Index
Supervising Doctoral Candidates
ISBN: 978-1-83797-051-3, eISBN: 978-1-83797-048-3
Publication date: 26 March 2024
This content is currently only available as a PDF
Citation
(2024), "Index", Rolph, C. (Ed.) Supervising Doctoral Candidates (Surviving and Thriving in Academia), Emerald Publishing Limited, Leeds, pp. 201-209. https://doi.org/10.1108/978-1-83797-048-320241014
Publisher
:Emerald Publishing Limited
Copyright © 2024 Chris Rolph. Published under exclusive licence by Emerald Publishing Limited
INDEX
Ableism
, 169–170
Ableist
, 172–173
Academia
, 84–85
Academic administration departments
, 99
‘Academic bubble’
, 81–82
Academic career preparation
, 37–38
Academic misconduct
, 165
Academic pathway
, 1–2
Academic socialization of PhD students
, 39–40
Acceptance
, 171
Affiliation
, 171
Anticipatory questions
, 24
Autonomy
, 45
need and working towards Mid candidature review
, 52
Barriers
, 97–100
Belonging
, 170–174
Belonging in Academia Model (BAM)
, 169–170, 172
‘Bildung’ and creating inclusive learning community, espousing
, 131–135
Biotechnology and Biological Sciences Research Council
, 77–78
Brainstorm potential research questions
, 16
Brainstorming method
, 6–7
Building relationships in co-supervision
, 65–66
‘Candidates’ voices
, 195–196
conversations in Margins
, 116–119
creating conversations with candidates
, 112–119
developing candidates doctoral voice and confidence
, 119–121
doctorateness
, 107–108
elements of feedback
, 113–116
purpose and practices of feedback
, 109–112
Career progression
, 81
Centres for doctoral training (CDT)
, 77
Choice theory
, 2–3
‘Clock time’
, 175
Co-author
, 154, 157, 161
Co-authorship
, 154, 156
basics
, 153–155
challenges in
, 160–165
choice of co-author
, 158–160
matter
, 155–157
Co-learning environment
, 32
Co-supervision
approaches to supervision at postgraduate level
, 63–65
building relationships in
, 65–66
creating flexibility in workload
, 70–71
management
, 147–148
managing different ways of working
, 69–70
reflecting on our experiences of
, 66–71
setting boundaries
, 67–68
Co(l)laboratory as case study of collaborative research
, 83
Co(l)laboratory Research Hub
, 83, 88–89
Coach
, 133–134
Coaching
, 146
Cohort-based PhD funding programmes
, 77
Collaboration
, 76, 79
Collaborative approach in doctoral research
, 76
Collaborative doctorate schemes, UK examples of
, 77–78
Collaborative PhD project
, 86–87
Collaborative projects
, 164–165
Collaborative research, co(l)laboratory as case study of
, 83
Collaborator
, 45–46, 85–86
Communication skills
, 81
Competence
, 8–9, 45
Complementary supervision
, 64–66
Conferences
, 45, 133
Constrained conditions, addressing supervisory responsibilities under
, 126–131
Contribution to knowledge
, 107–108, 118–119
‘Conversations in Margins’
, 116–119
‘Crip time’
, 175
Culture
, 97, 99
Descriptive questions
, 24
Developmental feedback
, 109–110
Dialogic feedback
, 111
Dialogue/ic
, 117
Disability disclosure
, 180–181
Disabled graduate students
, 175, 179
belonging
, 170–174
labour
, 178–181
time
, 175–177
Disablism
, 169–170
Diversified supervision
, 64
Diversity, embracing
, 124–126
Doctoral Academy, The
, 148–149
Doctoral candidate(s)
, 1, 6–9, 12, 141–144, 190
academic socialization of PhD students
, 39–40
academic vs. non-academic career preparation
, 37–38
approach
, 140–141
background of doctoral education in India
, 29–30
benefits to
, 81–82
effect of funding on supervision
, 33–34
PhD candidates perspectives
, 141–145
PhD supervisors perspectives
, 145–148
quality of supervision
, 35–36
Strathmore university doctoral academy
, 148–150
supervision in times of newer forms of doctorate programmes
, 31–33
timely completion of PhD programmes
, 38–39
Doctoral candidature
, 46, 48, 53
Doctoral context, engaged research in
, 78–79
Doctoral education
, 29, 132
in India
, 29–30
Doctoral graduates
, 198
Doctoral research, collaborative approach in
