Supervising Doctoral Studies
This screen combines the 'Resource banks' for all of the Supervising Doctoral Studies units. Click on the appropriate unit title to view the resources for that unit.
Bogle, D. (2010) League of European Universities position paper: 'Doctoral degrees beyond 2010: Training talented researcher for society'. Available online at www.leru.org/files/Doctoral-Degrees-beyond-2010-Training-Talented-Researchers-for-Society-Full-paper.pdf [accessed July 9, 2014].
Boud, D. & Lee, A. (Eds.) (2009) Changing practices of doctoral education. London: Routledge.
Cryer, P. (2006) The research student's guide to success. Maidenhead: McGraw-Hill/Open University Press.
Delamont, S. Atkinson, P. & Parry, O. (2000) The doctoral experience: Success and failure in Graduate School London: Falmer.
Eley, A. R. & Jennings, R. (2005) Effective postgraduate supervision: improving the student-supervisor relationship. Maidenhead: Open University Press.
Eley, A. & Murray, R. (2009) How to be an effective supervisor: best practice in research student supervision Maidenhead: Open University Press.
Gosling, P. & Noordam, B. (2011) Mastering your PhD: survival and success in the doctoral years and beyond. Heidelberg: Springer.
Kamler, B. & Thomson, P. (2006) Helping Doctoral Students Write: Pedagogies for Supervision, London & New York: Routledge.
Kirp, D. L. (2003) Shakespeare, Einstein, and the Bottom Line: The Marketing of Higher Education. Harvard University Press.
Lee, A. (2012) Successful research supervision: advising students doing research. London & New York: Routledge.
Pearson, M. & Brew, A. (2002) 'Research training and supervision development'. Studies in Higher Education, 27(2): pp.138–43.
Phillips, E. M. & Pugh, D. S. (2010) How to get a PhD: a handbook for students and their supervisors. Maidenhead: Open University Press.
Powell, S. & Green, H. (eds) (2007), The Doctorate Worldwide, Maidenhead: Society for Research into Higher Education and Open University Press.
Sadlak, J. (ed) (2004) Doctoral Studies and Qualifications in Europe and the United States: Status and Prospects. Bucharest: UNESCO-CEPES. Available online: http://unesdoc.unesco.org/images/0013/001364/136456e.pdf [accessed July 9, 2014].
Taylor, S. & Beasley, N. (2005) A handbook for doctoral supervisors. London: Routledge.
Taylor, S. E. (2012) 'Changes in doctoral education. Implications for supervisors in developing early career researchers', in International Journal for Researcher Development, 3(2): pp.118–138.
Usher, R. (2002) 'A Diversity Of Doctorates: Fitness for the knowledge economy?', in Higher Education Research & Development 21(2): pp.143–153.
Wisker,G. & Sutcliffe, N. (Eds.) (1999) Good practice in postgraduate supervision. Birmingham: SEDA Publications.
www.inqaahe.org
The International Network for Quality Assurance Agencies in Higher Education.
www.ref.ac.uk
2014 Research Excellence Framework.
www.ecu.ac.uk/equality-charters/athena-swan/
The Athena SWAN charter recognises work undertaken to address gender equality in professional, support and academic roles.
www.oecd-ilibrary.org/science-and-technology/oecd-science-technology-and-industry-scoreboard-2013_sti_scoreboard-2013-en
The 'OECD Science, Technology and Industry Scoreboard 2013' contains interesting insights into the international higher education landscape and the increasing mobility and collaboration among researcher internationally.
www.ukri.org/skills/policy-and-frameworks/
Research Councils UK postgraduate training framework
www.education.gov.au/research-training-program
Australian Government Department of Education Research Training Programme
The Bologna process was originally agreed by the Ministers for Higher Education in 1999. It was an agreement that higher education systems across the European Union should be harmonised to have common features. Doctoral Programmes were not originally part of the Bologna Process but were incorporated in later discussions. Doctoral Programmes constitute the Third Cycle in the Bologna Framework (with the first and second cycles being Bachelors and Masters Programmes respectively).
http://capapre.files.wordpress.com/2011/12/minimum_resources_2010_full.pdf
Sample of minimum resources requirements: Report produced for CAPA by Nigel Palmer (2010).
www.qaa.ac.uk/en/Publications/Documents/quality-code-B11.pdf
The Quality Assurance Agency for Higher Education (QAA), 'Selection, admission and induction of students'.
http://webarchive.nationalarchives.gov.uk/20140711180557/http://www.bbsrc.ac.uk/web/FILES/Guidelines/dtp-annex1-keyfeatures.pdf
DTP guidelines from the Biotechnology and Biological Sciences Research Council (BBSRC).
https://cdn.auckland.ac.nz/assets/central/for/current-students/postgraduate-students/documents/supervision-tools/checklist-for-supervisors.pdf
Getting into Supervision: A checklist for Supervisors. The University of Auckland, School of Graduate Studies (2010).
www.cgsnet.org/cgs-occasional-paper-series/university-georgia/chapter-4
Council of Graduate Schools (CGS). Attracting the right applicants. Chapter 4.
www.cgsnet.org/cgs-occasional-paper-series/university-georgia/chapter-5
Council of Graduate Schools (CGS). Attracting the right students. Chapter 5.
www.gradschool.psu.edu/index.cfm/faculty-and-staff/practices/recruiting/
Goodstein, L. The challenge of recruiting the best. Penn State University.
www.dur.ac.uk/learningandteaching.handbook/8/
Durham University.
www.hw.ac.uk/registry/resources/cop-pgr.pdf
Heriot-Watt University.
www3.imperial.ac.uk/graduateschool/qualityassurance/goodpracticeguide
/goodpracticeguideadmissonsandinductions
Imperial College London.
www.bbsrc.ac.uk/dtp
Example of protocol for a Doctoral Training Programme (DTP).
https://euraxess.ec.europa.eu/sites/default/files/am509774cee_en_e4.pdf
European Charter and Code of Conduct for Recruitment of researchers.
www.academia.edu
Website allowing academics to share papers and create networks with other researchers.
www.researchgate.net
Science-specific networking website allowing academics to share papers and connect with other researchers.
www.researcherid.com
ResearcherID helps academics to manage their publication lists and highlight publications to a wide audience.
