Doctoral Supervision

While a large group of students enroll in graduate studies in Canada every year, more than half do not reach degree completion (Elgar, 2003; Baird, 1990). This article highlights recent graduates’ experiences of their doctoral studies, including the dissertation process. A questionnaire was applied to 15 institutions of higher education, representing all regions of Canada. A total of 53 questionnaires were returned and analyzed. Findings indicated that doctoral students found several challenges to program completion including funding, interactions with faculty, and the writing of the dissertation. Participants also noted that the Canadian Academy provided them with quality experiences, if not at times, rocky ones. An overview is provided of structures and processes that supported and hindered students’ doctoral studies as outlined by Gardner’s (2009) conceptual framework of doctoral student identity development.

Becoming a researcher is one of the roads travelled in the emotional, social, and intellectual process of PhD journeys. As such, developing a researcher identity during doctoral study is a social undertaking. This paper explores instances and practices where doctoral students identify as becoming researchers. Based on interviews with 30 PhD students from two Australian metropolitan universities, this paper presents students' experiences of moments when they feel like researchers. The paper finds identification as a researcher occurs early on in the PhD, and such instances are underpinned by external and internal validation of the student as a researcher. Validation is gained through research outputs (mainly publications), doing research, and talking about research. Such experiences are often mundane, occur daily, and constitute personal, social, informal, and formal learning opportunities for researcher development. Supervisors are largely absent as students draw on multiple individuals on and off campus in assuming a researcher identity.

When Louis Pasteur remarked that chance favours the prepared mind, he was commenting on the important role played by serendipity in scientific discovery. That role is well known (most know of the story of Fleming’s accidental discovery of penicillin) but much of the literature focuses on the STEM disciplines, on ‘big’ science, and concentrates on the work of established scientists. There is virtually no discussion of the role of serendipity in the doctoral research arena, an arena which contributes significantly to contemporary scientific endeavour and the associated publications. This article reports the initial results from a survey of doctoral students and PhD graduates which explores how serendipity contributes to the PhD process and also the forms serendipity takes in this arena. Following the conceptual differentiation of serendipity from accident or chance, the article explores the intersection of serendipity with doctoral research. Most respondents reported serendipitous occurrences happening in the doctoral experience, with the most important involving them stumbling across unexpected and unsearched-for literature, meeting others who proved to be significant for both their research and also their future development and careers, and finding project-related artefacts which expanded their projects and thinking. There were also reports of second-hand serendipity a hitherto uncommented on phenomenon. Many of the serendipitous occurrences involved a social context and actors other than the doctoral student, placing a focus on the researcher as someone with the ability and opportunities to make connections rather than simply relying on luck.

This study explores doctoral students’ views about the support schemes and resources deployed to run PhD programs at one public university in Ethiopia. The research used questionnaire, interview and documentary evidence as principal data collection tools and involved 164 doctoral students at four purposely selected colleges of the university. The findings reveal that the human resource, facilities, support systems, financial assistance, climate (working environment), workshop and conference opportunities, provision of special trainings, and opportunities for publication of research papers are rated by doctoral candidates as highly deficient across all the four colleges. The findings of the study further indicate that the provisions of doctoral education at the sample university is far below the demands of PhD students for a diverse scheme of support which is regarded as critical to the quality of training they receive and the timely completion of their studies. It is argued that the provision of PhD programs will continue to be seriously hampered unless a significant improvement is made in terms of overhauling both the national direction set and the support mechanisms put in place.

The aim of this research is to discover the views, practices and advice of experienced doctoral educators on how doctoral students in the fields of business and management may be encouraged and supported to write for publication, in order to promote their development as future academics. The data used in the study came from an online questionnaire survey completed by 54 individuals worldwide, who teach and/or supervise on doctoral business/management programmes. The job titles of the survey participants include dean, director of doctoral programmes, full/titled/chaired professor, and associate professor. Our survey participants unanimously agree that it is imperative for doctoral students who intend to pursue an academic career in higher education to achieve publications before they graduate, and that institutions and supervisors should share the responsibility to equip students with the knowledge and skills that will enable them to become effective and successful academic authors. The paper concludes with recommendations for students, institutions and supervisors/advisors. To our knowledge, this is the first international study that has explored the attitudes and practices of experienced doctoral educators to doctoral publishing, in the contexts of student development for an academic career, and doctoral supervisors acting as career mentors alongside their supervisory role.

