Conceptual frameworks in the doctoral research process: a pedagogical model

Students supporting students on the PhD journey: An evaluation of a mentoring scheme for international doctoral students

“…A significant proportion of this research has focussed on the formal supervision process. This includes studies on how to develop supervisors (Pearson & Brew, 2002), investigating supervisory relationships (Malfroy, 2005), and pedagogical models for supervision (Berman & Smyth, 2015). Cotterall (2015) emphasised the importance of scholarly identity in the learning of doctoral students and the support required for students to become successful and confident researchers.…”

Program and Instructional Strategies Supportive of Doctoral Students’ Degree Completion

“…Students benefit from coursework in which they learn about research design, theoretical and conceptual perspectives to support research, and varied research methods (Berman & Smyth, 2015; Jalongo, Boyer, & Ebbeck, 2014). When they are expected to conduct research in the coursework phase of their doctoral program, students gain needed skills.…”

“…Coursework designed to support the culminating project may be interwoven with disciplinary coursework in the case of capstone projects or sequenced after the coursework phase for dissertations. Courses designed to support students in completing their culminating project can include exploration of relevant theoretical frameworks, so that students situate their research with an articulated perspective (Berman & Smyth, 2015; Ravitch & Riggan, 2017).…”

“…Instruction in formation of a conceptual framework, which blends students’ knowledge of professional practice with academic knowledge, can assist students in defining theories relevant to their work, framing research, formulating hypotheses and research questions, and evaluating the suitability of research methods (Berman & Smyth, 2015; Ravitch & Riggan, 2017). Requiring students to research in their discipline means that they will acquire familiarity and identify gaps in the existing literature that they can propose to address.…”

‘Designing in’ Interaction in Pedagogy: Collaborative Team Supervision and Midcareer Doctoral Candidates in Australia

“…Berman and Smythe [14] state that many of their professional students have come to doctoral study with "ideas which are best described as 'theorising from practice'" (p.7). Ryan [1], in her collections of reflections of mid to later-career students acknowledge that they bring with them a substantial professional body of knowledge and life experience which contributes to their research and thesis.…”