Much current debate about undergraduate student research involves a focus on 'students as partners' and co-constructors of knowledge (Healey, Flint & Harrington 2014, 2016). This debate reveals interesting tensions between student freedom and the role of structuring frameworks. Undergraduate lecturers and research supervisors might feel we are…

Much international doctoral learning research focuses on personal, institutional and learning support provided by supervisors, managed relationships,"nudging" robust, conceptual, critical, creative work. Other work focuses on stresses experienced in supervisor-student relationships and doctoral journeys. Some considers formal and…

Much research into doctoral student-supervisor relations focuses on developing positive interactions. For many students, however, the research experience can be troubled by breakdowns in communication and even the loss of the supervisor(s), turning the student into a doctoral "orphan" and impacting on their academic identity and ability…

Most research into research supervision practice focuses on functional, collegial or problematic power-related experiences. Work developing the supervisory role concentrates on new supervisors, and on taught development and support programmes. Most literature on academics' professional learning concentrates on learning to be a university teacher…

Much research into postgraduate student learning focuses on generic issues of research development. Early work, reported here, uses threshold concept theories and theories of conceptual threshold crossing to focus on the learning and supervisory support of postgraduates researching in the fields of literature and art. This paper is based on…

Most research indicating dissonant forms of student learning engagement, leading to problems in the achievement of learning outcomes, is with undergraduates. Action research at Anglia Polytechnic University involving questionnaires, focus groups, and supervisory dialogues, conducted with Israeli and British postgraduate students between 1998 and…

Reports three activities undertaken with students enrolled in a Master of International Business Studies in Britain and how each contributed to students' success or otherwise: use of a CD-ROM in development of academic English language skills; identification of students' reflections influencing their success as research students; and use of focus…