Studies in Graduate and Postdoctoral Education

The play’s the thing: reflections on the use of playwriting as creative practice within an education studies PhD

Beth Curtis, Gary Husband

Expanding on Harris and Sinclair (2014, p. 5) claim that “the writing of a play is an act of inquiry”, this paper aims to consider the joyful entanglements, messiness and…

Confronting decisions related to the termination or continuation of doctoral supervision: a supervisor perspective

Liezel Massyn, Gitte Wichmann-Hansen, Kristina Areskoug Josefsson

This paper explores theoretical perspectives on supervisors' pedagogical dilemmas when deciding whether to terminate or continue problematic supervision relationships. This paper…

Assessing practice-based research in the visual arts: a proposed new criterion

Howard Riley

This study aims to offer an original criterion of assessment for examiners of practice-based doctorates in contemporary arts practices, based upon the degree of intrigue…

Factors associated with mentoring and supervising US doctoral students with LD and/or ADHD

Maya Oledzka, Alexa Darby

The purpose of this study is to explore advisor–advisee relationships from the perspective of doctoral students with learning disabilities (LD) and/or…

How do Danish humanities PhD school leaders constitute their roles? Interactions of biography, place and time

Lynn McAlpine, Andrew Gibson, Søren Smedegaard Bengtsen

Increasingly governmental policy around PhD education has resulted in greater university oversight of programs and student experience – often through creating central PhD Schools…

Examining graduate student perspectives on supervision and peer mentoring across four professional faculties

Michele Jacobsen, Nicole Neutzling, Liza Lorenzetti, Elizabeth Oddone Paolucci, Lorelli Nowell, Tracey Clancy, Georgina Freeman, Diane L. Lorenzetti

The purpose of the study was to examine graduate student perspectives on the common and unique roles peer mentors and supervisors play in supporting student success and wellbeing…

Ways to wellbeing in postgraduate research students: interactions with positive perceptions of relationships with university staff

Patricia Gooding, Rebecca Crook, Melissa Westwood, Sarah Peters

Understanding ways to foster wellbeing in postgraduate-research students (PGRs) requires focus especially with respect to positive relationship formation with supervisory teams…

Understanding how socio-historical contexts inform approaches to improving racial climate in stem graduate education within the United States

Sarah L. Rodriguez, Rosemary Perez, Angie Kim, Rudisang Motshubi

The purpose of this study was to examine how two socio-historical contexts within the United States, the Movement for Black Lives and the COVID-19 pandemic, informed approaches to…

“We can work on this”: exploring supervisor approaches to feedback in the context of writing for a professional doctorate

Jackie Tuck

This paper aims to show how an Academic Literacies lens can contribute to a deeper understanding of writing for a professional doctorate (PD) by focusing both on the language of…

Advancing doctoral student professional development through a strengths-based cohort program

Connor L. Ferguson, Julie A. Lockman

Strengths-based professional development has been associated with positive outcomes in academia and in the organizational workplace. Students pursuing their doctoral degrees in…

Developing writing productivity in a graduate support community

Ali Yaylali, Sarah Albrecht, Kelly Jay Smith, Kate Shea

This paper aims to examine how doctoral students in education and applied linguistics fields successfully navigated graduate writing demands by participating in a support…

Recording and researching doctoral supervision meetings: reconceptualising authenticity in supervision research

Bing Lu, Emily F. Henderson

This paper contends that data generated by research on supervision are often taken as authentic data. Through an examination of studies that use audio/visual recordings to…

The paradoxes of U.S. graduate assistantships in education: navigating competing tensions and the impact of stress on graduate wellbeing

Roman Christiaens, Heather Haeger, Sy Simms, Allison BrckaLorenz

Graduate students employed in graduate teaching and research assistantship positions have a unique experience of the institution because of their status as student-employees…

Exploring graduate students’ perceived helplessness, self-efficacy, social support and satisfaction

Hyeon Jean Yoo, David T. Marshall

This study aims to understand the role of seeking social support in the relationship between perceived helplessness, self-efficacy and satisfaction among graduate students during…

The influence of supervisors and peers on PhD students’ sense of belonging and their success at Kenyan universities

Hyrine Mueni Matheka, Ellen P.W.A. Jansen, Cor J.M. Suhre, Adriaan W.H. Hofman

Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their…

Addressing structural mentoring barriers in postdoctoral training: a qualitative study

W. Marcus Lambert, Nanda Nana, Suwaiba Afonja, Ahsan Saeed, Avelino C. Amado, Linnie M. Golightly

Structural mentoring barriers are policies, practices and cultural norms that collectively disadvantage marginalized groups and perpetuate disparities in mentoring. This study…