Literaturnachweis - Detailanzeige
Autor/in | Xu, Linlin |
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Titel | Moving between Fantasies, Fallacies and Realities: Students' Perceptions of Supervisors' Roles in Doctoral Publishing |
Quelle | In: Teaching in Higher Education, 28 (2023) 3, S.565-579 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Xu, Linlin) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1356-2517 |
DOI | 10.1080/13562517.2020.1832065 |
Schlagwörter | Doctoral Students; Student Attitudes; Supervisors; Role; Doctoral Programs; Writing for Publication; Foreign Countries; Misconceptions; Fantasy; Feedback (Response); Academic Advising; Supervisor Supervisee Relationship; Collaborative Writing; Prior Learning; Role Models; New Zealand |
Abstract | New to the academy's 'publish or perish' game, doctoral students hold varied expectations of supervisors in relation to their publishing endeavours. These expectations can be unrealistic or contradictory to those of the supervisors and thus make supervision problematic. Set in a faculty of education in New Zealand, this study explores fantasies, fallacies and realities in doctoral students' perceptions and experiences of their supervisors' roles in doctoral publishing. The data analysed include online questionnaires and semi-structured interviews with 12 doctoral students, in which they describe their supervisors' roles variously as feedback providers, advisers, co-authors and managers. The students' perceptions are a mix of fantasies, fallacies and realities that are entangled with the temporality of their study and the open-ended process of being a becoming-student. The findings suggest a need for a dialogic space between students and supervisors to promote mutual understandings and foster a tailored, dynamic supervision, particularly in doctoral publishing. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |