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Loxley, Andrew; Kearns, Mark – Studies in Higher Education, 2018
The changing nature of doctoral education over the past three decades has taken on a triadic relationship constructed around expectations-process-purposes and has generated much commentary and critique. The intention of this paper is to focus on the notion of "purpose" from the perspective of doctoral supervisors which we have collated…
Descriptors: Doctoral Programs, Graduate Students, Supervisors, Supervision
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Maguire, Kate; Prodi, Elena; Gibbs, Paul – Studies in Higher Education, 2018
Doctoral supervision has attracted significant attention from higher education bodies over the last 15 years, stimulated by shifts in educational and socio-political contexts including what supports the knowledge economy and the stakeholdership of students. This paper conceptualises work worlds through Heideggerian discourse and presents…
Descriptors: Graduate Students, Doctoral Programs, Supervision, Communities of Practice
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Vekkaila, Jenna; Virtanen, Viivi; Taina, Juha; Pyhältö, Kirsi – Studies in Higher Education, 2018
The post-doctoral phase is characterized by a high level of competition and even a risk of unemployment due to the increasing number of PhDs. This study explores the function of social support or lack of it in post PhD researchers' engaging and disengaging experiences from the beginning of their careers as researchers. The data were collected from…
Descriptors: STEM Education, Doctoral Degrees, Doctoral Programs, Graduate Students
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Pearson, Margot; Evans, Terry; Macauley, Peter – Studies in Higher Education, 2016
A significant feature of contemporary doctoral education is the continuing trend for research and research education to migrate beyond discipline-based institutional teaching and research structures. The result is a more diverse array of settings and arrangements for doctoral education linked to an increasingly global research enterprise.…
Descriptors: Foreign Countries, Higher Education, Doctoral Programs, Case Studies
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Lee, Anne – Studies in Higher Education, 2018
This paper explores supervisor development in the light of information generated by the Erasmus-funded project on the modern doctorate. It is structured in four phases. Firstly examining interview data to isolate some distinguishing features of the modern doctorate. Secondly re-examining that data to see if these distinguishing features can be…
Descriptors: Supervisory Training, Doctoral Programs, Supervisors, Theory Practice Relationship
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Brodin, Eva M. – Studies in Higher Education, 2016
Critical and creative thinking constitute important learning outcomes at doctoral level across the world. While the literature on doctoral education illuminates this matter through the lens of experienced senior researchers, the doctoral students' own perspective is missing. Based upon interviews with 14 doctoral students from four disciplines at…
Descriptors: Higher Education, Critical Thinking, Creative Thinking, Learning Experience
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Åkerlind, Gerlese; McAlpine, Lynn – Studies in Higher Education, 2017
International policy changes that have prioritised increasing growth in the numbers of doctoral students have led to wide-ranging debate about the changing purpose of the doctorate. However, there has been little research aimed at investigating doctoral supervisors' views of the purpose of the doctorate, despite the significant role supervisors…
Descriptors: Doctoral Programs, Supervisory Methods, Supervision, Teacher Attitudes
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Odena, Oscar; Burgess, Hilary – Studies in Higher Education, 2017
This study considered the sources of facilitating experiences and strategies for thesis writing from doctoral students and graduates (N = 30). The sample was balanced between science and social science knowledge areas, with equal numbers of English as Second Language (ESL) participants in both groups. Semi-structured in-depth interviews were used…
Descriptors: Qualitative Research, Doctoral Programs, Graduate Students, Doctoral Dissertations
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Hutchings, Maggie – Studies in Higher Education, 2017
The challenges of the doctoral journey can create social and academic isolation. Student support is normally facilitated through the supervisory team and research training programmes. There is little empirical evidence on the role group supervision and peer learning can play in nurturing and sustaining doctoral scholarship. This article explores…
Descriptors: Scholarship, Supervision, Doctoral Programs, Peer Teaching
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Bendix Petersen, Eva – Studies in Higher Education, 2014
Doctoral supervision continues to be an interesting pedagogical site. As the university changes, so do the expectations and circumstances for doctoral education, including supervision. Although it is unhelpful to overstate the homogeneity of the doctoral student body of the past, there is no doubt that global and local changes to higher education…
Descriptors: Foreign Countries, Doctoral Programs, Graduate Students, Nontraditional Students
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Linden, Jitka; Ohlin, Mats; Brodin, Eva M. – Studies in Higher Education, 2013
The learning that ensued from the mentorship relationship on a mentorship program for doctoral students at a Swedish university was studied in three cases (two in social science and one in technology). The aim was: (a) to explore how doctoral students, their formal mentors and their supervisors describe their own learning, and how they perceive…
Descriptors: Learning Experience, Mentors, Supervision, Doctoral Programs
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Pilbeam, Colin; Lloyd-Jones, Gaynor; Denyer, David – Studies in Higher Education, 2013
UK higher education policy relating to doctoral-level education assumes that student networks provide the basis for informal learning and the acquisition of necessary skills and information. Through semi-structured interviews with 17 doctoral students from a UK management school, this study investigated the value of these networks to students, the…
Descriptors: Graduate Students, Doctoral Programs, Social Networks, Social Capital