Dlaskova, J. and Murachkver, T. (2008). The ten most important qualities of the ideal graduate research candidate. Perspectives on Quality Candidates, University of Otago, New Zealand.
www.otago.ac.nz/graduate-research/study/phddoctoral/otago001464.pdf
The University of Otago's top ten characteristics of the ideal graduate student.
https://go8.edu.au/sites/default/files/docs/the-changing-phd_final.pdf
The Changing PhD. Attachment 1. Potential Attributes of PhD Graduates. Group of 8 (2013).
www.portlandpress.com/pp/books/online/fyos/083/0105/0830105.pdf
'What skills and knowledge should a PhD have? Changing preconditions for PhD education and post doc work.' G. Melin and K. Janson (2006).
www.jstor.org/discover/10.2307/23043395?uid=3738032&uid=2&uid=4&sid=21104269066537
'Can we assess suitability at admission? A review of MSW applications procedures'. J. Miller and B. Koerin (1998).
https://policy.unimelb.edu.au/MPF1295
University of Melbourne: Assessment criteria for doctoral degree admittance
http://matt.might.net/articles/successful-phd-students
Professor Matthew Might, University of Utah. '3 Qualities of successful PhD students: Perseverance, tenacity and cogency'.
www.academiccareer.manchester.ac.uk/about/do/skills
Characteristics of successful doctoral students, University of Manchester.
www.rackham.umich.edu/faculty-staff/information-for-programs/resources-for-recruiters/holistic-review-of-applications
Holistic Review of Applications for Admission to Graduate Degree Programs. Rackham Graduate School, University of Michigan (2014).
http://paid.uci.edu/chairs%20retreat%20files/F.%20Implicit%20Bias.pdf
Research on Bias and Assumptions, University of Wisconsin, Madison.
www.lse.ac.uk/intranet/staff/teachingAtLSE/phdSupervisorsHandbook
/Section%2011.%20Bibliography%20and%20appendices/12-0052-PHD-Hbk-Appendix3.pdf
'Guidelines and sample questions for a PhD applicant interview'
www.intohigher.com/uk/en-gb/our-centres/into-newcastle-university.aspx
INTO, Example university information pack.
www.ukri.org/files/legacy/skills/statementofexpectation-revisedseptember2016v2-pdf/
Research Councils UK (RCUK) 'Statement of expectations for doctoral training'.
http://admissions.nd.edu/admission-and-application/prospective-first-year-students/evaluation-criteria/
'Evaluation Criteria'. University of Notre Dame (2013).
http://media.prtl.eu/Assessing_International_%20Qualifications.pdf
'Assessing International Qualifications'. P. Karvinen (2011).
www.enic-naric.net
The Naric system of Determining Equivalency.
www.homeoffice.gov.uk/equalities/equality-act/
The Equality Act 2010 (UK) 'bans unfair treatment and helps achieve equal opportunities'
www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/
Australian Disability Discrimination Act
www.austlii.edu.au/au/legis/cth/consol_act/rda1975202/
Australian Racial Discrimination Act
www.legislation.govt.nz/act/public/1993/0082/latest/DLM304212.html
The New Zealand Human Rights Act 1993
www.newzealand.com/uk/feature/treaty-of-waitangi
The Treaty of Waitangi
https://implicit.harvard.edu/implicit/demo/selectatest.html
Project Implicit at Harvard gives you the opportunity to assess your conscious and unconscious biases in a number of areas
Moss-Racusin et al. (2012): www.pnas.org/content/109/41/16474.full.pdf+html?sid=d61383c5-fb66-4604-8d10-01d9166f86e7
Steinpreis et al. (1999): www.cos.gatech.edu/facultyres/Diversity_Studies/Steinpreis_Impact%20of%20gender%20on%20review.pdf
http://marialuisaaliotta.wordpress.com/are-you-moving-forward-with-your-academic-career/
Academic Life – blog offering advice to PhD students, post-docs and early career academics.
http://webarchive.nationalarchives.gov.uk/20140711180557/http:/www.bbsrc.ac.uk/web/FILES/Guidelines/dtp-annex1-keyfeatures.pdf
Doctoral Training Partnerships. BBSRC (2014).
Borders, L. DiAnne (1994) The Good Supervisor. Eric Digest. EDO-CG-94-18
Back to menuBinns, T. & Potter, R. (1989) 'Postgraduate Supervision: The continuing debate. Improving the effectiveness of postgraduate supervision: Never mind the quality, feel the width'. Journal of Geography in Higher Education, 13(2), pp.209-216.
Brown, G & Atkins, M. (1993) Effective Teaching in Higher Education. London: Routledge.
Lee, A. (2012) Successful research supervision: Advising students doing research. London and New York: Routledge
Kiley, M. & Mullins, G. (Eds.) (2008) Quality in Postgraduate Research: Research education in the new global environment – Conference Proceedings. Canberra: CEDAM, ANU.
https://supervisorsfriend.wordpress.com/author/supervisorsfriend
The Research Supervisor's Friend.
www.learning.ox.ac.uk
Oxford Learning Institute.
www.vitae.ac.uk
Vitae.