El uso del arte y la creación artística dentro del espacio de supervisión, son elementos comúnmente referenciados en otros países; sin embargo, no lo son tanto en nuestro territorio nacional. Tampoco contamos con una evaluación formal sobre su uso explícito. Este trabajo describe una experiencia de supervisión basada en el arte, donde las respuestas artísticas fueron usadas como un método de trabajo para la exploración, cuidado y expresión de la práctica clínica. El estudio fue desarrollado dentro del contexto académico de un máster de arteteterapia, durante dos cursos consecutivos. Se ofrecen resultados cuantitativos y cualitativos que muestran resultados eficaces de la supervisión basada en el arte, así como ejemplos de respuestas artísticas creadas por las alumnas y la supervisora. Fueron evaluadas 11 respuestas de alumnas de primero y segundo curso, que recibieron esta modalidad de supervisión. Se incluye una discusión sobre los resultados, así como recomendaciones para el uso adecuado de esta metodología.

The premise of this book is simple: if the chapter writers could go back in time and talk with themselves when they began their studies, what advice would they give? Isn’t hindsight a bonus? Each chapter will offer this hindsight. The chapters will not be their personal stories, but useful lessons learned through their experiences. Those lessons will be offered to aspiring and current graduate students to help ensure that their studies are successful. Chapters contain contributions from a range of academics and academic-practitioners, from those getting established in their careers to those that are more novice and emergent. Its contributors include scholars from many universities throughout the United States. Contributors cover essential aspects of graduate study, such as writing and publishing, relationships with supervisors, utilizing rejection and critique, and becoming a researcher. Contributors write of studying for higher degrees and coping with family, illness, disability, and distance. Culture is bridged between Hispanic scholars and their colleagues in mainstream academia, and international students offer advice to those coming to these shores to study. This volume provides indispensable advice that every graduate student could utilize and follows on from the successful publication of Postgraduate Study in Aotearoa New Zealand: Surviving and Succeeding (McMaster & Murphy, 2014). The US edition will be part of an international ‘survive and succeed’ series currently being produced in Australia, the UK and South Africa.

This study aims to fill an empirical void in our understanding of how doctoral students, both domestic and international, cope with loneliness and isolation, and what types of tactics they use during different phases of their doctoral studies to overcome such issues.  Data gathered through a netnographic study show that loneliness is a major problem for both domestic and international students and that it occurs at different stages of the doctoral study. Tactics used by participants to deal with this issue include multiple forms of (face to face and online) social interaction, professional development and escape from the doctorate. The paper discusses avenues for further research alongside some practical recommendations that might be implemented at universities to decrease feelings of isolation among students and further reduce drop-out rates.

Guía Práctica Para Redactar y Exponer Trabajos Académicos: TFG, TFM y Tesis Doctoral. Editorial Tirant Lo Blanch

https://www.tirant.com/editorial/libro/guia-practica-para-redactar-y-exponer-trabajos-academicos-tfg-tfm-y-tesis-doctoral-manuel-baelo-alvarez-9788417508067?busqueda=manuel+baelo&

Women empowerment has taken a center stage in the present development agenda. The study examines the role of financial inclusion in supporting women empowerment in Lango sub region, Northern Uganda. Using both purposive and simple random sampling a Sample of 126 respondents was selected with a response rate of 100% realized. The study found out that financial support appeared to be sparse, The regulations, supervision and monitoring of some of these firms was lacking, causing many women to lose their savings with such firms. The study therefore recommended that Government should establish buffers to serve as collateral security for women who intend to secure financial credit. Financial service providers should lower down the costs of operating accounts for the financial inclusiveness of women, particularly women from rural areas. Government should tighten monitoring, regulating and supervisory policies of financial service providers to restore public trust in financial institutions in Uganda. Financial services providers, government and other development partners should offer both formal and informal business education training.

