher, T., Henkel, M., and Kogan, M. (1994) Graduate Education in Britain. London: Jessica Kingsley.

Diezmann, C. (2005) Supervision and Scholarly Writing: Writing to Learn – Learning to Write. Reflective Practice, 6(4): 443–457.

Dowle, S. (2022) Are doctoral progress reviews just a bureaucratic process? The influence of UK universities’ progress review procedures on doctoral completions. Perspectives: Practice and Policy in Higher Education, DOI: 10.1080/13603.2022.2077855.

Duxbury, L. (2012) Opening the Door: Portals to Good Supervision of Creative Practice-Led Research. Allpress, R., Barnacle, L. Duxbury, L. and E. Grierson (Eds) Supervisory Practice for Postgraduate Research in Art, Architecture and Design. Rotterdam, Sense 15–23.

Engebretson, K., Smith, K., McLaughlin, D., Seibold, C., Ryan, E. (2008) The Changing Reality of Research Education in Australia and Implications for Supervision: A Review of the Literature. Teaching in Higher Education, 13(1):1–15.

Gibney (2012b) Critical Judgement for Complaints Watchdog. Times Higher Education, 24th May: 8.

Green, H. and Powell, S. (2005) Doctoral Study in Contemporary Higher Education. Buckingham: Open University Press.

Green, P. and Usher, R. (2003) Fast Supervision: Changing Supervisory Practice. Studies in Continuing Education, 25(1) 37–50.

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.

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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.

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14 PERSONAL, PROFESSIONAL, ACADEMIC AND CAREER SUPPORT

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Benjamin, S., Williams, J. and Maher, M. (2017) Focusing the lens to share the story: using photographs and interviews to explore doctoral students’ sense of well- being. International Journal of Doctoral Studies, 12: 197–217.

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Cornwall, J., Mayland, E., van der Meer, J., Spronken-Smith, R., Tustin, C. (2018) Stressors in early-stage doctoral students. Studies in Continuing Education. DOI: 10.1080/01580377777X.2018.1534821.

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Cumerma, A. (2018) Smart people problems: we need to talk about PhD mental health. Times Higher Education, 1st February: 32.

Devine, K. and Hunter, K. (2017) PhD student emotional exhaustion: the role of supportive supervision and self-presentation behaviours. Innovations in Education and Teaching International, 54(4): 335–344.

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Nevad, M. (2004) The PhD in the US: Criticisms, Facts and Remedies. Higher Education Policy, 17: 183–199.

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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.

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.

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.

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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.

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.

Austin, A. (2011) Preparing Doctoral Students for Promising Careers in a Changing Context: Implications for Supervision, Institutional Planning, and Cross-Institutional Opportunities – in V.Kumar and A. Lee (Eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press: 1–18.

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

Brew, A., Boud, D. and Namgung, S. (2011) Influences on the Formation of Academics: The Role of the Doctorate and Structured Development Programmes. Studies in Continuing Education, 33(1): 51–66.

Brown, K. and Mountford-Zimdars, A. (2017) Exploring academic hiring and life in humanities and social sciences at an English research university through a PhD students-as-partners project. Studies in Graduate and Postdoctoral Education, 8(1): 15–29.

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.

Casanove, C. (2010) Dovetailing Under Impossible Circumstances – in C. Aitchison, B. Kamler and A. Lee (Eds.) Publishing Pedagogies for the Doctorate and Beyond. London, Routledge: 47–63.

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

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.

Else, H. (2014) This Far and No Further? Times Higher Education, 14th August: 31–35.

Else, H. (2015) A Profusion of PhDs but a Lack of Tenure. Times Higher Education, 28th May: 8

Gibbs, K. and Griffin, K. What Do I Want to Be With My PhD? The Roles of Personal Values and Structural Dynamics in Shaping the Career Interests of Recent Biomedical Science PhD Graduates. CBE – Life Sciences Education, 12:711–23.

Grove, J. (2015) Identity Crisis: Distinct Characters of PhD Students Lost in Science” Times Higher Education, 1st January: 11

Green, H. and Powell, S. (2005) Doctoral Study in Contemporary Higher Education. Buckingham: Open University Press.

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.

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Kumar, V. (2011) Supervising Postgraduate Students: Reflections From Malaysia – in V.Kumar and A. Lee (Eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia, Universiti Putra Malaysia Press: 24–36.

Li, H. and Horta, H. (2021) Factors influencing students’ intentions to pursue careers in the government and nonprofit sectors: evidence from a global survey. Higher Education Research and Development. DOI: 10.1080/07294350.2021.1948975.

Lyall, C., Meagher, L. and Tait, J. (2008) A Short Guide to Supervising Interdisciplinary PhDs, Institute for the Study of Science Technology and Innovation Briefing Note (Number 4). Institute for the Study of Science Technology and Innovation. Edinburgh.

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 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.

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Sarrico, C. (2022) The expansion of doctoral education and the changing nature and purpose of the doctorate. Higher Education. https//doi.org/10.1007/s10734- 022–00946‑1.

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.

University of Edinburgh Careers Service (undated) Support for PhD Supervisors.

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

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

Ashonibare, A. (2023) Doctoral education in Europe: models and propositions for transversal skills training. Studies in Graduate and Postdoctoral Education 14(2): 164–170. DOI 101108SGPE-03–2022-0028.

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

Bonnard, C., Calmand, J. and Giret, J‑F. (2017) International Mobility of French PhDs. European Journal of Higher Education, 7(1): 43–55

Boulos, A., (2016) The Labour Market Relevance of PhDs: An Issue for Academic Research and Policy-Makers. Studies in Higher Education, 41(5): 901–913.

Campbell, A., Wick, D., Marcus, A., Doll, J‑A., and Hammack, A. (2021) I felt like I was not just a student:” examining graduate student learning at academic and professional conferences. Studies in Graduate and Postdoctoral Education, 12(3): 321‑3367.