Green, B. & A. Lee, A. (1995) 'Theorising postgraduate pedagogy'. Australian Universities Review 38(2), pp.40–45. Available online at: http://files.eric.ed.gov/fulltext/EJ523110.pdf [Accessed 16 July 2014].
Pearson, M. & Kayrooz, C. (2004) 'Enabling critical reflection on research supervisory practice'. International Journal for Academic Development, 9(1), pp.99–116.
www.graduatecareers.com.au/research/researchreports/postgraduateresearchexperience
The 'Postgraduate Research Experience' report.
www.graduatecareers.com.au/research/researchreports/postgraduateresearchexperience
The 'Postgraduate Research Experience Questionnaire' (Australia).
Moses, I. (1985). Supervising Postgraduates. Campbelltown: HERDSA
https://link.springer.com/article/10.1007/s10734-005-5608-9.B
'Orientations to research higher degree supervision: The interrelatedness of beliefs about supervision, research, teaching and learning.'
www.researchgate.net/publication/29452960_The_supervisory_management_styles_model
Gatfield and Alpert's supervisory management styles model.
www.education.ox.ac.uk/wordpress/wp-content/uploads/2014/11/8i-PGR-Statement-of-Provision2014.pdf
The University of Oxford's guide to 'Provision for Graduate Research Students'.
www.ucd.ie/t4cms/UCDTLT0035.pdf
University College Dublin online resource on adult learning styles
www.vitae.ac.uk/doing-research/doing-a-doctorate/starting-a-doctorate/supervision-and-key-relationships
Summary of the roles and responsibilities of the supervisor and of the research candidate (Vitae).
www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearninginstitute
/documents/overview/rsv/Clarifying_Expectations.pdf
Clarifying expectations and establishing good communications questionnaire (Oxford Learning institute, adapted from McGill University).
www.adelaide.edu.au/red/tools/svr/expectations.pdf
The University of Adelaide expectations questionnaire for supervisors and candidates.
http://w3.unisa.edu.au/researchstudents/milestones/statementagreement.asp
University of South Australia.
Gore, J. (2001) 'Beyond our differences, a reassembling of what matters in teacher education'. Journal of Teacher Education, 52(2), pp.124–135.
Kenway, J. & Fahey, J. (Eds.) (2009) Globalising the Research Imagination, Routledge.
McCulloch, A. & Thomas, L. (2013) 'Widening participation to doctoral education and research degrees: A research agenda for an emerging policy issue'. Higher Education Research and Development. Vol. 32(2), pp.214–227.
Neumann, R. (2002) 'Diversity, doctoral education and policy'. Higher Education, Research and Development, 21(2), pp.167–178.
Neumann, R. (2003) The Doctoral Education Experience: Diversity and complexity. Canberra, Australian Capital Territory: Department of Education, Science and Training. Chapter 3, 23-29. Available online at: www.voced.edu.au/content/ngv58161
Neumann, R. & Rodwell, R. (2009) 'The 'invisible' part-time research students: A case study of satisfaction and completion'. Studies in Higher Education, 34(1), pp.55–68.
Pearson, M. Evans, T. & Macauley, P. (2008) 'Growth and diversity in doctoral education: Assessing the Australian experience'. Studies in Higher Education, 55(3), pp.357–372.
Pearson, M, Cumming, J., Evans, T., Macauley, P & Ryland, K. (2011) 'How shall we know them? Capturing the diversity of difference in Australian doctoral candidates and their experiences'. Studies in Higher Education, 36(5), pp.527–542.
www.uscrossier.org/pullias/wp-content/uploads/2014/06/theroadahead-ImprovingDiversity.pdf
'The Road ahead: Improving diversity in graduate education' (Center for Higher Education Policy Analysis, University of Southern California, 2004).
www.legislation.gov.uk/ukpga/2010/15/contents
The UK Equality Act 2010.
http://mobility.britishcouncil.kiln.it
British Council 'International Higher Education' infographic.
http://paid.uci.edu/chairs%20retreat%20files/F.%20Implicit%20Bias.pdf
'Research on bias and assumptions' (Women in Science and Engineering Leadership Institute, University of Wisconsin-Madison).
www.cic.net/docs/default-source/reports/gradrecruitreport4-13-06final.pdf?sfvrsn=0
Graduate recruitment for diversity: Discipline-based recruitment and retention strategies (Committee on Institutional Co-Operation, 2006).
www.voced.edu.au/content/ngv%3A30547
'Improving indigenous outcomes and improving indigenous culture'.
Denholm, C. & Evans, T. (Eds.) (2007) Supervising Doctorates Downunder: Keys to Effective Supervision in Australia and New Zealand, Melbourne: ACER.
Lee, A. (2012) Successful Research Supervision: Advising Students Doing Research, Oxon:Routledge.
Petre, M., & Rugg, G. (2010) The unwritten rules of PhD research (2nd ed.). Berks: Open University Press.
Taylor, S. & Beasley, N. (2005) A Handbook for Doctoral Supervisors, London: Routledge.
Walker, M., & Thomsom, P. (Eds.) (2010) The Routledge doctoral supervisor's companion: Supporting effective research in Education and the Social Sciences. Abingdon: Routledge.
