Retheorizing doctoral supervision as professional work

Journal article


Halse, Christine, Malfroy and Professor, Janne E. Malfroy Associate. (2010). Retheorizing doctoral supervision as professional work. Studies in Higher Education. 35(1), pp. 79 - 92. https://doi.org/10.1080/03075070902906798
AuthorsHalse, Christine, Malfroy and Professor, Janne E. Malfroy Associate
Abstract

A competitive higher education environment marked by increased accountability and quality assurance measures for doctoral study, including the structured training of doctoral supervisors, has highlighted the need to clearly articulate and delineate the work of supervising doctoral students. This article responds to this imperative by examining the question: in the contemporary university, what do doctoral supervisors do and how might their work be theorized? The response draws on life history interviews with doctoral supervisors in five broad disciplines/fields, working in a large metropolitan university in Australia. Based on empirical analyses, doctoral supervision is theorized as professional work that comprises five facets: the learning alliance, habits of mind, scholarly expertise, technĂȘ and contextual expertise. The article proposes that this model offers a more precise discourse, language and theory for understanding and preparing for the work of doctoral supervision in the contemporary university.

Year2010
JournalStudies in Higher Education
Journal citation35 (1), pp. 79 - 92
PublisherRoutledge
ISSN0307-5079
Digital Object Identifier (DOI)https://doi.org/10.1080/03075070902906798
Scopus EID2-s2.0-77951168225
Page range79 - 92
Research GroupCentre for Education and Innovation
Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/87x8y/retheorizing-doctoral-supervision-as-professional-work

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