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Chen, L., Mewburn, I. and Suominen, H. (2023) Australian doctoral employability: a systematic review of challenges and opportunities. Higher Education Research and Development. https//:doi.org/10.1080/07294360.2023.2240715.

Chou. S. (2021) Leaving academia: why do doctoral graduate take up non-academic jobs and to what extent are they prepared? Studies in Graduate and Postdoctoral Education, 12(3): 338–352.

Cuthbert, D. and Molla, T. (2014) PhD Crisis Discourse: A Critical Approach to the Framing of the Problem and Some Australian Solutions”. Higher Education. Accessed 25th November 2014.

De Grande, H., De Boyser, K., Vandevelde, K. and Van Rossem, R. (2014) From Academia to Industry: Are Doctorate Holders Ready? Journal of Knowledge Economy, 5: 538–561.

Diamond, A., Ball, C., Vorley, T., Hughes, T., Moreton, R., Howe, P. and Nathwani,T. (2014) The Impact of Doctoral Careers. CFE Research.

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.

Else, H. (2014) This Far and No Further? Times Higher Education, 14th August: 31–35.

Else, H. (2014) Dispel Illusion of PhDs Leading to Jobs for Life, Says Royal Society. Times Higher Education, 18th-15th December 2014: 10.

Else, H. (2015) A Profusion of PhDs but a Lack of Tenure. Times Higher Education, 28th May: 8.

Enders, J. (2005) Border Crossings: Research Training, Knowledge Dissemination and the Transformation of Academic Work. Higher Education, 49: 119–33.

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European Science Foundation (2015) Career Tracking of Doctoral Holders: Pilot Project Report.

Ewing-Cooper, A. and Gallien, K. (2022) f the tenure track: experiences of PhD graduates in academic administrative positions. Perspectives: Policy and Practice in Higher Education, 26(3): 102–108. DOI: 10.1080/13603108.2021.2012720.

Galimberti, A. (2023) PhD graduates professional transitions and academic habitus. The role of tacit knowledge. Studies in Higher Education. https//:doi.org/10.1080/03075079.2023.2252845.

Ghaffarzadegan, N. and Xu. R. (2018) Late retirement, early careers, and the aging of US science and engineering professors. Plos ONE, 13(12).

Gibbs, K. and Griffin, K. What Do I Want to Be With My PhD? The Roles of Personal Values and Structural Dynamics in Shaping the Career Interests of Recent Biomedical Science PhD Graduates. CBE – Life Sciences Education, 12:711–23.

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.

Gower, O. (2024) Lessons Learned from the UK Research Supervision Survey.. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 47–60.

Gokhberg, L. and Meissner, D. (2017) Myths and Realities of Highly Qualified Labor and What It Means for PhDs. Journal of Knowledge Economy, 8: 758–767.

Guccione, K. and Bryan, B. (2022) Worth doing but not worth having? The influence of personal aspirations and career expectations on the value of a doctorate. Studies in Graduate and Postdoctoral Education, 4(1): 83–98.

Hancock, S. (2019) A future in the knowledge economy? Analysing the career strategies of doctoral scientists through the principles of game theory. Higher Education, 78: 33–49

Hancock, S. (2020) The employment of PhD graduates in the UK: what do we know?

Hancock, S. (2021) What is known about doctoral employment? Reflections from a UK study and future directions for research. Journal of Higher Education Policy and Management, 43(5): 520–536.

Hancock, S. (2023) Knowledge or science-based economy? The employment of UK PhD graduates in research roles beyond academia. Studies in Higher Education. https//:doi.org/10.1080/03075079.2023.2249023.

Hnatkova, E., Deftyarova, I. Kersschot, M. and Boman, J. (2022) Labour market perspectives for PhD graduates in Europe. European Journal of Education, 57: 395–409.

Holbrook, A., Spray, E. and Burke, R. (2024) Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion o development. Studies in Graduate and Postdoctoral Education DOI: 101106/SGPE-04–2023-0034.

Houston, G. (2024) The route to employability for doctoral graduates: The Picture from the UK and Overseas. HE Professional, 17th April.

The Group of Eight (2013) The Changing PhD: Discussion Paper.

Jackson, D. and Michelson, G. (2014) Factors Influencing the Employment of Australian PhD Graduates. Studies in Higher Education. DOI: 10.1080/03075079.2014.899344.

Johnson, L., Sampson, K., Comer, K. and Brogt, E. (2016) Using Doctoral Experience Survey Data to Support Developments in Postgraduate Supervision and Support. International Journal of Doctoral Studies, 11: 185–203.

Jonas, K, and Mellors-Bourne, R. (2024) Evaluation of the Professional Internships for PhD Students (PIPS) Programme. Careers Research and Advisory Centre.

Jones, H. and Warnock, L. (2015) When a PhD is not enough: A case study of a UK internship programme to enhance the employability of doctoral researchers. Higher Education, Skills and Work-Based Learning, 5(3): 212–227.

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.

Mantai, L. and Marrone, M. (2022) Identifying skills, qualifications, and attributes expected to a PhD. Studies in Higher Education, DOI 10.1080/03075079.2022.206.1444.

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Marini, G. and Henseke, G. (2003) Is a PhD worth more than a Master’s in the UK labour market? The role of specialisation and managerial position. Studies in Higher Education. DOI: 10/1080/03075079,2023,2254806.

Mason, M., Goulden, M. Frasch, K. Why graduate students reject the fast track. Academe, 95(1):11–16.

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. (2017) Building on success? Future challenges for doctoral education globally” Studies in Graduate and Postdoctoral Education, 8(2): 66–77.

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. and Castello, M. (2004) What do PhD graduates in academic careers actually do? (2024) Learning and Teaching 17(1): 77–106.