Wisker, G. (2012) The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations, London: Palgrave Macmillan.
www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearninginstitute
/documents/overview/rsv/StudentSupervisorAgreementTemplate.pdf
Example supervisor agreement template.
http://w3.unisa.edu.au/researchstudents/milestones/statementagreement.asp
University of South Australia: Welcome Meeting, Research Induction Plan and Statement.
www.dur.ac.uk/dei
The Durham Energy Institute.
http://fennerschool.anu.edu.au
The Fenner School for the Environment at the Australian National University.
www.heacademy.ac.uk/institutions/surveys/postgraduate-research-experience-survey
The Higher Education Academy: Postgraduate Research Experience Survey (PRES).
www.igert.org
Integrative Graduate Education and Research Traineeship of the US National Science Foundation (IGERT).
Blaj-Ward, L. (2011) 'Skills versus pedagogy? Doctoral research training in the UK Arts and Humanities', in Higher Education Research and Development 30(6): pp.697-708.
Bloom, B.S. (Ed.) (1956) Taxonomy of Educational Objectives, the Classification of Educational Goals – Handbook I: Cognitive domain. New York: McKay.
Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education (DIISRTE) & Department of Education, Employment and Workplace Relations (DEEWR), Australia (2013) 'Core Skills for Work Developmental Framework', Commonwealth of Australia. Available online at www.education.gov.au/core-skills-work-developmental-framework [accessed August 5, 2014].
Guild HE, Universities UK, HEFCW, Scottish Funding Council, HEFCE, Learning, D. O. E. A & Academy, T. H. E. (2011) 'The UK Professional Standards Framework for teaching and supporting learning in higher education'. Available online at www.heacademy.ac.uk/professional-recognition/uk-professional-standards-framework-ukpsf [accessed August 5, 2014].
Jorgensen, T. (2012) 'The impact of international trends in doctoral education'. Paper presented at the UKCGE 3rd International Conference on Professional Doctorates, EUI, Florence, Italy.
Kim, D., Bankart, C. & Isdell, L. (2011) 'International doctorates: Trends analysis on their decision to stay in US', in Higher Education, 62(2):pp.141-161.
Kyvik, S. & Olsen, T. (2012) 'The relevance of doctoral training in different labour markets', in Journal of Education and Work, 25(2): pp.205-224.
National Academy for the Integration of Research, Teaching and Learning (NAIRTL) (2012) Developing an institutional framework for supporting supervisors of research students: A practical guide, Cork, Ireland:NAIRTL.
www.aqf.edu.au/aqf-in-detail
Australian Qualifications Framework.
www.eua.be/policy-representation/higher-education-policies/the-european-higher-education-area-and-the-bologna-process
The Bologna process.
www.gradskills.anu.edu.au
Australian Learning & Teaching Council: Research Graduate Skills Project.
www2.le.ac.uk/departments/gradschool/training/development-framework/training-plans
Leicester University, UK: Training Needs Analysis.
www.nfq.ie/nfq/en/
Ireland's National Framework of Qualifications:
www.qaa.ac.uk/about-us
UK Qualifications Assurance Agency.
www.reading.ac.uk/graduateschool/skillstrainingprogramme/gs-assess-training-needs.aspx
University of Reading, UK: Assess your training needs.
http://scqf.org.uk/interactive-framework/
Scottish HEI framework.
www.vitae.ac.uk/researchers-professional-development
The current Vitae Research Development Framework.
www.graduatecareers.com.au/Research/ResearchReports/PostgraduateResearchExperience
Australian Postgraduate Research Experience Questionnaire (PREQ)
www.heacademy.ac.uk/institutions/surveys/postgraduate-research-experience-survey
UK's Postgraduate Research Experience Survey (PRES)
Beveridge, C., & Morris, S. (2007) Order of merit. Nature, 448 (7152), 508-508.
www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/research-concordat.aspx
A Concordat to Support Research Integrity in UK universities.
http://kipostdocassociation.org/vancouver-protocol
KI Postdoc Association.
www.phdcomics.com/comics/archive.php?comicid=562
PhD Comics: 'The Author List'.
Novak, J. D. & Cañas, A. J. (2008; revised) 'The Theory Underlying Concept Maps and How to Construct and Use Them', in Technical Report IHMC CmapTools, Pensacola, Florida: Institute for Human and Machine Cognition. Available at http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm [accessed March 3, 2014].
Maldonado, V., Wiggers, R., & Arnold, C. (2013) So you want to earn a PhD? The attraction, realities and outcomes of pursuing a doctorate. Toronto: Higher Education Quality Council of Ontario.
Manathunga, C. (2005) 'Early warning signs in postgraduate research education: A different approach to ensuring timely completions', in Teaching in Higher Education, 10(2): pp.219-233.
Gravois, John. (2007) In Humanities, 10 Years May Not Be Enough to Get a Ph.D., Chronicle 27 July 2007.
Back to menuBrown, G. & Atkins, M. (1998) Effective Teaching in Higher Education. London, Methuen.
Hammond, J., Ryland, K., Tennant, M. & Boud, D. (2010) Building Research Supervision and Training across Australian Universities. Australian Learning and Teaching Council. Available online at www.academia.edu/2314934
/Building_Research_Supervision_and_Training_across_Australian_Universities
McCallin, A. & Nayar, S. (2012) 'Postgraduate Research Supervision: A critical review of current Practice', in Teaching in Higher Education, 17(1): pp.63–74.
Taylor, S. & Beasley, N. (2005) A Handbook for Doctoral Supervisors, London, Routledge.
Kamler, B. & Thompson, P. (2006) Helping Doctoral Students Write: Pedagogies for Supervision, London, Routledge.
