In this chapter, we draw on the idea of doctoral education as a reflexive space in order to explore the practice, positioning and recognition of research supervision development. Changes to the provision of research education may mean changes to the way academics are prepared for their roles and responsibilities as supervisors. It may mean further support is required to assist in the development of certain supervisory skills; it may also mean that increasing resources will need to be made available to support supervisors in their decision making
Educating our early career researchers is becoming more complex. The range of doctoral degrees, the ...
How can we get research supervisors to reflect on their practice? The constantly changing agendas ar...
In our experience, doctoral supervision seminars and training (and associated literature) focus the ...
Is research training of students the key responsibility of postgraduate supervisors? While many acad...
This paper shares the reflections of a group of 5 academics who started supervising practice-based d...
Research student learning and supervision has become an increasing concern for many stakeholders ins...
Theoretically, one part of supervision is the direct object i.e. what can be learnt, another part is...
Discourse regarding modern doctoral studies criticises the traditional notion of doctoral education ...
Literature about doctoral supervision has concentrated on describing the ever lengthening lists of f...
Educating our early career researchers is becoming more complex. The range of doctoral degrees, the ...
Within the overall theme of this special issue of re-theorising doctoral education, this article exa...
Doctoral supervision has been described as a process, where research, knowledge and individuals are ...
In a context where timely completions of research theses have become paramount and where the nature ...
New research training agendas necessarily bring with them renewed attention on the professional deve...
[eng] A key aspect of the effective supervision of PhD research is the supervisor-student relationsh...
Educating our early career researchers is becoming more complex. The range of doctoral degrees, the ...
How can we get research supervisors to reflect on their practice? The constantly changing agendas ar...
In our experience, doctoral supervision seminars and training (and associated literature) focus the ...
Is research training of students the key responsibility of postgraduate supervisors? While many acad...
This paper shares the reflections of a group of 5 academics who started supervising practice-based d...
Research student learning and supervision has become an increasing concern for many stakeholders ins...
Theoretically, one part of supervision is the direct object i.e. what can be learnt, another part is...
Discourse regarding modern doctoral studies criticises the traditional notion of doctoral education ...
Literature about doctoral supervision has concentrated on describing the ever lengthening lists of f...
Educating our early career researchers is becoming more complex. The range of doctoral degrees, the ...
Within the overall theme of this special issue of re-theorising doctoral education, this article exa...
Doctoral supervision has been described as a process, where research, knowledge and individuals are ...
In a context where timely completions of research theses have become paramount and where the nature ...
New research training agendas necessarily bring with them renewed attention on the professional deve...
[eng] A key aspect of the effective supervision of PhD research is the supervisor-student relationsh...
Educating our early career researchers is becoming more complex. The range of doctoral degrees, the ...
How can we get research supervisors to reflect on their practice? The constantly changing agendas ar...
In our experience, doctoral supervision seminars and training (and associated literature) focus the ...