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Muurlink, O., Chen, Li’An., Boorman, R. Pearson, D. and Cohen, G. (2023) Stakeholder perceptions of what industry wants from doctoral students: a systematic literature review. Higher Education Research and Development. DOI: 10.1080/07294360.2023.2269871.

Mykleburst, J. (2017) The value of PhDs has shifted but it is still disputed. University World News, 18th April.

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OECD (Organisation for Economic Co-operation and Development) (2023) Promoting Diverse Career Pathways for Doctoral and Postdoctoral Researchers, OECD Science, Technology and Industry Policy Papers, 158.

Pederson, H. (2014) New Doctoral Graduates in the Knowledge Economy: Trends and Key Issues. Journal of Higher Education Policy and Management, 36(6): 632–45.

Phillips, R. (2010) Encouraging a More Enterprising Researcher: The Implementation of an Integrated Training Programme of Enterprise for PhD and Postdoctoral Researchers. Research in Post-Compulsory Education, 15(3): 289–99.

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.

Robken, H., Overberg, J. and Hug, V. (2023) You really have to be fired up about it – formal and informal factors that influence aspirational cooling among PhD graduates. European Journal of Higher Education, DOI 10.1080/221568235.2023.2204241.

Royal Society (2014) Doctoral Students’ Career Expectations: Principles and Responsibilities. Accessed 23rd April 2015.

Sala-Bubare, A., Garcia-Morante, M. Castello, M. and Weise, C. (2024) PhD holders’ working conditions and job satisfaction in Spain: a cross-sector comparison. Higher Education Research and Development. DOI: 10.1080/07294360.2024.2347611.

Samuel, M. and Mariaye, H. (2023) Expoloring the Postgraduate Education Space. In M. Samuel and H. Mariaye (Eds.) Transforming Graduate Education in Africa. CALL Publishers ply.) Ltd: KwaZulu Natal, South Africa: 1–32.

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Shakni, I., Inouye, K. and McAlpine, L. (2021) PhD holders entering non-academic workplaces: organisational culture shock. Studies in Higher Education. DOI 10.1080/03075079.2021.1676650.

Spronken-Smith, R. (2023) Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities. Assessment and Evaluation in Higher Education, 49(1): 86–101.

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Tidman, G. (2024) Getting in, Getting on or Getting over a PhD. In The Lives of Early Career Researchers, Higher Education Policy Institute Report 169. Higher Education Policy Institute and the British Academy:52–57.

The Economist (2012) Doctoral Degrees: The Disposable Academic: Why Doing a PhD is often a Waste of Time. Accessed 10th May 2016.

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15 DIVERSITY – DOMESTIC CANDIDATES

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Bothwell. E. (2018) Career impact on relationships worst for junior academics, survey shows. Times Higher Education, 8th February: 6)

Carter, S. and Kumar, V. (2016) Ignoring Me Is Part of Learning’: Supervisory Feedback on Doctoral Writing. Innovations in Education and Teaching International.

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.

Cureton, D. (2024) Imposter Phenomenon and the Early Career Researcher. In The Lives of Early Career Researchers, Higher Education Policy Institute Report 169. Higher Education Policy Institute and the British Academy: 58–61.

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

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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.

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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.

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Warnock, D. and Appel, S. (2012) Learning the Unwritten Rules: Working Class Students in Graduate School. Innovations in Higher Education, 37: 307–321.

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Aitchison, C. and Mowbray, S. (2013) Doctoral Women: Managing Emotions, Managing Doctoral Studies. Teaching in Higher Education, 18(8): 859–70.

Amilon, A. and Persson, I. (2013) Scientific (Wo)Manpower – Gender and the Composition and Earnings of PhDs in Sweden. International Journal of Manpower, 34(6): 658–73.

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Appel, L., & Dahlgren, L. (2003) Swedish Doctoral Students’ Experiences on Their Journey towards a PhD: Obstacles and Opportunities Inside and Outside the Academic Building. Scandinavian Journal of Educational Research, 47(1): 89–110.

Araujo, E.R. (2005) Understanding the PhD as a Phase in Time. Time and Society14(2/3): 191–211.

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Brown, L. and Watson, P. (2010) Understanding the Experiences of Female Doctoral Students. Journal of Further and Higher Education, 34(3): 385–404.

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Chakraverty, D. and Rishi, M (2021) Imposter Phenomenon and Discipline-Specific Experiences of Violence in Science, Technology, Engineering and Mathematics. Violence and Gender. DOI: 10.1089/vio.2021.0025.

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

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

Crabb, S. and Ekberg, S. (2014) Retaining Female Postgraduates in Academia: The Role of Gender and Prospective Parenthood. Higher Education Research and Development, 33(6): 1099–1112

Devos, A. (2004) Women, Research and the Politics of Professional Development. Studies in Higher Education, 29(5): 591–603.

Dinham, S. and C. Scott (2001) The Experience of Disseminating the Results of Doctoral Research. Journal of Further and Higher Education 25(1): 45–55.

Dobson, I. (2012) PhDs in Australia, From the Beginning. Australian Universities Review, 54(1): 94–100.

Elg, U. and Jonnergard, K. (2003) The Inclusion of Female PhD Students in Academia: A Case Study of a Swedish University Department. Gender, Work and Organisation, 10(2): 154–74.

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) 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, 8th 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, 6th 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, 26th 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, 2nd 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: 11th 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, 16th 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, 19th 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, 29th 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:

16 DIVERSITY – INTERNATIONAL CANDIDATES

Altbach, P. and de Wit, H. (2015) International Links Have Vital Role in Time of Global Tension. University World News Global Edition, 354: 13th 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, 3rd 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, 20th 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: 13th 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, 28th 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.

17 MODES OF STUDY

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, 11th 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.

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.

Ross, J. (2023) Distance doctoral students invisible’ to universities. Times Higher Education, 14th September: 16.

