Books and articles

Anderson, C., Day, K., & McLaughlin, P. (2006). Mastering the dissertation: Lecturers' representations of the purposes and processes of Master's level dissertation supervision. Studies in Higher Education, 31, 149-168.

Aspland, T., Edwards, H., O'Leary, J., & Ryan, Y. (1999). Tracking new directions in the evaluation of postgraduate supervision. Innovative Higher Education, 24, 127-147.

Bastalich, W. (2015). Content and context in knowledge production: A critical review of doctoral supervision literature. Studies in Higher Education. doi:10.1080/03075079.2015.1079702

Boud, D., & Costley, C. (2007). From project supervision to advising: New conceptions of the practice. Innovations in Education and Teaching International, 44, 119-130.

Bruce, C., & Stoodley, I. (2013). Experiencing higher degree research supervision as teaching. Studies in Higher Education, 38, 226-241.

Cottrell, S. (2001). Teaching study skills and supporting learning. Basingstoke, UK: Palgrave.

Delamont, S., Atkinson, P., & Parry, O. (2004). Supervising the doctorate: A guide to success (2nd ed). Berkshire: SRHE and OU Press.

Frame, I., & Allen, L. (2002). A flexible approach to PhD research training. Quality Assurance in Education, 10, 98-103.

Maxwell, W., & Smyth, R. (2010). Research supervision: The research management matrix. Higher Education: The International Journal of Higher Education and Educational Planning, 59, 407-422.

Pilcher, N. (2011). The UK postgraduate Master's dissertation: An "elusive chameleon"? Teaching in Higher Education, 16, 29-40.

Taylor, S., & Beasley, N. (2005). A handbook for doctoral supervisors. London: Routledge.

Wisker, G. (2005). The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations. Basingstoke: Palgrave Macmillan.

Bell, J. (2014). Doing your research project: A guide for first-time researchers. Maidenhead: Open University Press.

Cryer, P. (2000). The research student's guide to success. Maidenhead: Open University Press.

Marshall, S., & Green, N. (2004). Your PhD companion. Oxford: How to Books.

Bernstein, B. L., Evans, B., Fyffe, J., Halai, N., Hall, F. L., Jensen, H. S., ... & Ortega, S. (2014). The continuing evolution of the research doctorate. In M. Nerad & B. Evans (Eds.), Globalization and its impacts on the quality of PhD education (pp. 5-30). Rotterdam: SensePublishers.

Delamont, S., Atkinson, P., & Parry, O. (2000). The doctoral experience: Success and failure in graduate school. London and New York: Falmer Press.

Gardner, S. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. The Review of Higher Education, 32, 383-406.

Green, H., & Powell, S. (2005). Doctoral study in contemporary higher education. Maidenhead: SRHE and Open University Press.

Heath, T. (2002). A quantitative analysis of PhD students' views of supervision. Higher Education Research and Development, 21, 41-53.

Jazvac-Martek, M., Chen, S., & McAlpine, L. (2011). Tracking doctoral student experience over time: Cultivating agency in diverse spaces. In L. McAlpine & C. Amundsen (Eds.), Doctoral education: Research-based strategies for doctoral students, supervisors and administrators (pp. 17-36). Amsterdam: Springer.

Johnson, L., Lee, A., & Green, B. (2000). The PhD and the autonomous self: Gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25, 135-147.

Kleuver, R. (1997). Students' attitudes towards the responsibilities and barriers in doctoral study. New Directions for Higher Education, 99, 47-56.

Marsh, H. W., Rowe, K. J., & Martin, A. (2002). PhD students' evaluations of research supervision: Issues, complexities, and challenges in a nationwide Australian experiment in benchmarking universities. The Journal of Higher Education, 73, 313-48.

McAlpine, L., & Amundsen, C. (Eds.). (2011). Doctoral education: Research based strategies for doctoral students, supervisors and administrators. Amsterdam: Springer.

Phillips, E. M., & Pugh, D. S. (2000). How to get a PhD: A handbook for students and their supervisors (3rd ed). Maidenhead: Open University Press.

Potter, S. (Ed.). (2006). Doing postgraduate research (2nd ed). London: The Open University and SAGE Publications.

Salmon, P. (1992). Achieving a PhD: Ten students' experiences. Stoke-on-Trent: Trentham.

Sambrook, S., Stewart, J., & Roberts, C. (2008). Doctoral supervision: A view from above, below and the middle. Journal of Further and Higher Education, 32, 71-84.

Shore, B. M. (2014). The graduate advisor handbook: A student-centered approach. The University of Chicago Press (in the series Chicago Guides to Academic Life). https://doi.org/10.7208/chicago/9780226011783.001.0001

Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 33, 5-17.

Barnes, B. (2010). The nature of exemplary doctoral advisors' expectations and the way they may influence doctoral persistence. Journal of College Student Retention, 11, 323-343.

De Welde, K., & Laursen, S. L. (2008). The "ideal type" advisor: How advisors help STEM graduate students find their "scientific feet". The Open Education Journal, 1, 49-61.

Mainhard, T., van der Rijst, R., & van Tartwijk, J. (2009). A model for the supervisor-doctoral student relationship. Higher Education, 58, 359-373.

McAlpine, L., & McKinnon, M. (2012). Supervision – the most variable of variables: Student perspectives. Studies in Continuing Education, iFirst article, 1-16.

