Retheorizing doctoral supervision as professional work

By C. Halse, J. Malfroy. 2010

273 citations recorded by the source corpus.

Subfields: Education, General Health Professions

View Paper: https://www.semanticscholar.org/paper/a9b617738491f0f39490f9cd7ea1993bed39237f

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. M. Mainhard
2. Mats Ohlin
3. J. Lindén
4. E. Brodin
5. J. Keskinen
6. Susan Mowbray
7. E. Erichsen
8. Albert Pilot

In General Health Professions

1. Mats Ohlin
2. J. Lindén
3. E. Brodin
4. J. Keskinen
5. K. Pyhältö
6. Susan Mowbray
7. E. Erichsen
8. Albert Pilot

Citations in the corpus

• The purpose of the PhD: theorising the skills acquired by students (2010, background): “It is through this process that students produce a completed PhD – and that is at the heart of Aristotle’s concept of techne: ‘the creative, productive use of expert knowledge to bring something into existence or accomplish a particular objective and to give an account of what has been produced’ (Ha”
• Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings (2014, background): “There are no universal, precise, or explicit criteria for a successful doctoral degree (Johnson 2005 ), and the pedagogy of doctoral supervision has been described as poorly articulated and under-theorized (Bartlett and Mercer 2001 ; Delamont, Parry, and Atkinson 1998 ; Green and Lee 1995 ; Hals”
• ‘Becoming a supervisor’: the impact of doctoral supervision on supervisors' learning (2011, background): “Two interview-based studies involving a broad cross-disciplinary sample of experienced doctoral supervisors (see Halse and Gearside 2005; Halse and Malfroy 2010) have afforded opportunities to glean a picture of supervisors’ experiences of the changed conditions in higher education and in the work…”
• 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.”
• Master's thesis supervision: relations between perceptions of the supervisor–student relationship, final grade, perceived supervisor contribution to learning and student satisfaction (2012, background): “One potentially influential aspect of research supervision is the interpersonal relationship between supervisor and student (Halse and Malfroy 2010 ; Peterson 2007 ).”
• Mentorship, supervision and learning experience in PhD education (2013, methodology): “In approaches inspired by models drawn from adult professional education (Halse and Malfroy 2010 ; Linden 1998 , 1999 ; Pearson and Brew 2002 ), the personal and task-oriented aspects of development are often integrated with each other, since the supervisor is expected to combine educative , s”