Sussex, R. (2008) Technological Options in Supervising Remote Research Students. Higher Education 55: 121–137.

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

Terrell, S., Synder, M. and Dringus, L. (2009) The Development, Validation and Application of the Doctoral Student Connectedness Scale. Internet and Higher Education, 12: 112–116.

Thomas, A., Packer, R. and Dolan, G. (2024) Current issues in doctoral supervision practice in the UK. Research in Post-Compulsory Education. DOI 10.1080/13596748.2023.2285634.

Torka, M, (2021) The transition from in-person to online supervision: Does the interaction between doctoral advisors and candidates change? Innovations in Education and Teaching International, 58(6): 659–671.

Tshuma, N. and Pallitt, N. (2022) Technology, time and communication: Exploring postgraduate students’ experience of online supervision during the pandemic. Journal for New Generation Sciences, 21(1): 150–170.

Wells Singleton, H, and Session, C. (2011) Faculty Concerns Related to Distance Learning Within Non-Traditional Doctoral Programs. New Directions for Adult and Continuing Education, 129: 31–41.

Zvavahera, P., and Masimba, F. (2019) The use of information and communication technology in supervising open and distance learning PhD students. Ukrainian Journal of Educational Studies and Information Technology, 7(3). DOI:10.32919/uesit.2019.03.04

18 DRAFTING AND SUBMISSION

Baker, V. and Pifer, M. (2011) The Role of Relationships in the Transition From Doctoral to Independent Scholar. Studies in Continuing Education, 35(1): 5–17.

Becher, T., Henkel, M., and Kogan, M. (1994) Graduate Education in Britain. London: Jessica Kingsley. 

Can, G. and Walker, A. (2011) A Model for Doctoral Students’ Perceptions and Attitudes Towards Written Feedback for Academic Writing. Research in Higher Education 52: 508–536.

Carter, S. (2008) Examining the Doctoral Thesis: A Discussion. Innovations in Education and Teaching International, 45(4): 365–74.

Diezmann, C. (2005) Supervision and Scholarly Writing: Writing to Learn – Learning to Write. Reflective Practice, 6(4): 443–457.

Dunleavy, P. (2003) Authoring a PhD. Basingstoke: Palgrave Macmillan.

Duxbury, L. (2012) Opening the Door: Portals to Good Supervision of Creative Practice-Led Research. Allpress, R., Barnacle, L. Duxbury, L. and E. Grierson (Eds) Supervisory Practice for Postgraduate Research in Art, Architecture and Design. Rotterdam, Sense 15:23

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

Golding, C. (2017) Advice for writing a thesis (based on what examiners do). Open Review of Educational Research, 4(1): 46–60

Golding, C., Sharmini, S. and Lazarovitch, A. (2013) What Examiners Do: What Thesis Students Should Know. Assessment and Evaluation in Higher Education, DOI:10.1080/02602938.2013.859230.

Hockey, J. (1996) A Contractual Solution to Problems in the Supervision of PhD Degrees in the UK. Studies in Higher Education, 21 (3): 359–71.

Houston, G. (2022) The Role of Supervisors in Preparing Doctoral Researchers for the Final Examination. In Osterline, M‑L., Denicolo, P and Apelgren. B‑M. (Eds.) Doctoral Education as if People Matter. Leiden, Brill: 126–141.

Houston, G. (2024) Supporting Submission, the Viva and Post-completion. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 137–162.

Humphrey, R. and Simpson, R. (2012) Writes of Passage: Writing Up Qualitative Data as a Threshold Concept in Doctoral Research. Teaching in Higher Education, 17(6): 735–46.

Humphrey, R. and Simpson, B. (2013) Negotiating a Scary Gap”: Doctoral Candidate, Writing Up” Qualitative Data and the Contemporary Supervisory Relationship. Journal of Education and Training Studies, 1(1):1–10.

Institute of Professional Editors (2010) Guidelines for Editing Research Theses.

Institute of Professional Editors (2010) Editing Academic Theses.

Institute of Professional Editors (2010) Engaging an Editor for Your Thesis.

Institute of Professional Editors (2010) When Yours Student Engages an Editor.

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.

Kamler, B. and Thompson, P. (2006) Helping Doctoral Students Write: Pedagogies for Supervision. Routledge, London.

Kiley, M. (2009) Identifying Threshold Concepts and Proposing Strategies to Support Doctoral Candidates. Innovations in Education and Teaching International, 46 (3): 293–304.

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.

Kumar, V. and Sanderson, L. (2020) The effects of acknowledgements in doctoral theses on examiners. Innovations in Education and Teaching International, 57(3): 285–295.

Lindsay, S. (2015) What Works for Doctoral Students in Completing Their Thesis? Teaching in Higher Education, 20(2): 183–96.

Lines, L. (2015) Substantive Editing as a Form of Plagiarism Among Postgraduate Students in Australia. Assessment and Evaluation in Higher Education, DOI 10.1080/02602938.2015.1013919.

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.

Murray, R. (2011) How to Write a Thesis. 3rd Ed. Buckingham, Open University Press.

Paltridge, B. (2002) Thesis and Dissertation Writing: An Examination of Published Advice and Actual Practice. English for Specific Purposes, 21(2): 125–43.

Taylor, S. (2016) Managing Your Doctorate – in T. Greenfield with S. Greener (Eds.) Research Methods for Postgraduates. London, Wiley: 13–33.

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

Torrance, M. and Thomas, G. (1994) The Development of Writing Skills in Doctoral Research Students – in R. Burgess (Ed.) Postgraduate Education and Training in the Social Sciences. London: Jessica Kingsley: 105–123.

Trafford, V. and Lesham, S. (2009) Doctorateness as a Threshold Concept. Innovations in Education and Teaching International, 46(3): 305–16.