Shore, B. M. (2014). The graduate advisor handbook: A student-centered approach. The University of Chicago Press (in the series Chicago Guides to Academic Life). https://doi.org/10.7208/chicago/9780226011783.001.0001

Zhao, C., Golde, C., & McCormick, A. (2007). More than a signature: How advisor choice and advisor behaviour affect student satisfaction. Journal of Further and Higher Education, 31, 263-281.

Albanese, M., Snow, M., Skochelak, S., Huggett, K., & Farrell, P. (2003). Assessing personal qualities in medical school admissions. Academic Medicine, 78, 313-321.

Campagna-Vaillancourt, M., Manoukian, J., Razack, S., & Nguyen, L. H. P. (2014). Acceptability and reliability of multiple mini interviews for admission to otolaryngology residency. The Laryngoscope, 124, 91–96.

Cox, W. C., McLaughlin, J. E., Singer, D., Lewis, M., & Dinkins, M. M. (2015). Development and assessment of the multiple mini-interview in a school of pharmacy admissions model. American Journal of Pharmaceutical Education, 79, Article 53.

Eva, K., Rosenfeld, J., Reiter, H., & Norman, G. (2004). An admissions OSCE: The multiple mini-interview. Medical Education, 38, 314-326.

Eva, K., Reiter, H., Wasi, P., Rosenfeld, J., & Norman, G. (2009). Predictive validity of the multiple mini-interview for selecting medical trainees. Medical Education, 43, 767-775.

Knorr, M., & Hissbach, J. (2014). Multiple mini-interviews: same concept, different approaches. Medical Education, 48, 1157–1175

Oliver, T., Hecker, K., Hausdorf, P. A., & Conlon, P. (2014). Validating MMI scores: Are we measuring multiple attributes?. Advances in Health Sciences Education, 19, 379-392.

Patrick, L., Altmaier, E., Kuperman, S., & Ugolini, K. (2001). A structured interview for medical school admission, phase 1: Initial procedures and results. Academic Medicine, 76, 66-71.

Salvatori, P. (2001). Reliability and validity of admissions tools used to select students for the health professions. Advances in Health Sciences Education, 6(2), 159-175.

Deuchar, R. (2008) Facilitator, director or critical friend?: Contradiction and congruence in doctoral supervision styles. Teaching in Higher Education, 13, 489-500.

Friedlander, M., & Ward, L. (1984). Development and validation of the Supervisory Styles Inventory. Journal of Counseling Psychology, 31, 541-557.

Gatfield, T. (2005). An investigation into PhD supervisory management styles: Development of a dynamic conceptual model and its managerial implications. Journal of Higher Education and Policy Management, 27, 311-325.

Kam, B. (1997). Style and quality in research supervision: The supervisor dependency factor. Higher Education, 34, 81–103.

Murphy, N., Bain, J., & Conrad, L. (2007). Orientations to research higher degree supervision. Higher Education, 53, 209-234.

Severinsson, E. (2012). Research supervision: Supervisory style, research-related tasks, importance and quality – part 1. Journal of Nursing Management, 20, 215–223.

General

Cargill, M. (2000). Intercultural postgraduate supervision meetings: An exploratory discourse study. Prospect, 15, 28-38.

Deem, R., & Brehony, K. (2000). Doctoral students' access to research cultures - are some more unequal than others?. Studies in Higher Education, 25, 149-165.

Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, XVI, 1-20.

Quarterman, J. (2008). An assessment of barriers and strategies for recruitment and retention of a diverse graduate student population. College Student Journal, 42, 947-967.

 

International students

Cadman, K. (2000). "Voices in the air": Evaluations of the learning experience of international postgraduates and their supervisors. Teaching in Higher Education, 5, 476-491.

Furnham, A. (1997) The experience of being an overseas student. In D. McNamara  & R. Harris (Eds.), Overseas students in higher education: Issues in teaching and learning. London: Routledge.

Furnham, A., & Alibhai, N. (1985). The friendship networks of foreign students: A replication and extension of the functional model. International Journal of Psychology, 20, 709-722.

Hanassab, S. (2006). Diversity, international students, and perceived discrimination: Implications for educators and counselors. Journal of Studies in International Education, 10, 157-172.

Kiley, M. (2000). Providing timely and appropriate support for international postgraduate students. In G. Wisker (Ed.), Good practice working with international students (pp. 89-108). Birmingham: SEDA.

Kiley, M. (2003). Conserver, strategist or transformer: The experiences of postgraduate student sojourners. Teaching in Higher Education, 8, 345-356.

Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly, 38, 573-603.

Okorocha, E. (2007). Supervising international research students. London: Society for Research into Higher Education.

Robinson-Pant, A. (2009). Changing academies: Exploring international PhD students' perspectives on 'host' and 'home' universities. Higher Education Research and Development, 28, 417-429.

Ryan, Y., & Zuber-Skerritt (Eds.). (1999). Supervising postgraduates from non-English speaking backgrounds. Maidenhead: Society for Research into Higher Education & Open University Press.

 

Race

Brown II, M. C., Davis, G. L., & McClendon, S. A. (1999). Mentoring graduate students of color: Myths, models, and modes. Peabody Journal of Education, 74, 105-118.

Chesler, M. A., Lewis, A. E., & Crowfoot, J. E. (2005). Challenging racism in higher education. Lanham: Rowman and Littlefield.

