Exploring the Professional Development of Doctoral Supervisors through Workplace Learning: A Literature Review

Autor/inn/en	Huet, Isabel; Casanova, Diogo
Titel	Exploring the Professional Development of Doctoral Supervisors through Workplace Learning: A Literature Review
Quelle	In: Higher Education Research and Development, 41 (2022) 3, S.774-788 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huet, Isabel) ORCID (Casanova, Diogo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2021.1877629
Schlagwörter	College Faculty; Supervision; Doctoral Dissertations; Doctoral Students; Doctoral Degrees; Faculty Development; Workplace Learning; Adult Learning; Learning Processes; Informal Education; Reflection; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Fakultät; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Doctoral degree; Doktorgrad; Adulte education; Adult training; Erwachsenenbildung; Learning process; Lernprozess; Informelle Bildung; Nichtformale Bildung
Abstract	The professional development of doctoral supervisors is a relatively new area of academic development that is still non-existent in many higher education institutions worldwide. This is particularly relevant to explore as several other studies indicate that the quality of doctoral supervision has a direct impact on the doctoral student progression and attrition rates and on the quality of the student experience. The purpose of this literature review is to explore what has been written about the professional development of doctoral supervisors, with a focus on understanding how learning takes place in the workplace. Through a systematic literature review approach, 20 manuscripts in the social sciences were identified as providing an in-depth exploration of the topic under study. The analysis of these manuscripts was situated within the theories of adult and workplace learning. Professional development occurred in different shapes and forms and is shaped by institutional and national academic cultures. There was a common understanding that learning occurred more often through self-reflection and dialogue, in both formal and informal learning spaces, and that there is a need for focusing more on the pedagogy of the doctorate. The article ends by suggesting a set of institutional recommendations for promoting the professional development of supervisors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01