Early warning signs in postgraduate research education: a different approach to ensuring timely completions

By C. Manathunga. 2005

168 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/197d1dd5bf5c1a2dcf0846c7ec7adf80a5f41e2c

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In Education

In General Health Professions

In Public Health, Environmental and Occupational Health

Citations in the corpus

Factors that influence PhD candidates’ success: the importance of PhD project characteristics (2019, background): “…and the relationship between the supervisor and PhD student; and (3) individual PhD student characteristics like background characteristics (e.g. gender, age) and behavioural and psychological characteristics (e.g. personality, motivation) (Jiranek 2010; Manathunga 2005; Van de Schoot et al. 2013).”
Potential Predictors of Timely Completion among Dissertation Research Students at an Australian Faculty of Sciences (2010, background): “The ultimate goals are to define more appropriate resourcing levels, better criteria for selection of students or, as reported recently (Manathunga, 2005), the development of localized strategies for improving the retention of students experiencing difficulties.”
Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings (2014, background): “The close relationship between satisfaction with supervision and degree completion has been demonstrated (Ferrer de Valero 2001 ; Haksever and Mainsali 2000), and the importance of direct research-related pedagogy (Nelson 1996 ), including methods, conception, design, and conduct of research, as w”
Stressors in early-stage doctoral students* (2018, background): “Many factors contribute to a ‘positive’ PhD experience for students (Manathunga 2005), but there are also factors that contribute to a poor experience and performance, including stress (Manathunga 2005; El-Ghoroury et al. 2012).”
Challenging the dual assumption of the ‘always/already’ autonomous student and effective supervisor (2007, background): “In addition, Justine’s and Catherine’s interdisciplinary collaboration in exploring supervision pedagogy may provide an example of supervisor professional development that goes beyond colonial approaches to educational development (Manathunga, 2005b, 2006).”
More than just a brain: emotions and the doctoral experience (2013, background): “There is evidence that doctoral students suppress their emotions (Herman, 2010; Manathunga, 2005), yet ‘the emotional aspects .”
Supervision as mentoring: the role of power and boundary crossing (2007, methodology): “To begin with, particularly in the Australian context (although this supervisor was originally English), mateship is essentially a masculinist construct.”
Informality, power and relationships in postgraduate supervision: supervising PhD candidates over coffee (2012, background): “Yet, as Manathunga (2005b, 2009) contends through her concept of compassionate rigour, the supervisory relationship contains both personal and intellectual elements and supervision over coffee can provide a clear context for building and maintaining a strong supervisory relationship.”