 

Gender

Carr, P., Friedman, R., Szalacha, L., Barnett, R., Palepu, A., & Moskowitz, M. (2000). Faculty perceptions of gender discrimination and sexual harassment in academic medicine. Annals of Internal Medicine, 132, 889-896.

Maher, M., Ford, M., & Thompson, C. (2004). Degree progress of women doctoral students: Factors that constrain, facilitate and differentiate. The Review of Higher Education, 27, 385-408.

Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty's subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109, 16474-16479.

Steinpreis, R. E., Anders, K. A., & Ritzke, D. (1999). The impact of gender on the review of the curricula vitae of job applicants and tenure candidates: A national empirical study. Sex Roles, 41, 509-528.

 

(dis)Ability

Farrar, V., & Young, R. (2007). Supervising disabled research students. In P. Denicolo (Ed.), Issues in postgraduate education: Management, teaching and supervision. London: SRHE.

Goode, J. (2007). 'Managing' disability: Early experiences of university students with disabilities. Disability and Society, 22, 35-48.

Olkin, R. (2002). Could you hold the door for me? Including disability in diversity. Cultural Diversity & Ethnic Minority Psychology, 8 , 130-137

 

Part-time students

Neumann, R., & Rodwell, J. (2009). The 'invisible' part-time research students: A case study of satisfaction and completion. Studies in Higher Education, 34, 55-68.

Acker, S. (2011). Advising and mentoring graduate students. In Bank, B. (Ed.), Gender and higher education (pp. 330-336). Baltimore: Johns Hopkins University Press.

Baker, V. L., & Griffin, K. A. (2010). Beyond mentoring and advising: Toward understanding the role of faculty "developers" in student success. About Campus, 14, 2-8.

Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50, 525-545.

Grant-Vallone, E. J., & Ensher, E. A. (2000). Effects of peer mentoring on types of mentor support, program satisfaction and graduate student stress: A dyadic perspective. Journal of College Student Development, 41, 637.

Hall, L., & Burns, L. (2009). Identity development and mentoring in doctoral education. Harvard Educational Review, 79, 49-70.

Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61, 505-532.

Johnson, W. B. (2007). On being a mentor: A guide for higher education faculty. New York: Psychology Press.

Kram, K. E. (1983). Phases of the mentor relationship. The Academy of Management Journal, 26, 608-625.

Kram, K. E. (1985). Mentoring at work: Developmental relationships in organization life. Glenview: Scott, Foresman and Company.

Lee, A., Dennis, C., & Campbell, P. (2007). Nature's guide for mentors. Nature, 447, 791-797.

Lunsford, L. G., Baker, V., Griffin, K. A., & Johnson, W. B. (2013). Mentoring: A typology of costs for higher education faculty. Mentoring & Tutoring: Partnership in Learning, 21, 126-149.

Selwa, L. M. (2003). Lessons in mentoring. Experimental Neurology, 184, Supplement 1, 42-47.

Waldeck , J. H., Orrego, V. O., Plax, T. G., & Kearney, P. (1997). Graduate student/faculty mentoring relationships: Who gets mentored, how it happens, and to what end. Communication Quarterly, 45, 93-109.

Bourner, T., & Hughes, M. (1991). Joint supervision of research degrees: Second thoughts. Higher Education Review, 24, 21-34.

Pole, C. (1998). Joint supervision and the PhD: Safety net or panacea?. Assessment and Evaluation in Higher Education, 23, 259-271.

Spooner-Lane, R., Henderson, D., Price, R., & Hill, G. (2007). Practice to theory: Co-supervision stories. The International Journal of Research Supervision, 1, 39-51.

Watts, J. H. (2010). Team supervision of the doctorate: Managing roles, relationships and contradictions. Teaching in Higher Education, 15, 335-339.

Bills, D. (2004). Supervisors' conceptions of research and the implications for supervisor development. International Journal for Academic Development, 9, 85-97.

Kiley, M., & Mullins, G. (2005). Supervisors' conceptions of research: What are they?. Scandinavian Journal of Educational Research, 49, 245-262.

Meyer, J., Shanahan, M., & Laugksch, R. (2005). Students' conceptions of research: I: A qualitative and quantitative analysis. Scandinavian Journal of Educational Research, 49, 225-244.

Stubb, J., Pyhältö, K., & Lonka, K. (2014). Conceptions of research: The doctoral student experience in three domains. Studies in Higher Education, 39, 251-264.

Wagner, C. (2009). Students' conceptions--and misconceptions--of social research. Qualitative Sociology Review, 5, 5-25.

Banks, G. C., O'Boyle, E. H., Pollack, J. M., White, C. D., Batchelor, J. H., Whelpley, C. E., ... & Adkins, C. L. (2016). Questions about questionable research practices in the field of management: A guest commentary. Journal of Management, 42, 5-20.

de Vries, R., Anderson, M., & Martinson, B. (2006). Normal misbehavior: Scientists talk about the ethics of research. Journal of Empirical Research on Human Research Ethics, 1, 43-50.

Fanelli, D. (2009). How many scientists fabricate and falsify research? A systematic review and meta-analysis of survey data. PLOS ONE, 4, e5738.

Holley, K. (2009). Animal research practices and doctoral student identity development in a scientific community. Studies in Higher Education, 34, 577-591.

Johnson, D. R., & Ecklund, E. H. (2015). Ethical ambiguity in science. Science and Engineering Ethics, 1-17.

