Retheorising doctoral supervision as professional work

Halse, Christine and Malfroy, Janne 2010, Retheorising doctoral supervision as professional work, Studies in higher education, vol. 35, no. 1, pp. 79-92, doi: 10.1080/03075070902906798.

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Title Retheorising doctoral supervision as professional work
Author(s) Halse, Christine
Malfroy, Janne
Journal name Studies in higher education
Volume number 35
Issue number 1
Start page 79
End page 92
Total pages 14
Publisher Routledge
Place of publication Oxon, England
Publication date 2010
ISSN 0307-5079
Keyword(s) doctoral advising
research supervision
professional work
theoretical framework
research training
Summary 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, technê 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.
Language eng
DOI 10.1080/03075070902906798
Field of Research 130103 Higher Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2010, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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