Joint supervision practices in doctoral education – A student experience

‘They’re the bosses’: feedback in team supervision

“…As has been documented elsewhere (Peelo n.d;Cullen 1994;Pole 1998;Quality Assurance Agency for Higher Education 1999;Malfroy 2005;Manathunga, Lant, and Mellick 2006;Watts 2010;Guerin, Green, and Bastalich 2011;Lahenius and Ikävalko 2012), this shift in the sector has some clear driversfor example, the increasingly interdisciplinary nature of PhD programmes, continuing knowledge specialisation, and institutional quality assurance requirements, in addition perhaps to emerging notions of supervisory skill specialisation.…”

Doctoral Education: A Review of the Literature Monitoring the Doctoral Student Experience in Selected OECD Countries (Mainly UK)

“…The most common method used to explore the PhD student experience since 2006 has been interviews [1,13,19,21,23,26,31,36,37]. Other methods included questionnaires [7,10,27,41], focus groups [13,41], workshops [41], letters [36], supervisory dialogues [41] and logs [12,17].…”

“…Rather than their supervisors' points of view of the PhD journey, the students' accounts have been foregrounded or the perspectives of both have been included and/or compared [1,7,10,12,13,19,21,26,31,37,41]. It would also appear that there exists little enquiry into the differences in daily events and practices while doing a PhD; thus, a major recommendation across the earlier work is a call for more research into the specific experiences of doctoral students.…”

“…Additionally, the most recent book edited by Ryan [29] illustrates a wide range of examples from around the world which brings together contemporary work and thinking in the areas of cross-cultural teaching and internationalisation of curriculum. There is also a considerable amount of research in the area from Australia [13,26,27] and Scandinavian universities: Norway, Finland and Sweden [19,21,31].…”

“…Another observation is that it is not only social science and education contexts that have been researched but also other disciplinary fields such as science and interdisciplinary areas in general [1,7,12,13,19,21,26,27,29,31,37,38]. Jazvak-Martek et al [17] research of doctoral experience included the collection of data from more than 40 doctoral students situated in two faculties of Education, a diverse field since participants were in programs that are quite distinct and range from those that are highly structured with required course work to others that are focused primarily on independent completion of the PhD dissertation research (Counselling Psychology, Educational Psychology, Library, and Information Sciences, Curriculum Studies, Learning Sciences and subject-specific programs such as Mathematics Education).…”