Strunk, W. & White, E. B. (1999) The elements of style (4th Ed). Longman.
Baker, V. L. & Pifer, M. J. (2011) 'The role of relationships in the transition from doctoral student to independent scholar', in Studies in Continuing Education, 33(1): pp.5–17.
Humphrey, R. & Simpson, B. (2013) 'Negotiating a 'scary gap': Doctoral candidates, 'writing up' qualitative data and the contemporary supervisory relationship', in Journal of Education and Training Studies 1(1): pp.1–10.
Lovitts, B.E. (2007) Making the implicit explicit: Creating performance expectations for the dissertation. Sterling, VA: Stylus Publishing
Trafford, V. & Lesham, S. (2009) 'Doctorateness as a threshold concept', in Innovations in Education and Teaching International, 46(3): pp.305–16.
Hemer, S. (2012) 'Informality, power and relationships in postgraduate supervision: supervising PhD candidates over coffee', in Higher Education Research and Development, 31(6): pp.827–39.
www.vitae.ac.uk/vitae-publications/reports/innovate-open-university-social-media-handbook-vitae-2012.pdf/view
Vitae's guide to using social media for researchers and their supervisors.
Brown, L. (2008) 'The Incidence of Study-Related Stress in International Students in the Initial Stages of the International Sojourn', in Journal of Studies in International Education, 12(1): pp.5-28.
Colebatch, H. (2002) 'Through a Glass Darkly: policy development on higher degree completions in Australia', in Journal of Higher Education Policy and Management, 24(1): pp.29–30.
Lovitts, B. (2001) Leaving the Ivory Tower, London, Rowman and Littlefield: p.177.
McClure, J. W. (2007) 'International graduates' cross-cultural adjustment; experiences, coping strategies, and suggested programmatic responses', Teaching in Higher Education, 12(2): pp.199-217.
Wright, T. (2003) 'Postgraduate Research Students – people in context?', in British Journal of Guidance and Counselling, 31(2): p.216.
Beale, D. (2004) 'Research Days: Support for Part-time Research Students – Benefits for All' [online]. Available at www.scieng.ed.ac.uk/ukgradhub/researchdays.htm [accessed December 5, 2013].
www.nightline.ac.uk
Nightline provides emotional support to students.
Pare, A. (2010) Slow the presses: concerns about premature publication. In C. Aitchison, B. Kamler and A. Lee (Eds.) Publishing Pedagogies for the Doctorate and Beyond. London, Routledge.
www.britsoc.co.uk/groups/special-interest-groups/postgraduate-forum
British Sociological Association: Postgraduate Forum.
www.iop.org/membership/join/page_38036.html
Institute of Physics: Student membership.
https://royalhistsoc.org/membership/
The Royal Historical Society: Membership.
Brew, A., Boud, D. & Namgung, S. (2011) 'Influences on the formation of academics: the role of the doctorate and structured development programmes', in Studies in Continuing Education, 33(1): pp.51–66.
Campbell, S. P., Fuller, A. K., Patrick, D. A. G. (2005) 'Looking beyond research in doctoral education', in Frontiers in Ecology and the Environment, 3(3): pp.153–60.
Cyranoski, D., Gilbert, N., Ledford, H., Nayar, A. & Yahia, M. (2011) 'The PhD Factory', in Nature 472, pp. 276–79.
Gibbs, K. & Griffin, K. (2013) 'What do I want to be with my PhD? The roles of personal values and structural dynamics in shaping the career interests of recent Biomedical Science PhD graduates', in CBE Life Sciences Education, 12, pp.711–23.
Robbins-Roth, Cynthia (Ed.) (2005) Alternative Careers in Science: Leaving the Ivory Tower. London: Elsevier.
Royal Society (2010) The Scientific Century, London, Royal Society.
www.nytimes.com/2013/11/03/education/edlife/finding-life-after-academia-and-not-feeling-bad-about-it.html?_r=1&
'The Repurposed Ph.D': Finding life after academia – and not feeling bad about it.
http://theresearchwhisperer.wordpress.com/2014/03/18/altac/
Blog post on alternative career routes for doctoral candidates.
www.vitae.ac.uk/researchers-professional-development/about-the-vitae-researcher-development-framework/developing-the-vitae-researcher-development-framework
The Vitae Researcher Development Framework.
Australian Qualifications Framework Council (2013) Australian Qualifications Framework. Second ed. Adelaide, South Australia: Australian Qualifications Framework Council.
Lee, A. (2012) Successful research supervision: Advising students doing research, Oxon, Routledge.
Lovitts, B. (2007) Making the implicit explicit: Creating performance expectations for the dissertation, Sterling, VA, Stylus.
Pearce, L. (2005) How to examine a thesis, London, Society of Research into Higher Education and Open University Press.
Quality Assurance Agency (2011) Doctoral degree characteristics. The Quality Assurance Agency for Higher Education.
Taylor, S. & Beasley, N. (2005) A handbook for doctoral supervisors, London, Routledge.
Tinkler, P. & Jackson, C. (2004) The Doctoral Examination Process: A Handbook for Students, Examiners and Supervisors, Buckingham: SRHE and Open University Press.
Tinkler, P. & Jackson, C. (2000) Examining the Doctorate: institutional policy and the PhD examination process in Britain. Studies in Higher Education, 25, 167–180.
Walker, G., Golde, C., Jones, L., Bueschel, A. & Hutchings, P. (2008) The formation of scholars: Rethinking doctoral education for the twenty-first century, San Franciso, Jossey-Bass.
Wisker, G. (2012) The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations, London, Palgrave Macmillan.