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

Alexander, D. and Davis, I. (2018) The PhD system under pressure: an examiner’s viewpoint. Quality Assurance in Education, 27(1): 2–12.

Anonymous (2017b) PhD students are often made to feel that they are a huge burden on their supervisors and they are frequently ignored and unsupported’. Times Higher Education, 1st June: 39

British Psychological Society and the Universities and Colleges Staff Development Agency (1996) Guidelines for the Assessment of the PhD in Psychology and Related Disciplines. Sheffield, Universities and Colleges Staff Development Agency.

Denicolo, P. (2003) Assessing the PhD: A Constructive View of Criteria. Quality Assurance in Education, 11(2): 84–91.

Duxbury, L. (2012) Opening the Door: Portals to Good Supervision of Creative Practice-Led Research. Allpress, R., Barnacle, L. Duxbury, L. and E. Grierson (Eds) Supervisory Practice for Postgraduate Research in Art, Architecture and Design. Rotterdam, Sense 15:23

Green, H. and Powell, S. (2005) Doctoral Study in Contemporary Higher Education. Buckingham: Open University Press. 

Hodgson, D. (2020) Helping students understand PhD thesis examination expectations: A framework and tool for supervision. Active Learning in Higher Education, 21(1): 51–63.

Holbrook, A. Bourke, S. Lovat, T. and Dally, K. (2004) Investigating PhD Thesis Examination Reports. International Journal of Educational Research, 41(2): 98–120

Houston, G. (2022) The Role of Supervisors in Preparing Doctoral Researchers for the Final Examination. In Osterline, M‑L., Denicolo, P and Apelgren. B‑M. (Eds.) Doctoral Education as if People Matter. Leiden, Brill: 126–141.

Houston, G. (2024) Supporting Submission, the Viva and Post-completion. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 137–162.

Kobayashi, S., and Emmeche, C. (2023) What makes a good PhD thesis? Norms of science as reflected in written assessments of PhD theses. Assessment and Evaluation in Higher Education, DOI: 10.1080/026029382023.2200917.

Lovitts, B.E. (2007) Making the Implicit Explicit: Creating Performance Expectations for the Dissertation. Sterling, Virginia, Stylus.

Mullins, G. and Kiley, M. (2002) It’s a PhD, Not a Nobel Prize: How Experienced Examiners Assess Research Degrees. Studies in Higher Education, 27(4): 369–386.

Wisker, G. (2001) The Postgraduate Research Handbook. Houndsmills, Palgrave

Wisker, G. and Kiley, M. (2014) Professional Learning: Lessons for Supervision From Doctoral Examining. International Journal for Academic Development, 19(8):125–138.

19 EXAMINATION

Wolf, S. (2013) Bribe and cheat to get a doctoral degree in Germany? In G. Sweeney, K. Despota, and Linder, S. (eds) Global Corruption Report: Education, Transparency International. Abingdon, Routledge: 178–185.

Bogle, D. (2015) Speaking up for the public PhD Viva. Times Higher Education, October 22nd.

Gibney, E. (2012) For nothing: are vivas behind the times? Times Higher Education, October 25th.

Gibney, E. (2013) Are PhD vivas still fit for purpose? Times Higher Education, April 25th.

Gove, J, (2021) Wolf thesis earns Oxford criticism. Times Higher Education, 29th April: 7.

Kumar, V., Sanderson, L. and Kaur, A. (2020) Investigating the role of convenors in the PhD viva. Assessment and Evaluation in Higher Education. DOI: 10.1080/02602939.2020.1841092.

Kumar, V., Taylor S. and Sharmini, S. (Eds.) (2023) Doctoral Examinations: Explorations Across the Globe. London, Routledge. 

Lantsoght, E. (2021) Students’ Perceptions of Doctoral Defense Formats. Education Sciences. https//doi.org/10.3390/educsci11090519.

Lantsoght, E. (2022a) Doctoral defence formats. Studies in Higher Education.

Lantsoght, E. (2022b) Effectiveness of Doctoral Defense Preparation Methods. Education Sciences. https//doi.org/10.3390/educsci12070473.

Morgan, D. (2022) The PhD viva ritual: a critical autobiographical account.. In R. Twinley and G. Letherby (eds.) The Doctoral Journey as an Emotional, Embodied, Political Experience. London, Routledge: 127–133.

van Teijlingen, E., Simkhada, B., REgmi, P., Simkhaa, P., Hundley, V. and Poudel, K. (2022) Reflections on Variations in Phd Viva Regualtions: And the options are..”. Journal of Education and Research, 12 (2): 61–74.

Alexander, D. and Davis, I. (2018) The PhD system under pressure: an examiner’s viewpoint. Quality Assurance in Education, 27(1): 2–12.

Bourke, S. Hattie, J. and Anderson, L. (2004) Predicting Examiner Recommendations on PhD Theses. International Journal of Educational Research, 41(2): 178–94.

Brown, K. and Mountford-Zimdars, A. (2017) Exploring academic hiring and life in humanities and social sciences at an English research university through a PhD students-as-partners project. Studies in Graduate and Postdoctoral Education, 8(1): 15–29.

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

Denicolo, P., Duke, D. and Reeves, J. (2020) Delivering Inspiring Doctoral Assessment. Sage, London.

Green, H. and Powell, S. (2005) Doctoral Study in Contemporary Higher Education. Buckingham: Open University Press.

Grove, J. (2018) PhD vival rule is unfair on female academics’, Times Higher Education, 18th October: 9–10.

Grove, J. (2019) Reliability of PhD is under threat, warn professors. Times Higher Education, 14th March: 6–7.

Hackley, C. (2012) The Kindness of Strangers. Times Higher Education, 24th May: 41–42.

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.

Houston, G. (2024) Supporting Submission, the Viva and Post-completion. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 137–162.

Irvine, G. (2012) On Tenterhooks: A Study of the Time Gap Between Submission and Results of Postgraduate Theses. Journal of Higher Education Policy and Management, 34(2): 185–86.

