Drawing on original survey data, reflective accounts, and case studies of supervisory practice in different disciplines, Doctoral Supervision and Research Culture explores the supervisor experience and demonstrates the craft, compassion and consistency required of supervisors in responding to different researcher’s needs. Based on empirical data and using the voice of research supervisors, the authors throw a spotlight on the challenges and opportunities supervisors face in supporting doctoral researchers through to successful PhD completion. This book acts as an invitation to institutions, funders, industry and academics to review what, and how they support PhD provision and to elevate the status of supervision practice. It shows how research cultures - disciplinary, institutional and individual - affect the supervisory experience and highlight the challenges that supervisors face, as well as the rewards that successful supervisory relationships bring. It is also a celebration of the contribution that doctoral researchers and all those who support research make to society. Designed to provide opportunities for sharing of practice across disciplines and the sector, Doctoral Supervision and Research Culture will be of interest to both new and experienced supervisors, to staff and researcher developers in institutions, and to funders, policy makers and senior management in universities who seek to improve and enhance the supervisory experience for all agents.

This book explores the future of doctoral research and what it means to be involved in all stages of the process, providing international insights into what's changing, why it's changing and how to work best with these changes. It looks at the key issues that have been thrown into sharp relief by crises such as world pandemics. Drawing on work from outstanding authors, this book shows the ways in which the doctoral process has altered the supervisor/supervisee model and the challenges that now need to be managed, and demonstrates the importance of aligning all the stakeholders, systems and processes to ensure a successful future for doctoral education. Bringing together a range of perspectives, innovative practices and rigorous research, this book tackles topics such as: how doctoral research changes in keeping with the global expansion and transformation of doctoral education programmes the significant influence funding bodies - be they charities, governments, businesses or non-governmental agencies - can have on doctoral research the extent to which doctoral research penetrates daily life and vice versa how to encourage and embed an ethical approach to research, as well as university responses to external challenges. Uniquely international and bringing together the many stakeholders in the research business, this book is essential reading for all doctoral supervisors, candidates and anyone involved in designing or organising research programmes for early career researchers and doctoral students.

The book brings together for the first time a range of integrated essays produced out of a programme of research and scholarship designed to better understand advanced-level research supervision as pedagogy. Doctoral Research Supervision, Pedagogy and the PhD questions the traditions of how doctoral work is accomplished, in the context of the changing role of research and universities in contemporary societies. Focused on research supervision and the pedagogies of doctoral work, the book brings together for the first time a range of integrated essays produced out of a programme of research and scholarship designed to better understand advanced-level research supervision as pedagogy. Those original ground-breaking chapters are framed by new work, extending the overall argument, reflecting on the emergence and development of doctoral education research, and evaluating the state of the field today. This book is of interest to scholars and postgraduate researchers in higher education, postgraduate and doctoral education, supervision and the philosophy and theory of higher education.

The book provides a grounded, narrative exploration of contemporary qualitative PhD research in the fields of language education and applied linguistics. The chapters are authored by current and former PhD candidates studying in New Zealand, with commentaries from international experts in the field. The book contains ten chapters in addition to the foreword, introduction and afterword. Each chapter addresses a different stage of PhD candidature: pre-enrolment; the first six months, research design, literature review, data collection, data analysis, drafting chapters, supervision and feedback, publishing and the examination process. Each chapter includes a set of questions for the readers to reflect on issues raised by the authors, and a comprehensive list of references. The book is intended for an audience of prospective and current PhD candidates, PhD supervisors, academic language and learning advisors who work with PhD candidates, researchers working in the field of doctoral education, and university administrators in pertinent leadership roles.

Within the European context, there are many initiatives for PhD supervisory training already in existence, but a more systematic approach to this task would be needed. In this landscape, we took the initiative of organizing an informal meeting for experts with an interest and expertise on PhD supervisory training, the Tarragona Think Tank on PhD supervisory training: challenges and good practices, hosted by University Rovira i Virgili (URV, Tarragona). This event allowed both the presentation of individual university experiences and the undertaking of a collective reflection on challenges, impact assessment and the visualisation of an ideal future for PhD supervisory training. Noting the need for more concerted efforts and practices, the present book is precisely a first tangible outcome of this concerted effort. Looking forward, we expect that this book can help setting the basis for the development of a network or alliance between the participating organisations and an ongoing effort aimed at bringing the professionalization of doctoral supervisors to the forefront in education policy at the university level. In sum, we hope that this contribution can help materialising ideas into actions.

The impact of globalisation and aggressive marketing by universities has increased the flow of international or culturally diverse students enrolling in postgraduate research degree programs outside their own countries. As access to postgraduate education widens, more local culturally diverse and Indigenous students are also enrolling in higher degree studies. As a result, significantly more academics now engage in intercultural supervision or supervising students who are culturally different to themselves. This book argues that empowering intercultural supervision can result from more nuanced, critical and theoretically-based understandings of time, place and knowledge. It shows how a range of ‘Southern’ theories (including postcolonial, Indigenous, feminist, social and cultural geography theories) about history, geography and knowledge can offer fresh insights into intercultural supervision. The author suggests that by using the conceptual tools offered by these Southern theories, the more complex but potentially rich aspects of intercultural supervision can be better understood and grappled with. In particular, these theories enable us to challenge assumptions about the universality and timelessness of Northern knowledge, and to create space for the recovery and further development of Southern, Eastern and Indigenous knowledges within intercultural supervision. This book will be of value to academic supervisors and postgraduate students, especially those engaged in intercultural supervision, as well as researchers and scholars in the field of higher education.

This book explores the concept of the ‘hidden curriculum’ within doctoral education. It highlights the unofficial channels of genuine learning typically acquired by doctoral students independent of the physical and metaphorical walls of academia. The doctorate is a huge and complex undertaking which requires a range of support beyond academic foundations. The exchange between official and hidden curricula is therefore key, not just for achieving the qualification, but to also achieve transformative growth. This book offers a framework for a ‘doctoral learning ecology model’ to scaffold learning and sustain wellbeing by leveraging both formal and hidden curricula. This illuminating book will be of interest and value to doctoral researchers, supervisors, and mentors.