Author: Tara Brabazon1
1Dean of Graduate Research, Flinders University, Australia
Abstract: The doctoral space is intricate, complex and convoluted. It is torn between individual and institutional commitments, local and international relationships, standards and standardization. This paper does not atomise or discuss individual doctoral supervision, but instead explores how institutions around the world train supervisors, and also create expectations for student and supervisory relationships. The key is to move beyond experiential ideologies and individual relationships, to understand the supervisory relationship in the broader institutional context and the international environment for research.
Keywords: Doctor of Philosophy, Deficit Learning and Teaching, Multimodality, Disintermediation, Deterritorialization
Alber, T. (2013). Tools for teaching: Ditching the deficit model. Edutopia, https://www.edutopia.org/blog/teaching-tool-ditching-deficit-model-rebecca-alber
Barnes, C. (2007). Disability, higher education and the inclusive society. British Journal of Sociology of Education, 28(1), 135-145.
Beck, U. (1992). Risk Society: Towards a New Modernity. London: SAGE.
Biggs, J. (1999). What the student does. Higher Education Research & Development, 18(1), 57-75.
Boud, D., & Lee, A. (2005). Peer learning‟ as pedagogic discourse for research education. Studies in Higher Education, 30(5), 501-16.
Bourke, S., Holbrook, A., Lovat, T., & Farley, P. (2004). Attrition, completion and completion times in PhD candidates. Paper presented at the AARE Annual Conference, Melbourne: https://www.aare.edu.au/data/publications/2004/bou04849.pdf
Brabazon, T. (2016). Don‟t fear the reaper? The Zombie University and eating braaaaains. KOME, 4(2), pp. 1-16, http://komejournal.com/files/KOME_TB%20ZombieU.pdf
Brabazon, T. (2017). Setting up your PhD. Office of Graduate Research You Tube Channel, YouTube, https://www.youtube.com/watch?v=KfWgjl_mUTs
Brabazon, T., & Redhead, S. (2017). The Rescue Doctorate. Libsyn, December 30: http://traffic.libsyn.com/tarabrabazon/Rescue_Doctorate.mp3
Buchan, J., & Wilcox, T. (2012). Preparing doctoral students in social sciences for a future in academe: perspectives on publishing during candidature. SSRN: https://ssrn.com/abstract=2402560 and http://dx.doi.org/10.2139/ssrn.2402560
Chandler, D., & Reid, J. (2016). The Neoliberal Subject: Resilience, Adaptation and Vulnerability. London: Rowman and Littlefield.
Chandler, D. (2014). Resilience: The Governance of Complexity. London: Routledge.
Collins, J. (1998). Language and class in minority education. Anthropology and Education Quarterly, 19(4), 299-326.
Cotterall, S. (2011). Stories within stories: a narrative study of six international PhD researchers’ experiences of doctoral learning in Australia. Doctor of Philosophy Thesis. Sydney: Macquarie University.
Council of Graduate Schools. (2009). PhD completion and attrition, Findings from exit surveys of PhD completers: http://www.phdcompletion.org/information/Executive_Summary_Exit_Surveys_Book_III.pdf
Cullen, D., Pearson, M., Saha, L. J., & Spear, R. H. (1994). Establishing effective PhD supervision. Canberra: AGPS.
Dudley-Marling, C. (2007). Return of the deficit. Journal of Educational Controversy, 2(1). https://cedar.wwu.edu/cgi/viewcontent.cgi?referer=https://www.google.com.au/&httpsredir=1 &article=1028&context=jec,
Flinders University. (2018). Flinders University Charter between students and supervisors: https://www.flinders.edu.au/content/dam/documents/staff/policies/academic-students/hdrcharter.pdf
Ford, D., & Grantham, T. (2003). Providing access for culturally diverse gifted students: From deficit to dynamic thinking. Theory into Practice, 42(3), 217-225.
Gibson, S. (2015). When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK Universities. International Journal of Inclusive Education, 19(8), 875-886.
Goffman, E. (1963). Stigma: Notes on the Management of Spoiled Identity. New York: Prentice-Hall.
Goode, J. (2007). Empowering or disempowering the international PhD student? Constructions of the dependent and independent learner. British Journal of Sociology of Education, 28(5), 589-603.
Gorski, P. (2009). What we‟re teaching teachers: an analysis of multicultural teacher education coursework syllabi. Teaching and Teacher Education, 25(2), 309-318.
Gorski, P. (2010). Unlearning deficit ideology and the scornful gaze: thoughts on authenticating the class discourse in education, Education Change: http://www.edchange.org/publications/deficit-ideology-scornful-gaze.pdf Hanson, R. (2018). Resilient. London: Rider.
Harry, B., & Klingner, J. (2007). Discarding the deficit mode. Educational Leadership, 64(5): http://www.ascd.org/publications/educationalleadership/feb07/vol64/num05/Discarding-the-Deficit-Model.aspx
Hodge, R., & Kress, G. (1988). Social Semiotics. Ithaca: Cornell University Press.