Kumar, V. & Lee, A. (Eds.) (2011) Doctoral education in international context: Connecting local, regional and global perspectives, Kuala Lumpur: Universiti Putra Malaysia.
Nerad, M. & Heggelund, M. (Eds.) (2008) Toward a Global PhD? Forces and forms in doctoral education worldwide, Seattle: University of Washington.
Powell, S. & Green, H. (Eds.) (2007) The doctorate worldwide, Berks: Open University Press.
Wellington, J. (2013) Searching for 'doctorateness'. Studies in Higher Education, 38, 1490–1503.
Bourke, S., Hattie, J. & Anderson, L. (2004) Predicting examiner recommendations on PhD theses. International Journal of Educational Research, 27, 178–194.
Denicolo, P. (2003) Assessing the PhD: A constructive view of criteria. Quality Assurance in Education, 11, 84-91.
Kiley, M. & Mullins, G. (2012) How examiners assess theses In: Denholm, C. & Evans, T. (Eds.) Doctorates downunder: Keys to successful doctoral study in Australia and Aotearoa New Zealand. 2nd ed. Melbourne: ACER Press.
Powell, S. & Mccauley, C. (2003) The process of examining research degrees: Some issues of quality. Quality Assurance in Education, 11, 73–83.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2007) Examiner comment on the literature review in Ph.D. theses. Studies in Higher Education, 32, 337 –356.
Holbrook, A., Bourke, S., Lovat, T. & Dally, K. (2004) Investigating PhD thesis examination reports. International Journal of Educational Research, 41, 98–120.
Mullins, G. & Kiley, M. (2002) 'It's a PhD, not a Nobel Prize': How experienced examiners assess research theses. Studies in Higher Education, 27, 369–386. Available online at www.studentservices.uwa.edu.au/__data/page/65297/Its_a_PhD_not_a_Nobel_Prize.pdf [accessed March 13, 2014].
Sarros, J., Willis, R., Fisher, R. & Storen, A. (2005) DBA Examination procedures and protocols. Journal for Higher Education Policy and Management, 27, 151–172.
Winter, R., Griffiths, M. & Green, K. (2000) The 'academic' qualities of practice: What are the criteria for a practice-based PhD? Studies in Higher Education, 25, 25–37.
Aitchison, C., Kamler, B. & Lee, A. (Eds.) (2010) Publishing pedagogies for the doctorate and beyond, London: Routledge.
Craswell, G. & Poore, M. (2012) Writing for academic success, London, Sage.
Dunleavy, P. (2003) Authoring a PhD: How to plan, draft, write and finish a Doctoral thesis or dissertation, Hamps, Palgrave Macmillan.
Graff, G. & Birkernstein, C. (2006) They say I say: The moves that matter in academic writing, New York, Norton.
Kamler, B. & Thomson, P. (2006) Helping doctoral students write: Pedagogies for supervision, London, Routledge.
Paltridge, B. & Starfield, S. (2007) Thesis and dissertation writing in a second language: A handbook for supervisors, Oxon, Routledge.
Joyner, R. (2003) The selection of external examiners for research degrees. Quality Assurance in Education, 11, 123–127.
Kiley, M. (2009) You don't want a smart alec: Selecting examiners to assess doctoral dissertations. Studies in Higher Education, 34, 889–903.
Kiley, M. & Mullins, G. (2004) Examining the examiners: How inexperienced examiners approach the assessment of research theses. International Journal of Educational Research, 41, 121–135.
Wisker, G. (2012) The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations, London, Palgrave Macmillan. Chapter 19.
www.csu.edu.au/__data/assets/pdf_file/0003/189651/Conflict-of-interest_guidelines_Aug11.pdf
Conflict of interest guidelines from Charles Sturt University.
Phillips, E. & Pugh, D. S. (2010) How to get a PhD: A handbook for students and their supervisors, Milton Keynes, Open University Press.
Taylor, S. & Beasley, N. (2005) A handbook for doctoral supervisors, London, Routledge. Chapter 15.
Wisker, G. (2012) The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations, London, Palgrave Macmillan. Chapter 17.
Baldacchino, G. (1995) Reflections on the status of a doctoral defence. Journal of Graduate Education, 1, 71–76.
Kiley, M. (2009) Rethinking the Australia doctoral examination process. Australian Universities' Review, 51, 32–41.
Cleaver, D., Hopkins, l. & Beardon, L. In press. Focusing doctoral examinations on the academic: removing social barriers for autistic viva voce candidates. Journal of Further and Higher Education.
Crossouard, B. (2011) The doctoral viva voce as a cultural practice: the gendered production of academic subjects. Gender and Education, 23, 313–329.
Fraser, G. & Rowarth, J. (2007) Preparing candidates for oral examination. In: Denholm, C. & Evans, T. (Eds.) Supervising doctorates downunder. Melbourne: ACER.
Hartley, J. (2000) Nineteen ways to have a viva: Appendix 2. PsyPag Quarterly Newsletter, 35, 22–28.
Hartley, J. & Fox, C. (2004) Assessing the mock viva: The experiences of British doctoral students. Studies in Higher Education, 29, 727–738.
Trafford, V. (2003) Questions in doctoral vivas: Views from the inside. Quality Assurance in Education, 11, 114–122.
Trafford, V. & Leshem, S. (2008) Stepping Stones to Achieving your Doctorate: By focusing on your viva from the start, Maidenhead, Open University Press.
Wallace, S. (2003) Figuratively speaking: Six accounts of the PhD viva. Quality Assurance in Education, 11, 100–108.
