From Supervisory Dialogues to Successful PhDs: Strategies supporting and enabling the learning conversations of staff and students at postgraduate level
By G. Wisker, G. Robinson, V. Trafford, M. Warnes, E. Creighton. 2003
126 citations recorded by the source corpus.
Subfields: Applied Psychology, Education, General Health Professions
View Paper: https://www.semanticscholar.org/paper/2a70fc40d190768829185814102375820a06d24f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Martin East
- Lee-Ann Fenge
- G. Wisker
- Helen Basturkmen
- J. Bitchener
- Margaret Kiley
- C. Manathunga
- D. Ferris
In General Health Professions
- Lee-Ann Fenge
- Margaret Kiley
- Martin East
- Helen Basturkmen
- J. Bitchener
- C. Manathunga
- Jeffrey Keefer
- Susan R. Hemer
Citations in the corpus
- Supervision as mentoring: the role of power and boundary crossing (2007, background): “Many prominent authors argue that effective supervision is a form of mentoring (Pearson, 2001 ; Pearson & Brew, 2002 ; Price & Money, 2002 ; Wisker et al , 2003 ).”
- Postgraduate research success: communities of practice involving cohorts, guardian supervisors and online communities (2007, result): “We share results with the students in the summer workshop called ‘What do I do with all of this data?’ and on an individual basis (Wisker et al , 2003 ) to encourage developmental awareness and an appropriate fit between research questions and methods to action and vehicle research.”
- Threshold concepts in research education and evidence of threshold crossing (2009, background): “Most research into the conduct of the doctorate, and learning at the HDR level, has focused on research development programs, supervisor support and recently on metalearning (Wisker et al., 2003a, 2003b, 2004).”
- Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community (2014, background): “Increasing numbers of students are undertaking postgraduate research (Wisker et al. 2003).”
- Enhancing the doctoral journey: the role of group supervision in supporting collaborative learning and creativity (2012, background): “…about poor completion rates in doctoral education have tended to focus on improving the robustness of supervisory support mechanisms, and it has been argued that effective supervision encompasses a mentoring relationship between student and supervisor (Pearson and Brew 2002; Wisker et al. 2003).”