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.

Joyner, R. (2003) The Selection of External Examiners for Research Degrees. Quality in Higher Education, 11(2): 123–27.

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.

Kyvik, S. and Thune, T. (2015) Assessing the Quality of PhD Dissertations. A Survey of External Committee Members. Assessment and Evaluation in Higher Education, 40(5): 768–82.

Lyall, C., Meagher, L. and Tait, J. (2008) A Short Guide to Supervising Interdisciplinary PhDs, Institute for the Study of Science Technology and Innovation Briefing Note (Number 4). Institute for the Study of Science Technology and Innovation. Edinburgh.

McAlpine, L. and Amundsen, C. (2011) To Be or Not to Be? The Challenges of Learning Academic Work. In L. McAlpine and C. Amundsen (eds.) Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. London, Springer: 1–14.

McWilliam, E., Singh, P.and Taylor, P. (2002) Doctoral Education, Danger and Risk Management. Higher Education Research and Development, 21(2), 119–129.

Mullins, G. and Kiley, M. (2002) It’s a PhD, Not a Nobel Prize: How Experienced Examiners Assess Research Degrees. Studies in Higher Education 27(4): 369–386.

Nir., A. and Bogler, R. (2021) International examiners’ participation of the Viva: a ritual or an actual indicator of research quality? Quality Assurance in Education Doi 101108/QAE-01–2021-0005.

Phillips, E. (1994) The Quality of the PhD – in R. Burgess (Ed.), Postgraduate Education and Training in the Social Sciences. London: Jessica Kinsley.

Phillips, E. and Pugh, D. (2010) How to Get a PhD. 5th Ed. Buckingham: OpenUniversity Press.

Roed, J. (2012) Labour of Love: Emotions and Identities in Doctoral Supervision. EdD. Thesis, University of Sussex. Available online at http://sro.sussex.ac.uk/42949/.

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

Wisker, G. (2001) The Postgraduate Research Handbook. Houndsmills, Palgrave.

Watts, J. (2011) Preparing Doctoral Candidates for the Viva: Issues for Students and Supervisors. Journal of Further and Higher Education, 36(3): 371–81.

Bedwell, S. and Burcher, I. (2022) How to Excel in Your Doctoral Viva. Palgrave-Macmillan, Chm, Switzerland.

Becher, T., Henkel, M., and Kogan, M. (1994) Graduate Education in Britain. London: Jessica Kingsley.

Burnham, P. (1997) Surviving the Viva – in P. Burnham (Ed.), Surviving the Research Process in Politics. London: Pinter.193–200.

Chen, S. (2011) Making Sense of the Doctoral Dissertation Defence: A Student- Experience-Based Perspective. In L. McAlpine and C. Amundsen (eds.) Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. London, Springer: 97–113.

Corazzi, M. and Jin, L. (2021) The Doctoral Viva: Questions for, with and to Candidates (or supervisors). International Journal of Education and Literary Studies.

Fitzpatrick, J., Secrist, J., and Wright, D. (1998) Secrets for a Successful Dissertation. London: Sage 

Green, H. and Powell, S. (2005) Doctoral Study in Contemporary Higher Education. Buckingham: Open University Press.

Harding, S‑A. (2009) Training for the Viva Examination. The Interpreter and Translator Trainer 3(1): 29–48.

Hartley, J. and Fox, C. (2004) Assessing the Mock Viva; The Experiences of British Doctoral Students. Studies in Higher Education, 29(6): 727–38.

Hartley, J. and Jory, S. (2000) Lifting the Veil on the Viva: The Experiences of Psychology PhD Candidates in the UK. Psychology Teaching Review, 9 (2):76–90.

Houston, G. (2022) The Role of Supervisors in Preparing Doctoral Researchers for the Final Examination. In Osterline, M‑L., Denicolo, P and Apelgren. B‑M. (Eds.) Doctoral Education as if People Matter. Leiden, Brill: 126–141.

Houston, G. (2024) Supporting Submission, the Viva and Post-completion. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 137–162.

Kumar, V., Kaur, A. and Sanderson, L. (2022) PhD orals from the convenor’s perspective: implications for academics and candidates, International Journal for Academic Development. DOI: 10.1080/1360144X.2022.2051516.

Kumar, V., Kaur, A., Sharmini, S. and Noman, M. (2022) Smile and nod’ or more? Reassessing the role of the silent supervisor in the doctoral viva. International Journal of Doctoral Studies, 17: 263–277.

Lantsoght, E. (2022b) Effectiveness of Doctoral Defense Preparation Methods. Education Sciences. https//doi.org/10.3390/educsci12070473.

Murray, R. (2003) Students’ Questions and Their Implications for the Viva. Quality in Higher Education, 11(2): 109–113.

Murray, R. (2009) How to Survive Your Viva. 2nd Ed. Buckingham, Open University Press.

Sandland, B., MacLeod, A., Hall, N. and Chown, N. (2023) Accommodation through personalisation: ensuring the autistic student has an equal opportunity for sucess in the PhD viva voce. Journal of Further and Higher Education. DOI: 10.1080/0309877X.2023.2250740.

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

Trafford, V.N. (2003) Questions in Doctoral Vivas: Views From the Inside. Quality Assurance in Education, 11 (2): 114–122.

Tinker, P. and Jackson, C. (2002) In the Dark? Preparing for the PhD Viva. Quality Assurance in Education, 10(2): 86–97.

Wellington, J. (2010) Supporting Students’ Preparation for Their Viva: Their Pre-Conceptions and Implications for Practice. Teaching in Higher Education, 15(1): 71–84.

Andrews, R., Borg., E., Boyd Davis, S., Domingo, M. and England, J. (2012) Introduction – in R. Andrews, E. Borg, S. Boyd Davis, M. Domingo, and J. England (Eds) Sage Handbook of Doctoral Dissertations and Theses. London, Sage.

