Researcher-led Training: the PhD Experience Conference 2013 – Supporting the Student in Higher Education

Costello, Robert; Waehning, Nadine; Reed, Kaylara A.; Shaw, N J

doi:10.11120/elss.2014.00026

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…There exist various training programmes aimed at developing doctoral supervision skills, reflected in institutional websites and training institutions, in line with the views of Halse (2011) and Lee (2018). While some are offered during the doctoral process (Wadee et al, 2010), others are offered within structured institutional training programmes (Lee, 2018) and through participating in conferences (Costello, Waehning, Reed, & Shaw, 2013). Postdoctoral studies, mentorship and graduate training programmes have also been reported to enhance the development of doctoral supervision skills as well as preparing doctoral graduates for academic positions (Åkerlind, 2005;Wadee et al, 2017;Lee, 2018).…”

Section: Methodsmentioning

confidence: 99%

A Theoretical Perspective on How Doctoral Supervisors Develop Supervision Skills

Swai

2019

IJDS

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Aim/Purpose: The paper establishes how doctoral supervisors develop the supervision skills needed to handle the doctoral supervision process in the contemporary world. Background: While the existing literature confirms that PhD holders can supervise doctoral students, there is a need to provide supporting evidence that the skills they possess qualify them to do this. Methodology: Using the qualitative research approach, the study established the knowledge and skills that are needed to supervise doctoral students in the contemporary world. Through thematic analysis of 82 scholarly publications, the study established, in order of preference, five mechanisms through which doctoral supervisors develop supervision skills, i.e. the supervision process, doctoral education, institutional guidelines, institutional training courses and individualized learning. Contribution: The study contributes to the ongoing research on the supervision of doctoral studies in the 21st century. Findings: Findings show that a well-structured doctoral education, including the related processes, imparts the knowledge and skills needed for doctoral supervision. Likewise, a combination of the mechanisms and an individual’s commitment, in terms of time and engagement, develop the skills that are relevant for doctoral supervision. Recommendations for Practitioners: Higher Education Institutions need to make supervisors aware of the potential of these mechanisms for developing the skills necessary for doctoral supervision and encourage them to use them Recommendation for Researchers: Further research on the development of doctoral supervision skills should broadly consider the role of different programmes in developing doctoral supervision skills in different contexts. Impact on Society: The study has implications for doctoral supervisors and universities as regards the need to ensure that both mechanisms are instituted to enable doctoral supervisors to develop doctoral supervision skills. Future Research: Since the study was done theoretically, it might be important to conduct further research using mixed-methods research with a phenomenological design to establish the skills possessed by doctoral supervisors and the mechanism they used to develop the supervision skills in any context.

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Section: Methodsmentioning

confidence: 99%

A Theoretical Perspective on How Doctoral Supervisors Develop Supervision Skills

Swai

2019

IJDS

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“…Regardless of discipline, candidates also tend to struggle at pivotal academic points which resonate with generic threshold concepts in research -argument framing; theorising; research framework development; knowledge creation; analysis and interpretation; and, paradigm building (Kiley & Wisker, 2009) -and these pivotal points are not always successfully addressed within the candidate/supervisor relationship (Bruce et al, 2009;Bruce & Stoodley, 2013;Hamilton et al, 2014;Platow, 2012;Yarlagadda et al, 2013). These are, moreover, academic issues and concerns that need to be addressed by academic learning and teaching, rather than generic/generalist training and approaches (Costello, Waehning, Reed, & Shaw, 2014;Craswell, 2007).…”

Section: Promoting Conceptual Integration: Using Threshold Concepts As a Pedagogical Rationalementioning

confidence: 99%

Researching, Implementing, and Evaluating Industry Focused and Cross-Disciplinary Doctoral Training

Owens

Brien

McAllister

et al. 2019

IJDS

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Aim/Purpose: This article reports on university-funded research conducted to inform, design and implement applied industry-integrated training that could support higher degree by research (HDR) candidates in the disciplines of nursing and creative arts. Background: Doctoral candidates contribute in steadily increasing numbers to the intellectual and economic capital of universities globally, however, the quality of candidate progression and outputs has also been widely criticised. How to best support doctoral candidates for success is therefore a critical focus for universities and an ongoing area of research. Methodology: The study was framed as an action research project as it was driven by the identification of a problem embedded in professional practice that invited action and reflection as well as participation from other practitioners in the field. Contribution: This article presents a multidimensional, industry-focused model for HDR training that effectively engages HDR candidates with key threshold concepts for research. Findings: Doctoral training needs to be more holistic, integrative and career-focused to meet the needs of increasing numbers of candidates with diverse backgrounds and post-doctoral career pathways. Recommendations for Practitioners: This article provides a doctoral training model that can be adapted to other disciplines and industry contexts. Recommendation for Researchers: This article provides a doctoral training model that can, and should, be adapted to other disciplines and industry contexts in order to build more substantive and reliable evaluative data. Impact on Society: As secure career pathways in academia are diminishing, while the number of doctoral candidates are increasing, the integration of industry partners and applied contexts into holistic doctoral training is critical for the working futures of doctoral graduates. Future Research: Further implementations and evaluations of the training workshop provided in this article would advance understandings of training design and implementation options and issues.

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“…al 2014. They are, moreover, academic issues and concerns that need to be addressed by an approach to learning and teaching that is academic, rather than generic generalist training (Craswell 2007, Costello et al 2014.…”

Section: Multidisciplinary and Interdisciplinary Research Trainingmentioning

confidence: 99%

Becoming authentic multidisciplinary or interdisciplinary researchers: methodological practices and outcomes

Brien

McAllister

2016

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This article outlines successful practices employed by two experienced researchers from different knowledge fields (in this case, creative writing/applied arts and nursing/applied science) who bring diverse research methodologies and approaches to work on multidisciplinary and interdisciplinary projects. Defining single discipline, multidisciplinary and interdisciplinary research, and based on a review of their own disciplinary -as well as multidisciplinary and traditional 'mixed methods', research methodologies -this article investigates how these researchers navigate the range of available methodologies to both make meaning in their research projects and also allow a wide, and project-relevant, dissemination of their findings. It profiles completed collaborative projects and evaluates the approaches utilised, including how this rationale has influenced their practice as higher degree research student supervisors.

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Researcher-led Training: the PhD Experience Conference 2013 – Supporting the Student in Higher Education

Abstract: Abstract

Cited by 3 publications

References 14 publications

A Theoretical Perspective on How Doctoral Supervisors Develop Supervision Skills

A Theoretical Perspective on How Doctoral Supervisors Develop Supervision Skills

Researching, Implementing, and Evaluating Industry Focused and Cross-Disciplinary Doctoral Training

Becoming authentic multidisciplinary or interdisciplinary researchers: methodological practices and outcomes

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