Legitimate peripheral participation and supervising Ph.D. students

By Mostafa Hasrati. 2005

101 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4abb32532888eb92fea9e1cf916e099c52ab8b61

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. K. Pyhältö
2. Auli Toom
3. Jenni Stubb
4. Kirsti Lonka
5. Rachel Parker
6. R. Deuchar
7. R. Warhurst

In General Health Professions

1. K. Pyhältö
2. Jenni Stubb
3. Kirsti Lonka
4. Rachel Parker
5. R. Deuchar
6. R. Warhurst
7. G. Bates
8. S. Mackie

In Literature and Literary Theory

1. Jenni Stubb
2. Kirsti Lonka
3. Rachel Parker
4. R. Deuchar
5. R. Warhurst
6. K. Pyhältö

Citations in the corpus

• Balancing between inspiration and exhaustion: PhD students' experienced socio-psychological well-being (2011, background): “These are communities such as research groups, research units, seminars, and, for instance, peer groups (eg, Shacham and Od-Cohen 2009 ; Hasrati 2005 ).”
• Identity and agency: pleasures and collegiality among the challenges of the doctoral journey (2009, unknown): “While this may lead to a growing sense of engagement and identity (Hasrati 2005), previous studies suggest this is not always the case; doctoral experience may be filled with tensions and challenges due to a sense of isolation, a lack of clarity about doctoral expectations,…”
• A learning community approach to doctoral education in the social sciences (2009, background): “Hasrati (2005) explores the concept of legitimate peripheral participation amongst international students enrolled in a doctoral programme in the UK.”
• Facilitator, director or critical friend?: contradiction and congruence in doctoral supervision styles (2008, background): “Hasrati ( 2005 ), 558) highlights the related concept of cognitive apprenticeship, whereby supervisors model by ‘making explicit their tacit knowledge’; coach by ‘supporting students at doing the tasks’ and, finally, fade when they have ‘empowered the students to continue independently’.”
• ‘Cigars on the flight‐deck’: new lecturers’ participatory learning within workplace communities of practice (2008, background): “Newcomers might thus be purposefully situated on the periphery of activity, and allocated safer or less intensive tasks to match their current capability (Hasrati 2005, 558).”
• Master's thesis supervision: relations between perceptions of the supervisor–student relationship, final grade, perceived supervisor contribution to learning and student satisfaction (2012, unknown): “This is in line with Hasrati (2005) , who argued that research supervision is a form of legitimate peripheral participation.”
• Challenges of Becoming a Scholar: A Study of Doctoral Students' Problems and Well-Being (2012, background): “For instance, the supervisory relationship [1–4], the scholarly community [5, 6] and doctoral students’, and supervisors’ personal beliefs about research and supervision [7–10] contribute to the overall doctoral experience.”