Research supervisors’ different ways of experiencing supervision of doctoral students

By Anita Franke, B. Arvidsson. 2011

123 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/6fb6c0336998a4dc699f56dbfc9aa5f60d3f3745

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. Martin East
2. Helen Basturkmen
3. J. Bitchener
4. J. Keskinen
5. Jenna Vekkaila
6. K. Pyhältö
7. D. Ferris
8. N. Storch

In General Health Professions

1. J. Keskinen
2. K. Pyhältö
3. Martin East
4. Helen Basturkmen
5. J. Bitchener
6. Jenna Vekkaila

In Public Health, Environmental and Occupational Health

1. J. Keskinen
2. Jenna Vekkaila
3. K. Pyhältö

Citations in the corpus

• Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community (2014, background): “Postgraduate supervision is generally seen as a pedagogical relationship (Pearson and Brew 2002; Wisker et al. 2003; Franke and Arvidsson 2011).”
• Exploring the Fit between Doctoral Students' and Supervisors' Perceptions of Resources and Challenges vis-à-vis the Doctoral Journey (2012, background): “Hence, doctoral supervision is highly embedded in the working environment provided by the scholarly community (Barnes & Austin, 2009; Franke & Arvidsson, 2011; Halse & Malfroy, 2010; Pearson & Brew, 2002) and is, therefore, affected by various resources and demands of the environment.”