The DOI matches its Crossref record; 41 of the 41 references it cites were found in a registry or an index.
Postgraduate research supervision: a critical review of current practice
Abstract
Changes in the funding and delivery of research programmes at the university level have, in recent years, resulted in significant changes to research supervision. This paper critically reviews key influences effecting postgraduate supervision. Analysis draws on literature spanning 2000–2010 to determine the appropriateness of traditional models of postgraduate research curricula and supervision for the New Zealand context. Influences discussed include the research context, faculty issues, supervision pedagogy and models of supervision. Each area is analysed for strengths and challenges and contribution to the knowledge economy. From this review, the authors propose strategies for the development of postgraduate research supervision: faculty development, including supervisor education, and formalised research training for students.
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Citations
Cites
How are doctoral students supervised? Concepts of doctoral research supervision
Lee, A. (2008) · Studies in Higher Education · doi:10.1080/03075070802049202 · Cited by 721
Research Training and Supervision Development
Pearson, M., & Brew, A. (2002) · Studies in Higher Education · doi:10.1080/03075070220119986c · Cited by 518
‘Peer learning’ as pedagogic discourse for research education1
Boud, D., & Lee, A. (2005) · Studies in Higher Education · doi:10.1080/03075070500249138 · Cited by 405
New Variant PhD: The changing nature of the doctorate in the UK
Park, C. (2005) · Journal of Higher Education Policy and Management · doi:10.1080/13600800500120068 · Cited by 360
The PhD and the Autonomous Self: Gender, rationality and postgraduate pedagogy
Johnson, L., Lee, A., & Green, B. (2000) · Studies in Higher Education · doi:10.1080/713696141 · Cited by 344
Ives, G., & Rowley, G. (2005) · Studies in Higher Education · doi:10.1080/03075070500249161 · Cited by 333
More than a signature: how advisor choice and advisor behaviour affect doctoral student satisfaction
Zhao, C., Golde, C. M., & McCormick, A. C. (2007) · Journal of Further and Higher Education · doi:10.1080/03098770701424983 · Cited by 316
An empirical model of international student satisfaction
Arambewela, R., & Hall, J. (2009) · Asia Pacific Journal of Marketing and Logistics · doi:10.1108/13555850910997599 · Cited by 283
de Valero, Y. F. (2001) · The Journal of Higher Education · doi:10.1080/00221546.2001.11777098 · Cited by 245
Wisker, G., Robinson, G., & Shacham, M. (2007) · Innovations in Education and Teaching International · doi:10.1080/14703290701486720 · Cited by 219
Cited by
Dai, Y., Lai, S., Lim, C. P., & Liu, A. (2023) · Australasian Journal of Educational Technology · doi:10.14742/ajet.8843 · Cited by 85
Cowling, M., Crawford, J., Allen, K.-A., & Wehmeyer, M. (2023) · Australasian Journal of Educational Technology · doi:10.14742/ajet.8598 · Cited by 55
Metadata
- Authors
- McCallin, A., & Nayar, S.
- Venue
- Teaching in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2011-06-15
- Volume
- 17
- Issue
- 1
- Pages
- 63-74
- ISSN
- 1356-2517 (ISSN-L)
- 1470-1294
- OpenAlex
- W1978858431
- Cited by
- 279
- References
- 41
- FWCI
- 15.02
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