Wisker, G. (2012) The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations, London, Palgrave Macmillan. Chapter 20.
www.uq.edu.au/grad-school/three-minute-thesis
The University of Queensland: Three Minute Thesis.
www.nottingham.ac.uk/graduateschool/documents/disabilityadviser/casestudy-anaccessibleviva.pdf
'Making my viva accessible'.
www.uq.edu.au/grad-school/three-minute-thesis
Three Minute Thesis.
http://vimeo.com/29731605
Cardiff University mock viva.
Delamont, S. & Atkinson, P. (2004) Successful research careers: A practical guide, Buckingham, SRHE and Open University Press.
Denholm, C. & Evans, T. (Eds.) (2009) Beyond doctorates downunder: Maximising the impact of your doctorate from Australia and New Zealand, Melbourne: ACER.
Dennett, D. (2013) Intuition pumps and other tools for thinking, New York, Norton & Co.
Lee, A., Dennis, C. & Campbell, P. (2007) Nature's guide for mentors. Nature, 444, 791–797.
Taylor, S. & Beasley, N. (2005) A handbook for doctoral supervisors, London, Routledge. Chapter 15.
Back to menuDelamont, S., Atkinson, P. & Parry, O. (2004) Supervising the PhD: A Guide to Success, 2nd ed. Buckingham: Open University Press and Society for Research into Higher Education.
Eley, A. & Jennings, R. (2005) Effective Postgraduate Supervision. Maidenhead: Open University Press.
Taylor, S. & Beasley, N. (2005) A Handbook for Doctoral Supervisors. London: Routledge.
Lange, K. & Bailey, C. (2008) 'Exploring graduate student learning in applied science and student-supervisor relationships', in Engineering Education 3(1): pp.30-42.
Brown, L. (2008) 'The incidence of study-related stress in international students in the initial stages of the international sojourn', in Journal of Studies in International Education 12(1): pp.5-28.
Gurr, G. (2001) 'Negotiating the "rackety bridge" – A dynamic model for aligning supervisory style with research student development', in Higher Education Research and Development 20(1): pp.81-92.
Kim, Y. (2007) 'Difficulties in quality doctoral academic advising: Experiences of Korean students', in Journal of Research in International Education 6(2): pp.171-93.
McClure, J. W. (2007) 'International graduates' cross-cultural adjustment: Experiences, coping strategies, and suggested programmatic responses', in Teaching in Higher Education 12(2): pp.199-217.
Wu, S. (2002) 'Filling the pot or lighting the fire? Cultural variations in conceptions of pedagogy', in Teaching in Higher Education 7(4): pp.387-95.
Zhao, D. & Han, J. (2007) 'Case studies on quality supervision of international research students at Australian universities'. Available online at www.aare.edu.au/publications-database.php/5547/case-studies-on-quality-supervision-of-international-research-students-at-australian-universities [accessed December 9, 2013]
www.sddu.leeds.ac.uk/wp-content/uploads/2016/02/11-Brown-Atkins-questionnaire.pdf
The questionnaire developed by Brown and Atkins (1988).
Deem, R. & Brehony, K. J. (2000) 'Doctoral students' access to research cultures - are some more unequal than others?', in Studies in Higher Education 25(2): pp.149-165.
Edwards C. (2010) 'Beyond research skills training: An opportunity to support the wider "ecosystem" of the part-time research student', in International Journal for Research Development 1(4): pp.314-35.
Gardner, S.K. & Gopaul, B. (2012) 'Exploring the part-time doctoral student experience', in International Journal of Doctoral Studies 7: pp.63-78.
www.ithinkwell.com.au/for-phd-students
Thinkwell: 'Planning your PhD'.
www.scieng.ed.ac.uk/ukgradhub/researchdays.htm
Institute for Work, Health and Organisations at the University of Nottingham: 'Research days: Support for part-time research students – benefits for all'.
www.vitae.ac.uk/researchers-professional-development/personal-effectiveness/self-management/defeating-self-sabotage-for-doctoral-candidates-quick-tips
Tips on defeating self-sabotage.
Cohen, S. M. (2011) 'Doctoral persistence and doctoral program completion among nurses', in Nursing Forum 46(2): 64-70.
Green, P. & Bowden, J. (2012) 'Completion mindsets and contexts in doctoral supervision', in Quality Assurance in Education 20(1): pp.66-80.
Hopwood, N., Alexander, P., Harris-Huemmert, S., McAlpine, L. & Wagstaff, S. (2011) 'The hidden realities of life as a doctoral student', in Kumar V. & Lee, A. (Eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia: Universiti Putra Malaysia Press.
McAlpine, L., Paulson, J., Gonslaves, A. & Jazvac-Martek, M. (2012) '"Untold" doctoral stories: can we move beyond cultural narratives of neglect?', in Higher Education Research and Development 31(4): pp.511-23.
www.palatinate.org.uk/?p=32343
Durham University's Palatinate newspaper: A moving account of a research student's experience of depression.
www.theguardian.com/higher-education-network/blog/2014/mar/01/mental-health-issue-phd-research-university
'There is a culture of acceptance around mental health issues in academia'.
www.vitae.ac.uk/doing-research/every-researcher-counts-equality-and-diversity-in-researcher-careers/Premia-project-background
Supervising disabled researchers (UK access only).
www.ahead.ie
Association for Higher Education Access and Disability.
Mitchell, T. & Carroll, J. (2008) 'Academic and research misconduct in the PhD: Issues for students and supervisors', in Nurse Education Today 28(2): pp.218-226.