, 76
Doctoral study
, 45–46
Doctoral supervision/supervisors
, 63, 69, 128
fictional candidate archetypes and scenarios
, 49–56
guiding core values for supervising relationship
, 135–136
India
, 124–126
SDT
, 44–46
supervision framework
, 46–48
United states of America
, 131–135
US Context
, 131–132
Zambia
, 126–131
Doctoral thesis
, 3–4
Doctorate programmes, supervision in times of newer forms of
, 31–33
‘Doctorateness’
, 107–108
Dyadic supervision
, 63
Early Career Researchers (ECRs)
, 149
Economic and Social Research Council (ESRC)
, 78
Effective supervision
, 102–103
Emancipatory questions
, 24
Emotional labour
, 180–181
‘Enculturation’
, 190
Engaged research in doctoral context
, 78–79
Epistemic diversity
, 169–170
Equity
, 172
Executive PhD Programme
, 31–32
Experiential diversity
, 169–170
Explanatory questions
, 24
Familiarity
, 171
Feedback
elements of
, 113–116
purpose and practices of
, 109–112
Fictional candidate archetypes and scenarios
, 49–56
supervision strategies for supporting SDT autonomy need
, 53–54
supervision strategies for supporting SDT competency need
, 50–52
supervision strategies for supporting SDT relatedness need
, 56
Finances
, 94–96
Funding
agencies
, 162
effect on supervision
, 33–34
Funnel
, 25–26
Funnelling
, 17, 19
need for
, 17–19
reason and aim
, 19–22
relevance and significance
, 22–25
research problem
, 13–17
turning funnel around
, 25–26
Generate-Sort-Connect-Elaborate (GSCE)
, 56–57
Graduate
, 3–4
school
, 131
students
, 170–172
study
, 4–5
‘Hierarchical relationships’
, 129–130
Higher education
, 172–173
Identity
, 108, 119–120
Impact factor (IF)
, 162
Inclusive learning community, espousing ‘Bildung’ and creating
, 131–135
Inclusiveness, embracing
, 124–126
India
, 124–126
background of doctoral education in
, 29–30
Indian doctoral education
, 126
Industrial Cooperative Awards in Science
, 77
Industry–university partnerships
, 77
Institutions
, 91–92
Interdependent relationships
, 171–172
International collaboration
, 164
International English Language Testing System (IELTS)
, 100–101
International postgraduate candidates
, 93–94
International students
, 93–94, 100
barriers and conflicts
, 97–100
differences addressed
, 100–102
effective supervision
, 102–103
finances
, 94–96
new-found independence
, 92–94
supervision
, 100
Labour
, 178–181
Leadership collective
, 160–161
Learning outcome
, 14
Medical model
, 173–174
Mentor–mentee relationship
, 123–124
Methodology
, 48, 64, 142–143
Methods for data collection
, 25
Mid-candidature review
, 48
autonomy need and working towards
, 52
Milestone
, 39, 46, 48
Needs assessment survey of PhD scholars
, 30–31
Neoliberal academic culture
, 181–182
New-found independence
, 92–94
Non-academic career preparation
, 37–38
Non-academic collaborators
benefits to supervisors, doctoral candidates and research
, 80–83
co(l)laboratory as case study of collaborative research
, 83
collaborative approach in doctoral research
, 76
engaged research in doctoral context
, 78–79
recommendations for supporting non-academic collaborations in research
, 84–89
UK examples of collaborative doctorate schemes
, 77–78
Non-academic organizations
, 84
Nottingham Trent University
, 83
Novice supervisors
, 127–128, 131
Open education resources (OER)
, 20
Oral examination
, 189
Original(ity)
, 48, 189
Ownership
, 44–45, 109–110
Partnership
, 85–86, 113
Path/pathway
, 2–4, 10–11, 179
Patience
, 146–147
Pedagogy of inclusiveness
, 125–126
PhD
, 139–140
academic socialization of
, 39–40
perspectives from PhD candidates
, 141–145
perspectives from PhD supervisors
, 145–148
programmes
, 37
students
, 44–45
timely completion of
, 38–39
Post-viva
, 196–198
Postgraduate level, approaches to supervision at
, 63–65
Power dynamics
, 64–65
Pragmatic outcome
, 14
Presentations
, 87–88, 144–145
‘Primary’ supervisor
, 65–66
Principal Investigator (PI)
, 134, 157
Professional competencies
, 37