Preface

This Guide offers what the authors think is the first significant consideration of the issue of part-time research students, a group now constituting the majority of research students in the UK. It is our contention that policy and institutional arrangements have yet to reflect this changed situation.

The Guide has the following purposes: • to establish a case for the part-time research student to be seen as bringing to the institution different qualities and characteristics to those brought by full-timers; • to establish that part-time research students have different needs to those of fulltimers; • to establish how institutional structures and practices can be, if only unintentionally, biased against part-time research students and can fail to give voice to their concerns; • to make recommendations to both institutions and national policy-makers as to how these biases can begin to be addressed; and • to provide a resource that institutional bodies and also supervisors and research students (full- and part-time) can use to stimulate and develop conversations about the place of the part-time research student in the university. In seeking to fulfil the latter purpose, the Guide contains a series of what we have termed ‘reflections’ which can be used, together with the text surrounding them, as prompts for discussion and (in some cases) guides to action.

We have sought to develop our ideas from models and ideas drawn from our respective disciplines (political science in the case of McCulloch and management studies in the case of Stokes) believing that there is nothing more practical than a good theory.1 We believe that such an approach, basing the developing literature on doctoral study firmly in the extant disciplinary literatures, is one that should be encouraged and which would, if adopted widely, strengthen our relatively underdeveloped understanding of the area.

The authors would like to emphasise that this Guide has been written entirely collaboratively and that each author has contributed equally to the enterprise. We would also like to invite both comments on our arguments and also suggestions as to where the Guide could be improved when it is revised.

The publishers (SRHE) has kindly agreed to it publication on this site. Some hard copies are still available directly from the Society.

El libro La supervisión en la acción social” contribuye al conocimiento y a la práctica de la supervisión de profesionales del ámbito de la intervención social. Se profundiza en las condiciones de su ejercicio y su contribución a la calidad asistencial de los servicios y al bienestar de los profesionales. Se han estudiado y analizado diferentes prácticas de supervisión y las percepciones de los actores implicados -supervisados, supervisores y contratantes de supervisión- con el objetivo de desbrozar y esclarecer sus prácticas, y abrir el campo de investigación y profesionalización.
La supervisión es un proceso que suele desarrollarse y aplicarse tanto en el ejercicio profesional como en la formación académica o continuada, y que tiene como objetivo reflexionar y revisar sobre el quehacer profesional y los sentimientos que acompañan la actividad, así como contrastar los marcos teóricos y conceptuales con la práctica cotidiana. Consiste, pues, en un espacio de formación y renovación a lo largo del ejercicio profesional, en el que cabe preguntarse, dudar y canalizar en ocasiones, la imposibilidad del hallazgo de soluciones. Es un espacio que se caracteriza por la reflexión sistemática sobre la acción profesional sin funciones de control. La supervisión, por otra parte, es conducida por un profesional que no está vinculado a la institución contratante; es la denominada supervisión externa, enfoque del que parte este libro.
Si bien el marco de partida es el trabajo social, se dirige a todas las disciplinas psicosociales (trabajadores sociales, educadores sociales, psicólogos, pedagogos, psicopedagogos, sociólogos, politólogos, antropólogos, maestros) y como instrumento tanto de formación inicial como continua, así como una práctica reflexiva que adquiere carácter de asesoramiento y orientación en el espacio profesional.