Martinson, B., Anderson, M., & de Vries, R. (2005). Scientists behaving badly. Nature, 453, 737-738.

McGinn, M. K., & Bosacki, S. L. (2004). Research ethics and practitioners: Concerns and strategies for novice researchers engaged in graduate education. Forum: Qualitative Social Research, 5, Article 6.

Necker, S. (2014). Scientific misbehavior in economics. Research Policy, 43, 1747-1759.

Schoenherr, J. R. (2015). Scientific integrity in research methods. Frontiers in Psychology, 6.

Thompson, C. J. (2014). Responsible conduct of research assessment of doctor of education candidates, graduate faculty, and curriculum considerations. Innovative Higher Education, 39, 349-360.

Titus, S. L., & Ballou, J. M. (2014). Ensuring PhD development of responsible conduct of research behaviors: Who's responsible?. Science and Engineering Ethics, 20, 221-235.

Vesilind, P.A. (2007). The responsible conduct of academic research. In A.L. DeNeef & C.D. Goodwin (Eds.), The academic's handbook. (3rd ed.) (pp. 112-119). Durham: Duke University Press.

Wright, D. E., Titus, S. L., & Cornelison, J. B. (2008). Mentoring and research misconduct: An analysis of research mentoring in closed ORI cases. Science and Engineering Ethics, 14, 323-336.

Boyle, P., & Boice, B. (1998). Best practices for enculturation: Collegiality, mentoring, and structure. New Directions for Higher Education, 101, 87-94.

Gardner, S. K. (2008). Fitting the mold of graduate school: A qualitative study of socialization in doctoral education. Innovative Higher Education, 33, 125-138.

Schulte, L. E. (2002). Graduate education faculty and student perceptions of the ethical climate and its importance in the retention of students. Journal of College Student Retention: Research, Theory and Practice, 3, 119-136.

Schulte, L. E. (2003). A comparison of cohort and non-cohort graduate student perceptions of the ethical climate and its importance in retention. Journal of College Student Retention: Research, Theory and Practice, 4, 29-38.

Brus, C. P. (2006). Seeking balance in graduate school: A realistic expectation or a dangerous dilemma?. New Directions for Student Services, 2006, 31–45.

Duxbury, L., & Higgins, C. (2012). Revisiting work-life issues in Canada: The 2012 national study on balancing work and caregiving in Canada. Ottawa: Carleton University.

Martinez, E., Ordu, C., Della Sala, M. R., & McFarlane, A. (2013). Striving to obtain a school-work-life balance: The full-time doctoral student. International Journal of Doctoral Studies, 8, 39-59.

Public Health Agency of Canada. (2004). Report three: Exploring the link between work-life conflict and demands on Canada's health care system. Ottawa, ON: Health Canada, Public Health Agency. Retrieved from http://publications.gc.ca/collections/Collection/H72-21-192-2004E.pdf

Stimpson, R. L., & Filer, K. L. (2011). Female graduate students' work-life balance and the student affairs professional. In P. A. Pasque, & S. E. Nicholson (Eds.), Empowering women in higher education and student affairs: Theory, research, narratives, and practice from feminist perspectives (pp. 69-84). Sterling: Stylus.

Baird, L. L. (1993). Using research and theoretical models of graduate student progress. New Directions for Institutional Research, 80, 3-12.

Girves, J. E., & Wemmerus, V. (1988). Developing models of graduate student degree progress. Journal of Higher Education, 59, 163-189

Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta‐analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69-119.

Harkin, B., Webb, T. L., Chang, B. P., Prestwich, A., Conner, M., Kellar, I., ... & Sheeran, P. (2016). Does monitoring goal progress promote goal attainment? A meta-analysis of the experimental evidence. Psychological Bulletin, 142, 198.

DiPietro, J., Drexler, W., Kennedy, K., Buraphadeja, V., Liu, F., & Dawson, K. (2010). Using wikis to collaboratively prepare for qualifying examinations. TechTrends, 54, 25-32.

Estrem, H., & Lucas, B. E. (2003). Embedded traditions, uneven reform: The place of the comprehensive exam in composition and rhetoric PhD programs. Rhetoric Review, 22, 396-416.

Foote, A. L. (2015). Oral exams: Preparing for and passing candidacy, qualifying, and graduate defenses. Academic Press.

Furstenberg, A.-L., & Nichols-Casebolt, A. (2001). Hurdle or building block: Comprehensive examinations in social work doctoral education. Journal of Teaching in Social Work, 21, 19-37.

Manus, M. B., Bowden, M. G., & Dowd, E. T. (1992). The purpose, philosophy, content, and structure of doctoral comprehensive/qualifying exams: A survey of counseling psychology training programs. The Counseling Psychologist, 20, 677-688.

Mawn, B. E., & Goldberg, S. (2001). Trends in the nursing doctoral comprehensive examination process: A national survey. Journal of Professional Nursing, 28, 156-162.

Pelfrey, W. V., & Hague, J. L. (2000). Examining the comprehensive examination: Meeting educational program objectives. Journal of Criminal Justice Education, 11, 167-177.

Ponder, N., Beatty, S. E., & Foxx, W. (2004). Doctoral comprehensive exams in marketing: Current practices and emerging perspectives. Journal of Marketing Education, 26, 226-235.

