Doctoral researchers are our present and future knowledge-makers. Social justice requires democratic opportunities for knowledge creation, and to this end doctoral supervision theory and practice have become increasingly inclusive, flexible, culturally responsive, and person-centred over time. However, consideration of trauma and trauma-informed…

Making a contribution to knowledge is a cornerstone requirement of the PhD. It requires candidates to provide new understandings about a phenomenon to push the boundaries of an intellectual field. To achieve this 'boundary pushing', the findings offered in the research must have relevance for contexts beyond the site of study. In effect, the…

How can instructors in higher education understand and address the challenges of cultivating critical social justice knowledge and perspectives? In this paper an embodied knowledge framework is used to interpret the accounts of two former doctoral students within a US research institution who, while expressing appreciation for a graduate seminar…

Traditionally, the candidate-supervisor-relationship is predicated on a supervisor as teacher/expert -- candidate as learner/novice model. But what becomes possible when the materialities of this power dynamic are destabilised and reimagined? This article draws from emerging feminist ontologies to introduce the concept of velo-onto-epistemology…

Doctoral work is often characterised as lonely and isolating (Holbrook et al. 2014). This paper explores how collaboration with peers and other professionals supports the doctoral learning experience. The research study asks what networks doctoral students engage with and how their engagement in networks supports their studies. Semi-structured…

Researcher developers conduct their work in the borderlands between academic disciplines and university administration. Navigating this third space [Berman, J. E., and T. Pitman. 2010. "Occupying a 'Third Space': Research Trained Professional Staff in Australian Universities." "Higher Education" 60 (2): 157-169.…

Doctoral supervision is a subtle but complex form of teaching in higher education, where supervisor-to-candidate expectations including support around the literature are important, but supervisory practices and candidate starting points can be disparate and expectations are not always discussed. This paper uses autoethnographic reflections and a…

The aim is to describe the development of a novel interdisciplinary graduate school, using the Swedish National Graduate School for Competitive Science on Ageing and Health (SWEAH) as a case example. We explore doctoral students' perceptions of being part of SWEAH and provide implications for practice. Written self-reports reflecting 78 students'…

This paper develops the pedagogical implications of xenolexia, a concept introduced as a phenomenon in the learning and teaching of academic writing (Beighton, C. 2020. "Beyond Alienation: Spatial Implications of Teaching and Learning Academic Writing." "Teaching in Higher Education" 25 (2): 205-222.). Complementing this…

This dialogic composition captures the interconnected experiences of two racialized doctoral students co-teaching a critical social work practice course in a Bachelor of Social Work (BSW) program parallel to undertaking a doctoral independent study on anti-racism and decolonizing curriculum and pedagogies. The undergraduate course sought to…

This qualitative case study investigates two early-stage doctoral students' developing conceptions of research in their situated context. Drawing on data collected from in-depth interviews and informal conversations with the participants over two years, the study showed that the participants' research conceptions were in a symbiotic relationship…

This study explores student perspectives about the challenges and affordances of participating in two dialogic teaching initiatives (writing group and writing workshop) implemented in Argentina to improve doctoral students' academic writing. It seeks to understand if these pedagogical initiatives can open, widen, and deepen dialogic spaces that,…

This paper explores doctoral candidates' experiences of making progress through the doctoral space. We engage concepts associated with the 'new mobilities' paradigm (Urry, J. 2007. Mobilities. Cambridge: Polity Press) to provide insight into the candidate experience of the doctoral journey; exploring specifically the interplay between the fixed…

This paper considers the experiences of a PhD student researcher grappling with a highly complex project. We examine a number of issues relating to teaching in the multilingual university and question the powerful role of English in the PhD journey. We focus on the implications of relying on English academic resources, the problem of the…

The idealised internationally mobile doctoral student is often presented as seamlessly transitioning across space -- translating and neutralising themselves within globalised higher education. However, for those positioned as 'international', writing can be experienced as disconnecting. This paper considers the tensions of writing, as experienced…