La supervisión es un trabajo sobre el trabajo, un metatrabajo que se sitúa en el interfaz entre el aprendizaje, la formación, la educación y el apoyo en una organización o institución. El núcleo de la supervisión son los supervisados -los profesionales- y el foco: la intervención, los sentimientos, los valores, el modelo de interpretación que se manifiesta en su actitud y orientación con las personas atendidas, con los colegas y con uno mismo.
En el libro se profundiza en las condiciones para el ejercicio de la supervisión y  su contribución al bienestar profesional. Se ha optado por estudiar diferentes prácticas de supervisión y las percepciones de los supervisados. Con esta sensibilidad, se aproxima a diferentes modelos de referencia.
En el primero de los capítulos se describen los orígenes de la supervisión, su desarrollo histórico, rastreando la documentación escrita existente para poder entender mejor el contexto histórico, lo que permite a su vez ubicarse en la situación actual.
En el segundo, se introducen los conceptos generales, los fundamentos de la supervisión de profesionales. Este capítulo permite tomar plena conciencia del instrumento en todas sus dimensiones. Se aborda la diversidad de prácticas y los contextos institucionales desde los cuales se pone en práctica actualmente.
El tercer capítulo, más extenso, se dedica a comprender e interpretar las diversas posiciones de los autores tratados, con vistas a lograr una integración factible de todas ellas, a encontrar sus puntos en común. En él se condensan aquellos conceptos teóricos que intervienen en la supervisión, tanto por lo que respecta a las finalidades como a las funciones, así como los principios básicos que estructuran su práctica. En este capítulo también se reúnen los sistemas y contextos presentes en la supervisión: desde la demanda de supervisión a las diferentes modalidades. Se incluyen de forma gráfica unos esquemas de supervisión que recogen la relación entre instrumentos y habilidades.
En el cuarto capítulo son especialmente relevantes los cinco dominios de indagación de la supervisión. Estos se representan gráficamente en forma de líneas que transitar. Buscan construir un sistema de indagación en supervisión con el objetivo de comprender y explicar los procesos en los que se interviene.
En el quinto capítulo se desarrolla la relación entre la supervisión y la acción social desde una perspectiva del bienestar de sus profesionales,  buscando comprender y explicar la transversalidad y la complementariedad entre los conceptos de supervisión y bienestar. Aportando propuestas de autocuidado para atender al malestar profesional.
El capítulo seis reviste especial importancia para la práctica de los supervisores, en el sentido de que da la voz a lo vivido, a la experiencia. Se presentan dos experiencias de supervisión, una supervisión individual y una llevada a cabo en un centro residencial de atención especializada a menores, ambas  se presentan de manera descriptiva e interpretativa y se analizan las sesiones de supervisión exponiendo los resultados de ambas.
Este texto metodológicamente se ha concebido a partir de un trabajo de campo, en relación directa con lo investigado, desterrando así la observación alejada o el análisis especulativo. Se ha optado por la posición del investigador sobre el terreno, en primera persona. La experiencia investigadora no se ha limitado sólo a la observación de grupos de supervisión a modo de analista, sino que acepté verme afectada para permitir que se ampliara la gama de informaciones. Escogí dar a las situaciones vividas un valor cardinal. No siempre fue fácil sostenerme en este encuadre: ser participante y hacer de esta experiencia un espacio de adquisición de información, de saber y de discernimiento
Finaliza el libro dando cuenta de la bibliografía, las fuentes documentales y un anexo sobre publicaciones comentadas en lengua castellana.

SwePub titelinformation: PhD-/Post Graduate Training in the Nordic-Baltic Area.

This survey was carried out with the ambition to provide the
scientific community in our common research area with qualified
information on PhD-, further on called Post Graduate Training
(PGT, definition below) in the five Nordic and the three Baltic
States. Besides them, Russia, Poland and Germany are treated
focussing primarily on the regions and universities that can be
counted to the Nordic-Baltic Region. An attempt to define the
region geographically can both be derived from history (compare
with Olaus Magnus extremely detailed Carta Marina
Septentrionalium Terrarum 1539) or from a present day example
such as the successful scientific meta-network ScanBalt BioRegion
(see www.scanbalt.org). As we learn from the latter source, the 11
countries around the Baltic Sea bring together no less than 85
million people and more than 60 universities. If we also take into
consideration the historical ties between these countries, there is
no doubt that any measures of cooperation in Higher Education
and Research will create a flourishing region of knowledge in
Europe.

This book explores concerns about the lack of higher education transformation around issues of equity, curriculum reform, language and race, and how students navigate higher education complexity. Written by and for South African postgraduates. This is the South African edition of the international Survive and Succeed series, released through African SunMedia. Co-edited with Caterina Murphy, Leizel Frick and Puleng Motshoane.