Schafer, J. A., & Giblin, M. J. (2008). Doctoral comprehensive exams: Standardization, customization, and everywhere in between. Journal of Criminal Justice Education, 19, 275-289.

Straub, J. (2014). Assessment of examinations in computer science doctoral education. Computer Science Education, 24, 25-70.

Alley, M. (2003). The craft of scientific presentations: Critical steps to succeed and critical errors to avoid. New York: Springer-Verlag.

Bærenholdt, J., Gregson, N., Everts, J., Granås, B., & Healey, R. (2010).  Performing academic practice: Using the master class to build postgraduate discursive competences. Journal of Geography in Higher Education, 34, 283-298.

Garner, J.,& Alley, M. (2013). How the design of presentation slides affects audience comprehension: A case for the assertion–evidence approach. International Journal of Engineering Education, 29, 1564-1579.

Schmaltz, R. M., & Enström, R. (2014). Death to weak PowerPoint: Strategies to create effective visual presentations. Frontiers in Psychology, 5, 1138.

Skidmore, S. T., Slate, J. R., & Onwuegbuzie, A. J. (2010) Developing effective presentation skills: Evidence-based guidelines. Research in the Schools, 17, 25-30.

Wineburg, S. (2004). Must it be this way? Ten rules for keeping your audience awake during conferences. Educational Researcher, 33, 13-14.

General: For supervisors

Aitchison, C. & Paré, A. (2012). Writing as craft and practice in the doctoral curriculum. In S. Danby and A. Lee (Eds.), Reshaping doctoral education (pp. 13-25). London and New York: Routledge.

Caffarella, R., & Barnett, B. (2000). Teaching doctoral students to become scholarly writers. Studies in Higher Education, 25, 39-52.

Ding, H. (2008). The use of cognitive and social apprenticeship to teach a disciplinary genre. Written Communication, 25 3-52.

Kamler, B., & Thompson, P. (2006). Helping doctoral students write: Pedagogies for supervisors. Abingdon: Routledge.

Lea, M., & Stierer, B. (2009). Lecturers' everyday writing as professional practice in the university as workplace. Studies in Higher Education, 34, 417-428.

Lee, A., & Murray, R. (2015). Supervising writing: Helping postgraduate students develop as researchers. Innovations in Education and Teaching International, 52, 558-570.

Thein, A. H., & Beach, R. (2010). Mentoring doctoral students towards publication within scholarly communities of practice. In C. Aitchison, B. Kamler, & A. Lee (Eds.), Publishing pedagogies for the doctorate and beyond (pp.117-136). New York: Routledge.

Thompson, P., & Walker, M. (2010). The Routledge doctoral supervisor's companion: Supporting effective research in education and the social sciences. London: Routledge.

Wisker, G. (2015). Developing doctoral authors: Engaging with theoretical perspectives through the literature review. Innovations in Education and Teaching International, 52, 64-74.

 

General: For students

Craswell, G. (2005). Writing for academic success: A postgraduate guide. London: Sage.

Leik, I. (1998). Academic writing: Exploring processes and strategies. (2nd ed.) Cambridge: Cambridge University Press.

Swales, J., & Feak, C. B. (2004). Academic writing for graduate students: Essential skills and tasks. Ann Arbor and Bristol: University of Michigan Press; University Presses Marketing.

Thomson, P., & Walker, M. (2010). The Routledge doctoral student's companion: Getting to grips with research in education and the social sciences. London: Routledge.

Thomson, P., & Kamler, B. (2016). Detox your writing: Strategies for doctoral researchers. London and New York: Routledge.

 

General: For both students and supervisors

Aitchison, C., & Guerin, C. (2014) Writing groups for doctoral education and beyond: Innovations in practice and theory. London and New York: Routledge.

Florence, M., & Yore, L. (2004). Learning to write like a scientist: Coauthoring as an enculturation task. Journal of Research in Science Teaching, 41, 637–668.

Johnson, E. M. (2014). Doctorates in the dark: Threshold concepts and the improvement of doctoral supervision. Waikato Journal of Education, 19, 69-81.

Kamler, B., & Thomson, P. (2004). Driven to abstraction: Doctoral supervision and writing pedagogies. Teaching in Higher Education, 9, 195-209.

Kennedy, M. (2007). Defining a literature. Educational Researcher, 36, 139-147.

Kwan, B. (2008). The nexus of reading, writing and researching in the doctoral undertaking of humanities and social sciences: Implications for literature reviewing. English for Specific Purposes, 27, 42-56.

Lea, M. R. & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23, 157-170.

Maher, M. A., Fallucca, A., & Halasz, H. M. (2013). Write on! Through to the Ph.D.: Using writing groups to facilitate doctoral degree progress. Studies in Continuing Education, 35, 193-208.

Maher, M. A., Feldon, D. F., Timmerman, B. E., & Chao, J. (2014). Faculty perceptions of common challenges encountered by novice doctoral writers. Higher Education Research & Development, 33, 699-711.

Norris, S., & Phillips, L. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224-240.

van Pletzen, E. (2006). A body of reading: Making "visible" the reading experiences of first-year medical students. In L. Thesen & E. van Pletzen (Eds.), Academic literacy and the languages of change (pp. 104-129). London: Continuum.

 

Thesis/dissertation writing

Boote, D., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34, 3-15.

