Aim/Purpose: This paper considers the role of supervisors’ discipline expertise in doctoral learning from a student perspective.
Background: Doctoral students need to develop expertise in a particular field of study. In this context, developing expertise requires doctoral students to master disciplinary knowledge, conventions and scholarship under the guidance of supervisors.
Methodology : The study draws on a mixed-method approach, using an online survey and semi-structured interviews conducted with doctoral students.
Contribution: The paper brings to the fore the role of supervisors’ discipline expertise on doctoral students’ research progress.
Findings: The survey data suggest that doctoral students nominate their supervisors on the basis of their discipline expertise. They also view supervisors’ expertise as key to the development of ‘insider’ knowledge of their doctoral research.
Recommendations for Practitioners: Supervisors play a pivotal role in helping doctoral students overcome intellectual barriers by imparting their discipline knowledge as well as balancing satisfactory doctoral completion rate and high quality student experience.
Impact on Society : Doctoral supervision equips doctoral students with the right arsenal to be able to competently operate within their field and prepares them for their future research or professional career that demands a high level of discipline expertise.
Future Research: The scope of the findings leaves open a discussion about the experiences of doctoral students matched with non-discipline expert supervisory teams; for example, the extent of the mismatch and its ramifications.
THE DEVELOPMENT OF EARLY Childhood Education for Sustainability (ECEfS) practices with young children from birth to eight years is an emerging area in academic and professional literature. ECEfS practices reflect growing awareness of the imperative for twenty-first century societies to respond to the pressures of unsustainable patterns of living. This article contributes to the growing area of ECEfS research by exploring sustainability conceptualisations and practice initiatives as reported by early childhood teachers, educators, pre-service educators and parents in Tasmania. We do this by analysing data collected from participants who attended ECEfS professional learning workshops, entitled Living and learning about sustainability in the early years. Findings show that environmental (nature/natural) aspects of sustainability dominate these adults' practice initiatives and understandings. While many of the reported educational initiatives are to be celebrated, the authors contend that there is much work to be done to extend thinking and practice beyond the natural/environmental dimension in order to embrace holistic notions of sustainability incorporating social, economic and political dimensions.
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