The authors propose the Supervision of Leadership Model (SLM) as an integration and extension of the Discrimination Model (DM) and Socially Just and Culturally Responsive Counseling Leadership Model (SJCRCLM) to address the supervision of counseling leadership for doctoral students. Given the dearth of literature on the supervision of leadership, the SLM addresses a unique and emerging supervisory practice. This manuscript provides a case example and discussion to highlight the model’s enactment and future directions.

Doctoral dissertation supervision is an academic, experiential exercise and process driven by great expectations, and a critical success factor is in understanding the basic essential supervisory fundamentals that is backed by required knowledge and understanding of all research (dissertation) is, known types’ doctoral degrees, similarities and difference properties. This work deals with Critical Literature Review on Doctoral Models and Supervision (PhD by dissertation/PhD by Paper/ Professional PhD). Present clear definitions/descriptions of each model, while discussing the weaknesses/limitations and strengths of each model as discussed in the literature.

Se describe el "Método de 100 horas para escribir la tesis doctoral". Consiste en un método diseñado específicamente para los estudiantes que están en graves apuros y que apenas cuentan con unas semanas o días para redactar y entregar la tesis. Para su elaboración se examinaron más de 4500 tesis doctorales y de maestría.
WEBINAR SOBRE EL MÉTODO DE 100 HORAS EN https://fb.watch/2sLc8nPyis/

The paper shows my investigation of all private hospitals and several officals and doctors around Region VIII in Philippines. Actually, I started making this as a Microsoft Access to clarify the results in the form of table, query, form and report but since Academia doesn't support the file type so I transferred it in Microsoft Word.

Prof Bev Skeggs asked me just before the viva if I could make a note of the questions and share them with fellow PhD students. These 12 questions are the result. The examination was not recorded and I made no notes during the viva. These notes are my best approximation and provide the thrust, gist and spirit of the questions. The viva was 1.5 hours. I defended the thesis strongly for all the questions but for question 2, I did accept that this “leap” could have been handled better with a more detailed rationale.

Literature suggests that the processes of research engagement are profoundly transformative (Healey, Jenkins & Lea 2014; Healey, Jordan, Pell & Short 2010; Nulty, Kiley & Meyers 2009; Shephard, Trotman, Furnari & Löfström 2015; Spronken-Smith, Mirosa & Darrou 2013). Through personal engagement in the research process the student researcher is understood to be remodelled in terms of their identity, thinking and agency. There are however, fundamental transformational processes comprising of threshold concepts and troublesome knowledge that higher degree students have to work through before they are enabled to progress with their studies. Unless these thresholds of learning are crossed and the troublesome knowledge ‘managed’, students are not transformed nor empowered to move from a space of ‘becoming’ magisterial students to actually undergoing a shift in identity that moves them into a space of ‘being’ postgraduate students. This Chapter explores whether supervisors can, in a constraining context, truly create environments which will allow their students to expand their horizons.

Can academia be a place where engage our creativity and experience the joy of inquiry?
I reflect on my educational experiences as a starting point for an exploration of the way that education can be a joyful process if framed as an opportunity for what I call "creative inquiry." I outline some dimensions of an attitude of creative inquiry, focusing on Wonder, Passion, Hope, and Conviviality. I then explore a number of different metaphors for inquiry and the way they can frame our attitude and evoke different moods.

The author discusses the need for counselor educators and supervisors to promote the intersectional nature of identities in counselor trainees and supervisees, especially as supervision serves as the vanguard for professional development and provides a more individually tailored space. This article introduces the concept of multicultural complexity, along with its current dearth in the counseling literature. The utility of multicultural complexity is explored, and recommendations made in the form of sample action plans (Appendix) regarding how counselor educators and supervisors can further incorporate the concept into the practice of clinical supervision.

Sound has a potent role in the history of teaching and learning, yet sonic andragogy remains uneven, marginalized and undertheorized. A key media intervention is revisioning this historiography and enlivening sonic educational studies. This article summons the distinctiveness of podcasting, alongside its renewed popularity, with specific attention to the innovations in mode, genre, delivery mechanism, audience and community building capacities when deployed in higher degree programmes. While the PhD differs widely in its international formulation, particularly with regard to the role of coursework, publications and duration of the degree, the national specificities can travel and be shared through sonic deterritorialized media. This article 'punks' the podcast, showing how PhD students can transform the shape of their candidature through sound.