Bolker, J. (1998). Writing your dissertation in 15 minutes a day: A guide to starting, revising and finishing your doctoral thesis. New York: Owl Books.

Dunleavy, P. (2003). Authoring a PhD: How to plan, draft, write and finish a doctoral thesis or dissertation. Basingstoke: Palgrave Macmillan.

Kwan, B. (2009). Reading in preparation for writing a PhD thesis: Case studies of experiences. Journal of English for Academic Purposes, 8, 180-191.

Murray, R. (2002). How to write a thesis. Buckingham and Philadelphia: Open University Press.

Odena, O. & Burgess, H. (2015). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Studies in Higher Education, 1-19.

Paré, A., Starke-Meyyering, D., & McAlpine, L. (2009). The dissertation as multi-genre: Many readers, many readings. In C. Bazerman, D. Figueiredo, & A. Bonini, (Eds.), Genre in a changing world (pp. 179-193). West Lafayette: Parlor Press and WAC Clearinghouse.

Paré, A. (2011). Speaking of writing: Supervisory feedback and the dissertation. In L. McAlpine & C. Amundsen (Eds.), Doctoral education: Research-based strategies for doctoral students, supervisors and administrators (pp. 59-74). Heidelberg: Springer.

Preece, R. A. (1994). Starting research: An introduction to academic research and dissertation writing. London and New York: Pinter Publishers.

 

Publishing

Day, R., & Gastel, B. (2006). How to write and publish a scientific paper (6th ed.). Cambridge: Cambridge University Press.

Horta, H., & Santos, J. M. (2016). The impact of publishing during PhD studies on career research publication, visibility, and collaborations. Research in Higher Education, 57, 28-50.

Kamler, B. (2008). Rethinking doctoral publication practices: Writing from and beyond the thesis. Studies in Higher Education, 33, 283-294.

Kwan, B. S. C. (2013). Facilitating novice researchers in project publishing during the doctoral years and beyond: A Hong Kong-based study. Studies in Higher Education, 38, 207-225.

Lee, A. & Kamler, B. (2008). Bringing pedagogy to doctoral publishing. Teaching in Higher Education, 13, 511-523

Lei, J., & Hu, G. (2015). Apprenticeship in scholarly publishing: A student perspective on doctoral supervisors' roles. Publications, 3, 27-42.

Maher, M. A., Timmerman, B. C., Feldon, D. F., & Strickland, D. (2013). Factors affecting the occurrence of faculty-doctoral student coauthorship. The Journal of Higher Education, 84, 121-143.

Murray, R. (2009). Writing for academic journals. London: Open University Press.

Nethsinghe, R., & Southcott, J. (2015). A juggling act: Supervisor/candidate partnership in a doctoral thesis by publication. International Journal of Doctoral Studies, 10, 167-185.

Pinheiro, D., Melkers, J., & Youtie, J. (2014). Learning to play the game: Student publishing as an indicator of future scholarly success. Technological Forecasting and Social Change, 81, 56-66.

Wellington, J. (2003). Getting published: A guide for lecturers and researchers. London: RoutledgeFalmer.

Wisker, G. (2015). Getting published: Academic publishing success. London: Palgrave Macmillan.

 

Writing in a non-native language

Bitchener, J., & Basturkmen, H. (2005). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5, 4-18.

Flowerdew, J. (2001). Attitudes of journal editors to non-native speaker contributions. TESOL Quarterly, 35, 121-150.

Graff, G., & Birkenstein, C. (2006). They say, I say: The moves that matter in academic writing. New York: W.W. Norton.

Paltridge, B., & Starfield, S. (2007). Thesis and dissertation writing in a second language: A handbook for supervisors. New York: Routledge.

General

Tinkler, P., & Jackson C. (2004). The doctoral examination process : A handbook for students, examiners and supervisors. Maidenhead: Society for Research into Higher Education & Open University Press.

Wisker, G., & Kiley, M. (2014). Professional learning: Lessons for supervision from doctoral examining. International Journal for Academic Development, 19, 125-138.

 

Characteristics of examiners

Bourke, S., Hattie, J., & Anderson, L. (2004). Predicting examiner recommendations on PhD theses. International Journal of Educational Research, 41, 178-194.

Joyner, R. W. (2003). The selection of external examiners for research degrees. Quality Assurance in Education, 11, 123-127.

Kiley, M., & Mullins, G. (2004). Examining the examiners: How inexperienced examiners approach the assessment of research theses. International Journal of Educational Research, 41, 121-135.

Kiley, M. (2009). "You don't want a smart Alec": Selecting examiners to assess doctoral dissertations. Studies in Higher Education, 34, 889-903.

Kristsonis, W. A. (2008). Functions of the doctoral dissertation advisor. Focus on Colleges, Universities and Schools, 2.

 

Characteristics of evaluations

Bourke, S., & Holbrook, A. P. (2013). Examining PhD and research Master's theses. Assessment & Evaluation in Higher Education, 38, 407-416.

Carter, S. (2008). Examining the doctoral thesis: A discussion. Innovations in Education and Teaching International, 45, 365-374.

Clarke, G., & Lunt, I. (2014). The concept of 'originality' in the Ph. D.: How is it interpreted by examiners?. Assessment & Evaluation in Higher Education, 39, 803-820.

Denicolo, P. (2003). Assessing the PhD: A constructive view of criteria. Quality Assurance in Education, 11, 84-91.