Morris, S. (2011) 'Taking the angst out of authorship dilemmas', in Kumar, V. & Lee, A. (Eds.) Doctoral Education in International Context: Connecting Local, Regional and Global Perspectives. Malaysia: Universiti Putra Malaysia Press.
www.bbc.co.uk/news/world-europe-12608083
'German Defence Minister Guttenberg resigns over thesis'.
www.bbc.co.uk/news/world-europe-21395102
'German minister Annette Schavan quits over "plagiarism"'.
www.bbc.co.uk/news/world-europe-17586128
'Hungary President Schmitt quits in plagiarism scandal'.
www.heacademy.ac.uk/sites/default/files/resources/addressing_plagiarism.pdf
'Addressing plagiarism'. A document by the Higher Education Academy (HEA).
Watts, J. (2010) 'Team supervision of the doctorate: Managing roles, relationships and contradictions', in Teaching in Higher Education 15(3): pp.335-39.
http://supervision.learning.ox.ac.uk/sites/default/files/Co-supervision_expectations_issues.pdf
Possible issues to discuss with co-supervisors.
Bair, C. R. & Haworth, J. G. (2004) 'Doctoral student attrition and persistence: A meta-synthesis of research', in Smart, J. C. (Ed.) Higher Education Handbook of Theory and Research 19. Dordrecht: Kluwer Academic Publishers.
Baker, V. L. & Pifer, M. J. (2011) 'The role of relationships in the transition from doctoral student to independent scholar', in Studies in Continuing Education 33(1): pp.5-17.
Cohen, S. M. (2011) 'Doctoral persistence and doctoral program completion among nurses', in Nursing Forum 46(2): pp.64-70.
Gardner, S. K. (2008) 'Fitting the mold of graduate school: A qualitative study of socialization in doctoral education', in Innovative Higher Education 33: pp.125-138.
Golde, C. (2005) 'The role of the department and discipline in doctoral student attrition: Lessons from four departments', in Journal of Higher Education 76(6): pp.669-700.
Kyvik, S. & Olsen, T. (2013) 'Increasing completion rates in Norwegian doctoral training: multiple causes for efficiency improvements', in Studies in Higher Education (DOI: 10.1080/03075079.2013.801427).
Lovitts, B. E. (2008) 'The transition to independent research: Who makes it, who doesn't and why', in The Journal of Higher Education 79(3): pp.296-325.
www.auckland.ac.nz/webdav/site/central/shared/for/current-students/postgraduate-students/documents/supervision-tools/self-help-options-for-dealing-with-problems-in-supervision.pdf
The University of Auckland's 'Self-help options for dealing with problems in supervision'.
http://nickhop.wordpress.com/2013/05/12/top-10-ways-to-annoy-your-phd-supervisors
Nick Hopwood's 'Top 10 ways to annoy your PhD supervisors'.
http://nickhop.wordpress.com/2013/06/02/how-to-be-a-crappy-supervisor-or-how-to-confuse-depress-and-dumb-down-your-students
A rejoinder to Nick Hopwood's blog post (see above).
Baker, V. L. & Pifer, M. J. (2011) 'The role of relationships in the transition from doctoral student to independent scholar', in Studies in Continuing Education 33(1): pp.5-17.
Humphrey, R. & Simpson, B. (2013) 'Negotiating a "scary gap": Doctoral candidates, "writing up" qualitative data and the contemporary supervisory relationship', in Journal of Education and Training Studies 1(1): pp.1-10.
Trafford, V. & Lesham, S. (2009) 'Doctorateness as a threshold concept', in Innovations in Education and Teaching International 46(3): pp.305-16.
Back to menuMullins, G. & Kiley, M. (2002) '"It's a PhD, not a Nobel Prize": how experienced examiners assess research theses', Studies in Higher Education, 27(4): pp. 369-386.
Tinkler, P. & Jackson, C. (2000) 'Examining the Doctorate: Institutional policy and the PhD examination process in Britain', Higher Education, 25(2): pp. 167-180.
www.heacademy.ac.uk/ukpsf
The UK Professional Standards Framework for academic staff.
www.vitae.ac.uk/rdf
The Vitae Researcher Development Framework.
www.heacademy.ac.uk/institutions/surveys/postgraduate-research-experience-survey
Postgraduate Research Experience Survey (PRES).
www.graduatecareers.com.au/research/researchreports/postgraduateresearchexperience/
Postgraduate Research Experience Questionnaire overview (Australia).
Graduate Research School, Edith Cowan University (2013) Improving HDR Supervisor Practice – Supervisor Resource Book. Available online at www.uws.edu.au/__data/assets/pdf_file/0004/563620/ebookv1_ISP_interactive_2.pdf [accessed March 17, 2014].
Lee, A., Dennis, C., & Campbell, P. (2007) 'Nature's guide for mentors', Nature, 447: pp.791-797. Available at www.nature.com/nature/journal/v447/n7146/pdf/447791a.pdf [accessed August 12, 2014].
www.shef.ac.uk/polopoly_fs/1.147571!/file/GuidanceNotesforExaminers_revised_Sep13.pdf
The University of Sheffield's Guidance Notes for Examiners of Research Degree Programmes.
www.adelaide.edu.au/graduatecentre/staff/awards/
Supervision awards at The University of Adelaide.
www.heacademy.ac.uk/fellow/applying-to-become-a-fellow
How to become a Fellow of the HEA.
www.phdcomics.com/comics/archive.php?comicid=1439
A humorous example of how not to supervise your doctoral candidates.
http://staff.mq.edu.au/teaching/awards_and_grants/awards/
Awards at Macquarie University.