This book explores the multiple ways in which doctoral programs are traversed by students, supervisors and administrators. Rather than proposing a single, homogeneous approach as the most effective form of doctoral education, the editors and contributors focus on the diversity of global approaches to the doctorate, including doctoral experiences from Australia, Finland, Chile, New Zealand and Spain. The doctorate emerges from this analysis as a highly complex, heterogeneous and situated phenomenon that resists easy solutions. Strategies that are successful in traversing the doctorate are found to be grounded in contexts that cannot necessarily be generalised to other situations: in doing so, the authors emphasise the importance of presenting a diverse array of experiences and stories. The separate and shared perspectives of doctoral students, supervisors and administrations are mapped and analysed in ways that bring their voices compellingly to life: this book will be of interest and value to students and scholars of the doctoral journey, as well as of international and comparative education.

This co-edited book provides doctoral candidates with a practical, cross-discipline handbook for successfully navigating the doctoral process – from initial program selection to the final dissertation defense and preparing for the faculty interview. Invited chapters from established higher education experts cover topics ranging from university and program selection, preparing for comprehensive exams and dissertation research, self-care and self-management strategies, and recommendations for maintaining personal and professional support systems. Each chapter includes strategies for success and practical tips, including how to create a study guide for the comprehensive examination, how to create a professional support group, how to talk to your family about the doctoral process, how to select and work with a chair and committee, how to identify an appropriate research design, how to navigate the IRB process, and how to master the research and writing process.

Based on the latest research and covering key recent developments in supervisory practice, the third edition of A Handbook for Doctoral Supervisors is designed to support new and established supervisors in reviewing how they may make their supervision practice more effective day to day. This new edition is fully updated and extended to provide guidance on all aspects of the supervisory role, including: Recruitment and selection, including placing greater emphasis on candidate diversity; Establishing and managing research projects, from initial conception through to completion and examination; Relationships with candidates and co-supervisors, and the implementation of an explicit respect agenda in relationships with candidates; Providing personal, professional, and career advice, including monitoring the wellbeing and mental health of doctoral candidates; The implications for supervisors of the rapid adoption of online supervision and examination. With a self-interrogatory style which enables supervisors to reflect upon and, where appropriate, consider how to enhance their practice, this key handbook is a crucial read for those directly involved in doctoral supervision, those who manage supervisors, as well as policy-makers, administrators, and scholars within the field of doctoral education.

This book assists research students, supervisors, practitioners, and associated others to successfully navigate their research journey by highlighting research student experiences leading to student success. It reveals the research journey through an auto-ethnographic study based on the research student’s narratives accompanied by digital artifacts. It also includes commentary from the perspective of a researcher development specialist who assisted this researcher throughout this journey. This book provides insights into research journeys through layered accounts and meanings, which include the first author’s life events spanning almost two decades alongside higher education pursuits. It presents the perspective of a K-12 teacher-researcher moving into higher education in her local university, who is a Southeast Asian female international student embarking on her second-chance degree in a predominantly Australian learning environment/culture. Accompanying this is the perspective of a research training and development professional who has also undertaken higher degree by research studies.

Over and over, studies have concluded that the doctoral experience is a monumental challenge in higher education, particularly for women. This book, Women Scholars: Navigating the Doctoral Journey, provides an enlightening ethnographic look at women and their doctoral developmental experiences. The book’s aim is to empower women to be able to contextualize their experience while also offering support and inspiring readers to consider alternative ways to successfully approach the doctoral process. Women anticipating and entering the life of academia will benefit from the voices and experiences shared by the women scholars in this book. The essay writers in this volume offer an examination of critical incidents in their doctoral experiences and offer strategies they have found helpful in managing those incidents. The book also addresses challenges presented by the transition from doctoral study to post-doc employment. The volume presents 46 essays from 40 women representing a range of ages, ethnicities, academic disciplines, sexual orientations, family circumstances, and family educational histories. Their stories are told in five stages: Stage 1: Preadmission to Enrollment Stage 2: First Year of Program Stage 3: Second Year Through Candidacy Stage 4: The Dissertation Stage Stage 5: Completion and Transition to Employment These are stories of empowerment, of pitfalls and barriers overcome, of successful negotiations of the graduate school process, of the joys and challenges of scholarly pursuits, of positive help-seeking behaviors and strategies, and of life after the dissertation is completed. Potential applicants for doctoral studies will walk away with a sense that graduate education is possible and that one can be successful. Higher educators in doctoral programs, as well, will acquire a deeper understanding and appreciation for the idiosyncratic challenges facing their female students and, one hopes, develop policies and/or strategies and behaviors that empower and encourage these students’ completion of their doctoral studies.

This book is tailored for those navigating the diverse landscapes of doctoral work in physical and health education. Delve into the doctoral journey as our expert authors unveil the challenges unique to the realm of physical and health education. From research methodologies to innovative pedagogical approaches, the authors offer insights into overcoming obstacles and thriving in the academic arena. Immerse yourself in the narratives of seasoned scholars who have walked the same path. Their stories of resilience, breakthroughs, and personal growth serve as sources of inspiration, providing you with practical advice and mentorship toward your academic pursuits. Contributors are: Daniel W. Balderson, Joe Barrett, Stephen Berg, Heidi Jancer Ferreira, Colin G. Pennington, Simon Schaerz, Eishin Teraoka and William Walters.

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.