The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century

By Eric K. Kaufman. 2008

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A Model for Doctoral Students’ Perceptions and Attitudes Toward Written Feedback for Academic Writing (2011, background): “Similarly, students need to understand the individual working styles of their mentors, communicate their needs and expectations to the faculty, develop self-regularity for their own learning with the help of regular feedback, and devote time for the apprenticeship relationship with faculty and the a”
Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States (2009, background): “…1992; Golde and Dore 2001; Lovitts 2001; Nettles and Millett 2006) and initiatives (e.g., Carnegie Foundation for the Advancement of Teaching 2003; National Science Foundation 2004; Walker et al. 2008) that seek to better understand the causes and consequences of doctoral student attrition.”
Retheorizing doctoral supervision as professional work (2010, background): “Doctoral supervisors play a critical role in doctoral education, and ‘good’ doctoral supervision is crucial to successful research education programs (Golde 2000; Harman 2002; Seagram, Gould, and Pike 1998; Walker et al. 2008).”