Academics and Student Supervision: Apprenticeship or Exploitation?

Witton, Ron

doi:10.1177/144078337300900322

Cited by 10 publications

(3 citation statements)

References 5 publications

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“…Robinson, 1957;Witton, 1973), postgraduate education and training has become the subject of much more intense debate since 1982 (e.g. Swinnerton-Dyer, 1982;Rothschild, 1982) when concerns began to arise about poor completion rates for theses in the social sciences compared to those in the natural sciences and engineering.…”

Section: Previousresearch:postgraduateeducation/trainingand Sexualharmentioning

confidence: 99%

Sexual Harassment in PhD Supervision

Lee¹

1998

Gender and Education

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This article analyses the previously unresearched dynamics of sexual harassment in cross-gender, one-to-one PhD supervision in a UK social science faculty education department. I discuss two women research students' re ections on their supervisory relationships with a sexually harassing male supervisor, including the processes of obtaining a supervisor and the establishment or curtailment of the relationship. When students decide whether or not to be supervised by a particular individual there is a tension between personal compatibility and relevant research expertise. Once the relationship is established there is a further tension because the boundaries between discussions about academic work and personal life are so easily blurred. In particular, it is suggested that the sexually harassing male supervisor cannot simply be viewed as an aberration, for his exploits reveal a strategic exploitation of conditions which are actually integral and arguably necessary to this distinctive academic relationship.

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Section: Previousresearch:postgraduateeducation/trainingand Sexualharmentioning

confidence: 99%

Sexual Harassment in PhD Supervision

Lee¹

1998

Gender and Education

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“…Research students are prime victims, because they are subordinate to their supervisors and are doing publishable or near-publishable work. A supervisor may simply expect to be a co-author of papers while having done little or none of the work and may even claim sole authorship of a student's work (Witton 1973). For example, a supervisor, without informing the student, may give talks at conferences and submit articles to journals or even publish a student's thesis as their own book.…”

Section: Exploitationmentioning

confidence: 99%

Plagiarism, Misrepresentation, and Exploitation by Established Professionals: Power and Tactics

Martin

2016

Handbook of Academic Integrity

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“…Even teachers, instructors, and authors of research often plagiarize. Many studies showed that supervisors or other academic staff had also plagiarized (Bruten & Childers, 2016;Martin, 1986;Witton, 1973). This is a dangerous and severe problem of academy since this staff is expected to teach what the plagiarism is to students.…”

Section: Introductionmentioning

confidence: 99%

A Review of Literature: Plagiarism in the Papers of Turkish Context

Gökmenoğlu¹

2017

HES

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The present review attempted to address the direction of plagiarism literature in Turkish context. 15 studies conducted in Turkey on plagiarism were analyzed through content analysis. The context, purposes, methodological issues and results of researching plagiarism were categorized. The findings of this review indicated that although plagiarism's raising legal and ethical concerns is acknowledged by Turkish researchers, there are limited numbers of studies exploring the plagiarism perceptions, views, situations and reasons of Turkish graduate students and professors.

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Academics and Student Supervision: Apprenticeship or Exploitation?

Cited by 10 publications

References 5 publications

Sexual Harassment in PhD Supervision

Sexual Harassment in PhD Supervision

Plagiarism, Misrepresentation, and Exploitation by Established Professionals: Power and Tactics

A Review of Literature: Plagiarism in the Papers of Turkish Context

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