Golding, C., Sharmini, S., & Lazarovitch, A. (2014). What examiners do: What thesis students should know. Assessment & Evaluation in Higher Education, 39, 563-576.

Holbrook, A., Bourke, S., Lovat, T., & Dally, K. (2004). Qualities and characteristics in the written reports of doctoral thesis examiners. Australian Journal of Educational & Developmental Psychology, 4, 126-145.

Holbrook, A., Bourke, S., Fairbairn, H., & Lovat, T. (2007). Examiner comment on the literature review in PhD theses. Studies in Higher Education, 32, 337-356.

Holbrook, A., Bourke, S., Fairbairn, H., & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39, 983-1000.

Holbrook, A., Bourke, S., & Fairbairn, H. (2015). Examiner reference to theory in PhD theses. Innovations in Education and Teaching International, 52, 75-85.

Kyvik, S., & Thune, T. (2015). Assessing the quality of PhD dissertations. A survey of external committee members. Assessment & Evaluation in Higher Education, 40, 768-782.

Lovitts, B. E. (2007). Making the implicit explicit: Creating performance expectations for the dissertation. Sterling: Stylus Publishing.

Mullins, G., & Kiley, M. (2002). 'It's a PhD, not a Nobel Prize': How experienced examiners assess research theses. Studies in Higher Education, 27, 369-386.

Tinkler, P., & Jackson, C. (2000). Examining the doctorate: Institutional policy and the PhD examination process in Britain. Studies in Higher Education, 25, 167-180.

Trafford, V., & Leshem, S. (2002). Starting at the end to undertake doctoral research: Predictable questions as stepping stones. Higher Education Review, 35, 31-49.

Winter, R., Griffiths, M., & Green, K. (2000). The "academic" qualities of practice: What are the criteria for a practice-based PhD?. Studies in Higher Education, 25, 25-37.

 

The oral defence

Chen, S. (2014). Balancing knowing and not-knowing: An exploration of doctoral candidates' performance of researcher selves in the dissertation defence. Assessment & Evaluation in Higher Education, 39, 364-379.

Hartley, J., & Jory, S. (2000). Lifting the veil on the viva: The experiences of psychology PhD candidates in the UK. Psychology Teaching Review, 9, 76-90.

Jackson, C., & Tinkler, P. (2001). Back to basics: A consideration of the purposes of the PhD viva. Assessment & Evaluation in Higher Education, 26, 355-366.

Murray, R. (2003). How to survive Your viva: Defending a thesis in an oral examination. Maidenhead and Philadelphia: Open University Press.

Poole, B. (2015). Examining the doctoral viva: Perspectives from a sample of UK academics. London Review of Education, 13, 92-105.

Share, M. (2015). The PhD viva: A space for academic development. International Journal for Academic Development, 1-16.

Trafford, V. (2003). Questions in doctoral vivas: Views from the inside. Quality Assurance in Education, 11, 114-122.

Ahern, K., & Manathunga, C. (2004). Clutch-starting stalled research students. Innovative Higher Education, 28, 237-254.

Cooke, D. K., Sims, R. L., & Peyrefitte, J. (1995). The relationship between graduate student attitudes and attrition. The Journal of Psychology, 129, 677-688.

Diederich Ott, M., Markewich, T. S., & Ochsner, N. L. (1984). Logit analysis of graduate student retention. Research in Higher Education, 21, 439-460.

Golde, C. M. (1998). Beginning graduate school: Explaining first-year doctoral attrition. New Directions for Higher Education, 101, 55-64.

Golde, C. (2000). Should I stay or should I go? Students' descriptions of the doctoral attrition process. The Review of Higher Education, 23, 199.

Golde, C. M. (2005). The role of the department and discipline in doctoral student attrition: Lessons from four departments. The Journal of Higher Education, 76, 669-700.

Kearns, H., Gardner, M., & Marshall, K. (2008). Innovation in PhD completion: The hardy shall succeed (and be happy!). Higher Education Research and Development, 21, 77-89.

Latona, K. & Browne, M. (2001) Factors associated with completion of research higher degrees (Higher Education Series). Canberra: DETYA, Higher Education Division.

McAlpine, L., Paulson, J., Gonsalves, A., & Jazvac-Martek, M. (2012). 'Untold' doctoral stories in the social sciences: Can we move beyond cultural narratives of neglect? Higher Education Research and Development, 31, 511-523.

Nerad, M., & Miller, D. S. (1996). Increasing student retention in graduate and professional programs. New Directions for Instuitional Research, 92, 61-76.

Pyke, S. W., & Sheridan, P. M. (1993). Logistic regression analysis of graduate student retention. The Canadian Journal of Higher Education, 23, 44-64.

Seagram, B. C., Gould, J., & Pyke, S. W. (1998). An investigation of gender and other variables on time to completion of doctoral degrees. Research in Higher Education, 39, 319-335.

Wright, T., & Cochrane, R. (2000). Factors influencing successful submission of PhD theses. Studies in Higher Education, 25, 181-195.

Wright, T. (2003). Postgraduate research students: People in context? British Journal of Guidance & Counselling, 31, 209-227.

Brew, A., & Peseta, T. (2004). Changing postgraduate supervision practice: A programme to encourage learning through reflection and feedback. Innovations in Education and Teaching International, 41, 5-22

Brookhart, S. (2012). Preventing feedback fizzle. Educational Leadership, 70, 25-29.