Professional development/learning
, 26, 45, 56, 88–89
Professional doctorates
, 31
Professional growth
, 81
Publication
, 4, 33
Queer, Trans, Black, Indigenous people of Colour (QTBIPOC)
, 173–174
Question sorts strategy
, 51–52
R & D People and Culture strategy
, 76–77
Rational action theory
, 2–3
Relatedness need
and final milestone/viva
, 55
supervision strategy for
, 57
Relationships
, 62, 69
Research
, 160–161
benefits to
, 82–83
career development and contextualisation of research skills
, 81–82
collaborations
, 88–89
council
, 76–77
problem
, 13–17
process
, 139–140, 147
questions
, 22–25
recommendations for supporting non-academic collaborations in
, 84–89
supervisors
, 61–62
Research assistant (RA)
, 176
RA-ships
, 176–177
Responsibility/ies
, 65–66, 134–135, 178
Self-advocacy
, 180
Self-assessment mechanisms
, 5–6
Self-determination theory (SDT)
, 43–44, 46
supervision strategies for supporting SDT autonomy need
, 53–54
supervision strategies for supporting SDT competency need
, 50–52
supervision strategies for supporting SDT relatedness need
, 56
Seminars
, 6–7, 45
Skills
, 4–6, 37
Social institutions
, 172–173
Strathmore university doctoral academy
, 148–150
Strathmore University’s Doctoral Academy
, 140
Strengthening Postgraduate Supervision
, 67
Stress
, 5–6, 98, 141–142
Student’s autonomy
, 54
Substitutive supervision
, 64
Supervising relationship, guiding core values for
, 135–136
Supervision strategies
approaches to supervision at postgraduate level
, 63–65
effect of funding on
, 33–34
for autonomy need
, 54
for competency need
, 51
for relatedness need
, 57
for supporting SDT autonomy need
, 53–54
for supporting SDT competency need
, 50–52
for supporting SDT relatedness need
, 56
framework
, 46–48
of doctoral research students
, 43
process
, 67–68
quality of
, 35–36
Supervisor(s)
, 14, 34, 37, 39, 45, 50–51, 92, 96–97, 99, 108, 145, 192–196
benefits to
, 80–81
supervisor–superviSee relationship
, 123–124
Supervisory feedback
, 112–113
Supervisory process
, 143–144
Supervisory responsibilities under constrained conditions, addressing
, 126–131
Supervisory teams
, 64
Teaching assistant (TA)
, 176
TA-ships
, 176–177
Test of English as a Foreign Language (ToEFL)
, 100–101
Theory
, 2–3, 44
Thesis/theses
, 4, 8–9, 12, 87
Three-pronged approach
, 107–108
Time
, 175–177
management
, 144
Tuition (fees)
, 94–95, 149
UK
examples of collaborative doctorate schemes
, 77–78
funding initiatives
, 77–78
research context
, 81
Undergraduate study
, 4–5
United states
of America
, 131–135
context
, 131–132
examples of responsibilities, challenges and joys
, 132–135
Universities
, 43
support systems
, 98
University Grants Commission (UGC)
, 33
University of London
, 29–30
Vancouver Protocol
, 161–162
Viva
, 48, 188–189
arranging
, 192–194
long game
, 190–192
post-viva
, 196–198
short game
, 194–196
voce examination
, 187–188
Voice
, 108, 118–119
Wellbeing
, 174
Work-based doctorates
, 31
Workload, creating flexibility in
, 70–71
Writing
, 2–3, 107–108, 153
Zambia
, 126–131
- Prelims
- 1 Identifying the Topic at the Start of the Research Journey
- 2 Funnelling: How to Focus the Research Problem
- 3 A Needs Assessment of Doctoral Candidates
- 4 Supporting Pedagogical Relationships and Needs in Doctoral Supervision
- 5 Navigating Co-Supervision: Creating Supportive Relationships Between Peers in Supervision Teams
- 6 Working With Non-Academic Collaborators
- 7 Supervising International Students
- 8 Amplifying Candidates' Voices: Using Feedback Conversations to Develop Doctoral Identity and Writing
- 9 Joys, Challenges and Responsibilities of the Doctoral Supervision Relationship: Perspectives From Three Countries
- 10 Supporting Wider Development of Doctoral Candidates
- 11 Co-authorship With Doctoral Students
- 12 Promoting Justice for Disabled Graduate Students
- 13 The End of the Road and Start of the Journey: Defending the Thesis in a Viva
- Index