Anonymous (2017c) The degree was not awarded. Yet years later I discovered evidence that the viva had been deliberately biased. It’s a serious matter – so how would the university respond? Times Higher Education, 1st June: 41.

Baldacchino, G. (1995) Reflections on the Status of a Doctoral Defence. Journal of Graduate Education, 1(1): 71–76.

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.

Clarke, G. and Lunt. I. (2014) The Concept of Originality in the PhD: How is It Interpreted by Examiners? Assessment and Evaluation in Higher Education, 39(7): 803–820.

Croussard, B. (2011) The doctoral viva voce as a cultural practice: the gendered production of academic subjects. Gender and Education, 23(3): 313–329.

Dally, K., Holbrook, A. Graham, A. and Lawry, M. (2005) The Processes and Parameters of Fine Art PhD Examination. International Journal of Educational Research 41(2) 136–62.

Delamont, S., Atkinson, P., and Parry, O. (2000) The Doctoral Experience: Success and Failure in Graduate School. London: Falmer.

Denicolo, P., Duke, D. and Reeves, J. (2020) Delivering Inspiring Doctoral Assessment. Sage, London.

DiscoverPhDs (undated) PhD failure rate – A Study of 26,076 PhD Candidates.

Frick, L. (2011) Facilitating Creativity in Doctoral Education: A Resource for Supervisors – in V Kumar and A Lee (Eds.) Doctoral Education in International Context: Connecting Local, Regional, and Global Perspectives. Malaysia, Universiti Putra Malaysia Press: 123–127.

Grabbe, L. (2003) The Trials of Being a PhD External Examiner. Quality Assurance in Education, 11(2): 128–33.

Green, H. and Powell, S. (2005) Doctoral Study in Contemporary Higher Education. Buckingham: Open University Press.

Griffiths, G. (2021) Virtual viva: a PhD lockdown story. Liverpool John Moores University.

Grove, J. (2016) Get Ready for PhD: The Musical. Times Higher Education, 2nd June:16.

Holbrook, A. Bourke, S., Lovat, T. and Dally, K. (2004) Investigating PhD Thesis Examination Reports. International Journal of Educational Research,41: 98–120.

Houston, G. (2021) Doctoral examiners’ judgements: do examiners agree on doctoral attributes and how important are professional and personal characteristics? In A. Lee and R. Bongaardt (Eds.) The Future of Doctoral Research. London, Routledge: 263–276.

Irvine, G. (2012) On Tenterhooks: A Study of the Time Gap Between Submission and Results of Postgraduate Theses. Journal of Higher Education Policy and Management, 34(2): 185–86

Jackson, C., and Tinkler, P. (2001) Back to Basics: A Consideration of the Purposes of the PhD Viva. Assessment and Evaluation in Higher Education, 26(4): 355–366.

Jump (2012) Examination of Mental Anguish. Times Higher Education, 6th September: 11.

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.

Kyvik, S. and Thune, T. (2015) Assessing the Quality of PhD Dissertations. A Survey of External Committee Members. Assessment and Evaluation in Higher Education, 40(5): 768–82.

Macleod, K. and Holdridge, L. (2004) The Doctorate in Fine Art: The Importance of Exemplars to the Research Culture. Journal of Art and Design Education, 23(2): 155–168.

Morley, L., Leonard, D., & David, M. (2002) Variations in Vivas; Quality and Equality in British PhD Assessments. Studies in Higher Education, 37(3), 263–73.

Morley, L., Leonard, D., & David, M. (2003) Quality and Equality in British PhD Assessment. Quality Assurance in Education, 11(2): 64–72

Mullins, G. and Kiley, M. (2002) It’s a PhD, Not a Nobel Prize: How Experienced Examiners Assess Research Degrees. Studies in Higher Education 27(4): 369–386.

Neville, B. (2008) Creating a Research Community. Qualitative Research Journal, 8(1): 37–46.

Nir., A. and Bogler, R. (2021) International examiners’ participation of the Viva: a ritual or an actual indicator of research quality? Quality Assurance in Education Doi 101108/QAE-01–2021-0005.

Oakley, S. (2021) Making a Remote Viva Work for You. University of Glasgow Blog.

Park, C. (2003) Levelling the Playing Field: Towards Best Practice in the Doctoral Viva. Higher Education Review 36(1): 47–67.

Partington, J., Brown, G. and Gordon, G. (1993) Handbook for External Examiners in Higher Education. Sheffield: UK Universities and Colleges Staff Development Agency.

Pearce, L. (2005) How to Examine a Thesis. Buckingham: Open University Press and Society for Research into Higher Education.

Poole, B. (2015) Examining the doctoral viva: Perspectives from a sample of UK Academics. London Review of Education, 13(3): 92–105.

Powell, S. and Green, H. (2003) Research Degree Examining: Quality Issues of Principle and Practice. Quality Assurance in Education, 11(2): 55–63.

Powell, S. and McCauley, C. (2002) Research Degree Examining – Common Principles and Divergent Practices. Quality Assurance in Education 10(2): 104–115.

Powell, S. and McCauley, C. (2003) The Process of Examining Research Degrees: Some Issues of Quality. Quality Assurance in Education 11(2): 73–83.

Quality Assurance Agency (2021a) Advice on Doctoral Standards for Research Students and Supervisors.

Sharmini, S. and Kumar, V. (2017) Examiners’ commentary on thesis with publications. Innovations in Education and Teaching International, DOI: 10.1080/14703297.2017.1294491.

Sharmini, S., Spronken-Smith, R. Golding, C. and Harland, T. (2014) Assessing the Doctoral Thesis When It Includes Published Work. Assessment and Evaluation in Higher Education, 40(1): 89–102.

