Full Description
Doctoral supervision is a fundamental component of academic life, contributing significantly to the advancement of research and education. However, it is also a highly complex and challenging process that requires a diverse set of skills and knowledge. In this book, a group of international experts will draw upon their extensive experience to share their insights into the best practices of doctoral supervision.
The book provides readers with a comprehensive understanding of the key issues surrounding doctoral supervision. The main themes covered in the text are:
- The unique character of the Doctorate as an aspect of Higher Education
- The nature of supervision
- Doctoral student identity
- Equity, diversity, and inclusion
- Assessment and feedback practices
- Completion and final examination
Reflective activities, case studies, and research briefings support readers to gain a deeper understanding of the complexities of doctoral supervision within any institutional or national context. The insights and experiences shared by international experts offer advice and strategies for effective supervision, from establishing positive relationships with students to providing constructive feedback and support to help with ongoing professional development of doctoral supervisors, enhance the quality of doctoral education and research, and ultimately contribute to the advancement of academia.
Contents
Introduction: What do We Mean by Reflective Practice in Doctoral Education?, Fiona Hallett (Edge Hill University, UK)
Doctoral Education and the 10 Tlrp Principles: How These Relate to Each Section and Chapter, Fiona Hallett (Edge Hill University, UK)
How to Use this Book: Case Studies, Vignettes, Reflective Activities and Research Briefings, Fiona Hallett (Edge Hill University, UK)
Part I: Doctoral Education: An Overview
1. Reconstituting Doctoral Education, Ronald Barnett (University College London, Uk) and Carolina Guzmán-Valenzuela (Universidad De Tarapacá, Chile)
2. The Hidden Curriculum of Doctoral Education, Ingrid Rewitsky (Stellenbosch University, South Africa)
3. Process and Product, Marit Honerød Hoveid and Dagrun Astrid Aarø Engen (Norwegian University of Science and Technology, Norway)
4. Different Types of Doctorates, Fiona Hallett (Edge Hill University, UK) with Case Studies and Vignettes from the Author Team
Part II: Becoming and Being a Supervisor
5. Establishing and Nurturing the Supervisor/Student Relationship, Jan McArthur (Lancaster University, UK)
6. Co-Supervision and Collaboration, Fiona Philippi (University of Edinburgh, UK)
7. Modelling Doctoral Supervision, Chris Hughes (Edge Hill University UK) and Clive Palmer (University of Central Lancashire, UK)
8. Online Supervision of Distance Doctoral Researchers, Brett Bligh (Lancaster University UK)
Part III: Fostering Inclusive and Supportive Doctoral Environments
9. Supervising a Diverse Student Body, Fiona Hallett (Edge Hill University, UK)
10. Fostering Inclusion and Support in Doctoral Education, (Susanna Calkins, Rosalind Franklin University of Medicine and Science, USA)
11. Understanding and Nurturing Identity and Wellbeing, Ka Ho Joshua Mok, and Peihua Li (Lingnan University, Hong Kong)
Part IV: Achieving a Doctorate: The Role of the Supervisor
12. Giving Constructive Feedback on Research Progress and Outputs, Gregory Light (Northwestern University, USA)
13. Supporting Progress Throughout the Doctoral Journey, David Armstrong, (Royal Melbourne Institute of Technology, Australia)
14. Examining Doctoral Research, Shosh Leshem (Oranim Academic College of Education, Israel)
Conclusion: The Importance of Reflection and Self-Evaluation in Doctoral Supervision: Returning to the 10 Tlrps, Fiona Hallett, (Edge Hill University, UK)