Institutions of higher learning such as universities have been positively influenced by the internet which has facilitated learning and teaching. Likewise, this same internet can also support student lecturer appointments, but currently students and lecturers are faced with issues such as finding free timeslot, difficulty of students to meet supervisor and issues related to managing appointment operations. Therefore, this paper develops a multi-agent architecture and a web-based agent appointment scheduling system to support students and lecturers in managing appointment scheduling in universities. The agent-based appointment scheduling system was implemented as a web system integrated by multi-agents to facilitate students in finding available timeslot, resolving difficulty of students to meet supervisor and addressing difficult of managing scheduled appointment records by lecturers. The usefulness of the agent-based appointment scheduling system was evaluated by collecting data using questionnaire from randomly selected respondents. Furthermore, Statistical Package for the Social Science (SPSS) was employed to analyse the questionnaire data using descriptive and exploratory factor analysis. Findings from the survey reveal that the developed agent-based appointment scheduling system practically supports students and lecturers in scheduling appointments.

Professional text: The article shares learning's, experiences, and highlights of my doctoral project journey. It is process driven, written in an easy language and includes illustrations. This contribution is presented from a personal perspective, some of the issues discussed are, however,  generic. It is targeted to those who are thinking of studying and researching for a doctorate in business economics. Good luck!
A very very condensed shortcut of the full article can be found as a Strathclyde University Business School Blog
see: https://www.sbs.strath.ac.uk/blogs/SBS/post.aspx?id=1408#post

It is commonly believed that the doctorate prepares students for academic careers. While there is wide ranging literature about the development of doctoral students as researchers, preparation for the other aspects of academic careers, e.g. teaching, is mostly absent from the discussion. This qualitative longitudinal study investigated the shift from doctoral identities to academic identities using narrative inquiry. It examined the narratives of 15 doctoral students from two large Australian universities, who were approaching thesis submission and who aspired to academic employment. Two contrasting stories illuminated in-depth accounts of how academic identities were developed and experienced. Students defined their identities and assessed their academic development in relation to their perceived ‘market value’ in academia. To increase their employability, they engaged in university teaching and focused on strategic networking. Students regarded researcher development as the main focus of the doctorate as being insufficient for an academic career. This paper argues that doctoral education needs to facilitate student agency, encourage synergies between teaching and research, and support non-academic work experiences to strengthen researcher identity development.

L’ambition de ce colloque est d’offrir aux doctorants en LSHS franciliens le premier outil entièrement dédié à leur recherche opérationnelle d’emploi. Fruit d’une réflexion entre Humanitudes, première association francilienne de doctorants et docteurs en Lettres et Sciences Humaines, et le Service de la mobilité professionnelle des doctorants de l’université Paris ouest Nanterre La Défense, ce projet a pour vocation d’apporter toutes les réponses aux questions que se posent les jeunes chercheurs au moment d’entrer sur le marché de l’emploi. Cette manifestation ouverte à tous les jeunes chercheurs en LSHS d’île-de-France sera organisée le 19 décembre 2013 en présence du président de l’université Paris Ouest et de nombreuses personnalités des mondes académique et socio-économique.

Many nurses in the United Kingdom are now undertaking PhDs; however, the process is both complex and time consuming. Research has shown that effective supervision can significantly influence the quality of the PhD and its eventual success or failure. Consequently, many common problems experienced during a PhD often relate to difficulties in the supervisory process. PhD students and supervisors often have different expectations, needs and ways of thinking and wrorking. The purpose of this paper is, therefore, to provide an overview of the key elements of research supervision. The paper is aimed at students, prospective students and supervisors involved in the PhD process and explores the perspectives of a student and a supervisor and discusses what each can and should reasonably expect from supervision, how to identify and address potential supervisory problems and how to maintain an effective working relationship.