Sikes, P. (2017) And then he threatened to kill himself: nightmare viva stories as opportunities for learning. Qualitative Research Journal, 17(4): 230–242.

Sorros, J.C., Willis, R.J., Fisher, Robyn, and Storen, Adrian (2005) DBA Examination Procedures and Protocols. Journal of Higher Education Policy and Management, 27(2): 151–72

Tinkler, P. and Jackson,C. (2000) Examining the Doctorate: Institutional Policy and the PhD Examination Process in Britain. Studies in Higher Education, 25(2):167–80.

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.

Trafford, V.N. (2003) Questions in Doctoral Vivas: Views From the Inside. Quality Assurance in Education, 11 (2): 114–122.

UK Council for Graduate Education (2021) Covid-19 Impact on Assessment of Research Degrees.

Wallace, S. (undated) Figuratively Speaking: Six Accounts of the PhD Viva. Quality Assurance in Education, 11(2): 100–8.

Wisker, G., Highman, L., Spronken-Smith, R. and Waghorne, J. (2022) Across time and space: Examiner and candidate experiences of online doctoral vivas. Innovations in Education and Teaching International. DOI: 10/1080/14703297.2021.2022528.

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.

Dally, K., Holbrook, A. Lovat, T. and Fairbairn, H. (2020) Supervisor perspectives on the end-stage’ of the doctoral examination process. Higher Education Research and Development. DOI: 10.1080/07294360.2020.1847049.

Dally, K. Holbrook A., Lovat, T. and Fairbairn, H. (2022) Supervisor perspectives on the end-stage’ of the doctoral examination process. Higher Education Research and Development, 41(2): 315–329.

Denicolo, P., Duke, D. and Reeves, J. (2020) Delivering Inspiring Doctoral Assessment. Sage, London.

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

Houston, G. (2024) Supporting Submission, the Viva and Post-completion. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 137–162.

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

Kumar, V., Kaur, A. and Sanderson, L. (2022) PhD orals from the convenor’s perspective: implications for academics and candidates, International Journal for Academic Development. DOI: 10.1080/1360144X.2022.2051516.

20 EVALUATION, DISSEMINATION, AND REWARD

Aspland, T., Edwards, H., O’Leary, J., and Ryan, Y. (1999) Tracking New Directions in the Evaluation of Postgraduate Supervision. Innovative Higher Education, 24(2): 127–147.

Australian Council of Graduate Research (2017) AGCR Awards.

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.

Clegg, K. (2024) Professional Recognition of Research Supervision. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 74–82.

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

Douglas, D. (2003) Reflections on Research Supervision: A Grounded Theory Case of Reflective Practice. Research in Post-Compulsory Education, 8(2): 213–29.

Ginns. P., Marsh, H., Behnia, M., Cheng, J. and Scalas, L. (2009) Using Postgraduate Students’ Evaluations of Research Experience to Benchmark Departments and Faculties: Issues and Challenges. British Journal of Educational Psychology, 79: 577–598.

Golding, J. and Shimwooshili- Shaimemanya, C. (2023) Political and Ethical Issues in Doctoral Supervision: The South African Context. in K. Luneta, J. Golding, H. Kapenda, and P Phiri Nalube (Eds.) Doctoral Supervision in Southern Africa. Cham, Switzerland, Springer: 17–40.

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.

Gower, O. (2024) Lessons Learned from the UK Research Supervision Survey.. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 47–60.

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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.

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.

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

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.

Houston, G. (2024) How Supervisory Practice is Shaped and Developed. In K. Clegg, G. Houston, and O. Gower. Doctoral Supervision and Research Culture: What We Know, What Works and Why. London, Routledge: 61–73.

Johnson, L., Sampson, K., Comer, K. and Brogt, E. (2016) Using Doctoral Experience Survey Data to Support Developments in Postgraduate Supervision and Support. International Journal of Doctoral Studies, 11: 185–203.

Lee, A. and McKenzie, J. (2011) Evaluating Doctoral Supervision: Tensions in Eliciting Students’ Perspectives. Innovations in Education and Teaching International, 48(1): 69–78.

Lie, K. and Pang, V. (2018) The Postgraduate Research Experience in Malaysia. in D. Neubauer and P. Buasuwan (eds.) Asia Pacific Graduate Education. New York, Palgrave Macmillan: 93–116.

McCarthy, G., Hegarty, J., Savage, E. and Fitzpatrick, J. (2010) PhD Away Days: a component of PhD supervision. International Nursing Review, 57: 415–418.

McCulloch, A., Kumar, V., van Schalkwyk, S., and Wisker, G. Excellence in doctoral supervision: an examination of authoritative sources across four countries in search of performance higher than competence. Quality in Higher Education, 

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

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Pearson, M. and Kayrooz, C. (2004) Enabling Critical Reflection on Research Supervisory Practice. International Journal for Academic Development 9(1),99–116.

Sampson, K., Johnson, L., Comer, K, and Brogt, E. (2015) Developing Evidence for Action on the Postgraduate Experience: An Effective Local Instrument to Move Beyond Benchmarking. Higher Education Research and Development. DOI:10.1080/07294360/2015.1087469.

Taylor, S, and McCulloch. A. (2017) Mapping the landscape of awards for research supervision: A comparison of Australia and the UK. Innovations in Education and Teaching International, 54(6): 601–614.

Taylor, S. and Clegg, K. (2021) Towards a Framework for the Recognition of Good Supervisory Practice. In A. Lee and R. Bongaardt (Eds.) I n A. Lee and R. Bongaardt (Eds.) The Future of Doctoral Research: Challenges and Opportunities. London, Routledge: 224–238.

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

Zuber-Skerritt, O. and Roche, V. (2004) A Constructivist Model for Evaluating Postgraduate Supervision: A Case Study. Quality Assurance in Education,12(2): 82–93.

Visit the main UK Council for Graduate Education website