Kolb, D. (1993). The process of experiential learning. In M. Thorpe, R. Edwards, & A. Hanson (Eds.), Culture and processes of adult learning: A reader (pp. 138-158). London: Routledge.

Kumar, V., & Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching in Higher Education, 12, 461-470.

Lee, A., & McKenzie, J. (2011). Evaluating doctoral supervision: Tensions in eliciting students' perspectives, Innovations in Education and Teaching International, 48, 69-78.

Pearson, M., & Brew, A. (2002). Research training and supervision development. Studies in Higher Education, 27, 135–50.

Pearson, M., & Kayrooz, C. (2004). Enabling critical reflection on research supervisory practice. International Journal for Academic Development, 9, 99-116.

Vehvilainen, S. (2009). Problems in the research problem: Critical feedback and resistance in academic supervision. Scandinavian Journal of Educational Research, 53, 185-201.

Amundsen, C., & McAlpine, L. (2009). Learning supervision: Trial by fire? Innovations in Education and Teaching International, 46, 331-342.

Manathunga, C. (2005). The development of research supervision: "Turning the light on a private space". International Journal for Academic Development, 10, 17-30.

Feldon, D. F., Peugh, J., Timmerman, B. E., Maher, M. A., Hurst, M., Strickland, D., … Stiegelmeyer, C. (2011). Graduate students' teaching experiences improve their methodological research skills. Science, 333, 1037-1039.

Golovushkina, E., & Milligan, C. (2013), Employability development in the context of doctoral studies: Systemic tensions and the views of key stakeholders. International Journal of Training and Development, 17, 194–209.

Phillips, R. (2010). Encouraging a more enterprising researcher: The implementation of an integrated training programme of enterprise for Ph.D. and postdoctoral researchers. Research in Post-Compulsory Education, 15, 289-29.

Porter, S. D., & Phelps, J. M. (2014). Beyond skills: An integrative approach to doctoral student preparation for diverse careers. The Canadian Journal of Higher Education, 44, 54.

Rose, M. (2012). Graduate student professional  development: A survey with recommendations. Canadian Association for Graduate Studies.

Aanerud, R., Homer, L., Nerad, M., & Cerny, J. (2006) Paths and perceptions: Assessing doctoral education using career path analysis. In P. Maki & N. Borkowski (Eds.), The assessment of doctoral education: Emerging criteria and new models for improving outcomes. Sterling: Stylus Publishing.

Baruch, Y., & Hall, D. (2004). The academic career: A model for future careers in other sectors? Journal of Vocational Behavior, 64, 241-262.

Bieber, J., & Worley, L. (2006). Conceptualizing the academic life: Graduate students' perceptions. Journal of Higher Education, 77, 1009-1035.

Eby, L., Butts, M., & Lockwood, A. (2003). Predictors of success in the era of the boundaryless career. Journal of Organizational Behaviour, 24, 689-708.

Enders, J. (2005). Border crossings: Research training, knowledge dissemination and the transformation of academic work. Higher Education, 49, 119-133.

Enders, J. (Ed.). (2007). The academic profession. Amsterdam: Springer.

Gardner, S. (2008). "What's too much and what's too little?" The process of becoming an independent researcher in doctoral education. Journal of Higher Education, 79, 326-350.

King, Z. (2004). Career self-management: Its nature, causes and consequences. Journal of Vocational Behavior, 65, 112-133.

Mason, M., Goulden, M., & Frasch, K. (2009). Why graduate students reject the fast track: A study of thousands of doctoral students shows that they want balanced lives. Academe, 95, 111-116.

McAlpine, L., & Emmioğlu, E. (2015). Navigating careers: Perceptions of sciences doctoral students, post-PhD researchers and pre-tenure academics. Studies in Higher Education, 40, 1770-1785.

Melin, G., & Janson, K. (2006). What skills and knowledge should a PhD have? Changing preconditions for PhD education and post doc work. WENNER GREN INTERNATIONAL SERIES, 83, 105.

Sinclair, J., Barnacle, R., & Cuthbert, D. (2014). How the doctorate contributes to the formation of active researchers: What the research tells us. Studies in Higher Education, 39, 1972-1986.

Akerlind, G. (2005). Postdoctoral researchers: Roles, functions, and career prospects. Higher Education Research & Development, 24, 21-40.

Bonetta, L. (2009). The evolving postdoctoral experience. Science Careers.

Bonetta, L. (2010). The postdoc experience: Taking a long term view. Science Careers.

Bonetta, L. (2011). Postdocs: Striving for success in a tough economy. Science Careers.

Cantwell, B. (2011). Academic in-sourcing: International postdoctoral employment and new modes of academic production. Journal of Higher Education Policy and Management, 33, 101–114.

Ross, R. G., Greco-Sanders, L., Laudenslager, M. & Reite, M. (2009). An institutional postdoctoral research training program: Predictors of publication rate and federal funding success of its graduates. Academic Psychiatry, 33, 234.

Rybarczyk, B. Lerea, L., Lund, P. K., Whittington, D., & Dykstra, L. (2011). Postdoctoral training aligned with the academic professoriate. BioScience, 61, 699–705.

Scaffidi, A., & Berman, J. (2011). A positive postdoctoral experience is related to quality supervision and career mentoring, collaborations, networking and a nurturing research environment. Higher Education, 62, 685-698.