Doctoral supervision, workplace research and changing pedagogic practices

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Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings (2014, background): “Mutuality of relationship, as opposed to a hierarchical relationship, has also been shown to improve student success and satisfaction (Boucher and Smyth 2004; Malfroy 2005 ; Wisker, Robinson, and Shacham 2007).”
Retheorizing doctoral supervision as professional work (2010, background): “Others have pointed to the evolution of new supervisory practices, including collaborative knowledge-sharing activities such as supervisory panels, group supervision and peer groups (Allen, Smyth, and Wahlstrom 2002; Malfroy 2005).”
Improving the Development of Postgraduates' Research and Supervision (2011, background): “A seminar approach emphasizes research as a process, rather than a product (Malfroy, 2005).”
A learning community approach to doctoral education in the social sciences (2009, background): “In this tradition, Malfroy ( 2005 ) undertook an ethnographic study of collaborative knowledge sharing arrangements and collective supervisory practices showing that an emphasis on the student–supervisor relationship led to a neglect of other powerful pedagogical devices including collective knowled”