Johnson, E., Green, K., & Kleuver, R. (2000). Psychometric characteristics of the revised procrastination inventory. Research in Higher Education, 41(2), 269-279.
Johnson, L., Lee, A. and Green, W. (2000). The PhD and the autonomous self: Gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25(2), 135-147.
Joll, J. (1968). 1914: Unspoken Assumptions, London: Weidenfeld and Nicolson.
Jones, G. (1971). Outcast London. Oxford: Oxford University Press.
Kamler, B., & Thomson, P. (2006). Helping Doctoral Students Write: Pedagogies for Supervision. Routledge: New York.
Katz, J. (2013). The three block model of universal design for learning: Engaging students in inclusive education. Canadian Journal of Education, 36(1), 153-194.
Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. London: Routledge.
Lantona, K., & Browne, M. (2001). Factors associated with completion of research higher degrees, Higher Education Series, Report 37, Higher Education Division, Department of Education, Training and Youth Affairs, Canberra: http://www.dest.gov.au/archive/highered/hes/hes37/hes37.pdf
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Lee, A., & Williams, C. (1999). Forged in Fire: Narratives of trauma in PhD supervision pedagogy. Southern Review, 32(1), 6-26.
Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879.
Lipka, O., Baruch, A., & Meer, Y. (2018). Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions. International Journal of Inclusive Education. DOI: 10.1080/13603116.2018.1427151
Lombardi, J. (2016). The deficit model is harming your students. Edutopia: https://www.edutopia.org/blog/deficit-model-is-harming-students-janice-lombardi
Lovitts, B. (2001). Leaving the Ivory Tower: The Causes and Consequences of Departure from Doctoral Study. Lanham: Rowman and Littlefield.
Mace, R. (1997). About Universal Design, North Carolina State University: www.ncsu.edu/www/ncsu/design/sod5/cud/about-ud/about-ud.htm
Magnus, E., & Tossebro, J. (2013). Negotiating individual accommodation in higher education. Scandinavian Journal of Disability Research, 16(4), 316-332.
McCormack, C. (2005). Is non-completion a failure or a new beginning? Research non-completion from a student‟s perspective. Higher Education Research and Development, 24(3), 233-247.
Mowbray, S. (2010). Students’ Perspectives on Impacts of the Phd Process: The Phd as the Acquisition of Intellectual Virtues. Doctor of Philosophy, University of Western Sydney.
Norman, E., & Newham, E. (2018). The role of learning advisors and support staff within an increasingly differentiated student community. Journal of Academic Language & Learning, 12(1): http://journal.aall.org.au/index.php/jall/article/viewFile/545/291
Norton, J. (2011). Getting to the end: Psychological factors influencing research higher degree completion. Journal of the Australia and New Zealand Student Services Association, 38 (October).
Pare, A. (2011). Speaking of writing: Supervisory feedback and the dissertation. From Mc Alpine, L.and Amundsen, C. (eds), Doctoral Education: Research Based Strategies for Doctoral Students, Supervisors and Administrators. London: Springer.
Partridge, M. (2017). The use of social media to combat research-isolation. Annals of the Entomological Society of America, 110(5), 449–456.
Powell, J. (2013). From ableism to accessibility in the universal design university. Review of Disability Studies, 8(4), 33-44.
Reavly, N., Ross, A., Jorma, A., & Killackey, E. (2011). Introduction to guidelines for tertiary education institutions to assist them in supporting students with mental health problems. Journal of the Australian and New Zealand Student Services Association, 38: October
Reeve, M., & Partridge, M. (2017). The use of social media to combat research isolation. Annals of the Entomological Society of America, 110(5), 60-71.
Sleeter, C. (2004). Context-conscious portraits and context-blind policy. Anthropology and Education Quarterly, 35(1), 132-136.
Spack, R. (1997). The acquisition of academic literacy in a second language: A longitudinal case study. Written Communication, 14(1), 3-62.
Swain, J., French, S., & Cameron, C. (2003). Controversial Issues in a Disabling Society. Maidenhead: Open University Press.
University of Melbourne. (2009). The PhD Handbook, Appendix A: Guidelines on PhD candidature for departments, supervisors and candidates. Melbourne: University of Melbourne: http://msgr.unimelb.edu.au/current/phdhbk/appendixa.html
Ward, M., & West, S. (2008). Blogging PhD candidature: revealing the pedagogy. International Journal of Emerging Technologies and Society, 6(1), 60-71.
Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
Western, M., Kubler, M., Western, J., Clague, D., Boreham, P., Laffan, W., & Lawson, A. (2007). PhD Graduates 5 to 7 years out: employment outcomes, job attributes and the quality of research training, University of Queensland Social Research Centre.
Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth, Race, Ethnicity and Education, 8(1), 69-91.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), March 2018, Vol.4, No.5
Copyright © 2014 by Tishk International University, Developed and Designed by RAS Groups and M. Albay (IU Web Office Manager)
replica rolex is among the most international greatest perplexing watch survey of the brand. Put to use fake watches during the world-wide industry is also extremely well known.Customers from all of areas of life really like breitling replica watches. The initial financial investment valuation belongs to the benefits associated with best replica watches.