Supervision and graduate studies in general
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.
The supervisory relationship
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.
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.
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.
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.
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.
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.
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
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.
Research environment and degree progress
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.
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.
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.
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Writing in a non-native language
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Characteristics of examiners
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Characteristics of evaluations
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Lovitts, B. E. (2007). Making the implicit explicit: Creating performance expectations for the dissertation. Sterling: Stylus Publishing.
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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
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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.
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Wright, T. (2003). Postgraduate research students: People in context? British Journal of Guidance & Counselling, 31, 209-227.
Career and skill development
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