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AERA 2021: The Many (Mis)alignments of the student-supervisor relationship: A conceptual model for supervision training

 

Cassuto, L. (2015). The graduate school mess: What caused it and how we can fix it. Harvard University Press: Cambridge, MA.

 

de Kleijn, R. A. M., Mainhard, M. T., Meijer, P. C., Pilot, A., & Brekelmans, M. (2010). Master's thesis supervision: relations between perceptions of the supervisor–student relationship, final grade, perceived supervisor contribution to learning and student satisfaction. Studies in Higher Education, 37(8), 925-939. https://doi.org/10.1080/03075079.2011.556717

 

Erichsen, E. A., Bolliger, D. U., & Halupa, C. (2012). Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings. Studies in Higher Education, 39(2), 321-338. https://doi.org/10.1080/03075079.2012.709496

 

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Golde, C. M. (2005). The role of the department and discipline in doctoral student attrition: Lessons from four departments. The Journal of Higher Education, 76(6), 669-700. DOI: 10.1080/00221546.2005.11772304.

 

Grant, B. M. (2005). The pedagogy of graduate student supervision: figuring the relations between supervisor and student. PhD Thesis, University of Auckland, Aotearoa, New Zealand. Retrieved from https://researchspace.auckland.ac.nz/handle/2292/295.

 

Gurr, G. M. (2001). Negotiating the "rackety bridge" — a dynamic model for aligning supervisory style with research student development. Higher Education Research & Development, 20(1), 81-92.

 

Hyun, J., Quinn, B., Madon, T., & Lustig, S. (2007). Mental health needs, awareness, and use of counselling services among international graduate students. Journal of American College Health, 56(2), 109-118.

 

Lee, A. (2010). New Approaches to Doctoral Supervision: Implications for Educational Development. Educational Developments, 11, 12–23.

 

Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Rowman & Littlefield Publishers: New York, NY.

 

Maunder, R. E., Gordon-Finlayson, A., Callaghan, J., & Roberts, A. (2012). Behind Supervisory Doors: Taught Master's Dissertation Students as Qualitative Apprentices. Psychology Learning and Teaching, 11(1), 30-38. https://doi.org/10.2304/plat.2012.11.1.30

 

Montoya, R. M., Horton, R. S., Kirchner, J. (2008). Is actual similarity necessary for attraction? A meta-analysis of actual and perceived similarity. Journal of Social and Personal Relationships, 25(6), 889–922.

 

Moriarty, B., Danaher, P. A., & Danaher, G. (2008). Freire and dialogical pedagogy: a means for interrogating opportunities and challenges in Australian postgraduate supervision. International Journal of Lifelong Education, 27(4), 431-442. https://doi.org/10.1080/02601370802051447

 

Orellana, M. L., Darder, A., Pérez, A., & Salinas, J. (2016). Improving doctoral success by matching PhD students with supervisors. International Journal of Doctoral Studies, 11, 87-103. Retrieved from http://ijds.org/Volume11/IJDSv11p087-103Orellana1629.pdf

 

Paré, A., Starke-Meyerring, D., & McAlpine, L. (2011). Knowledge and identity work in the supervision of doctoral student writing: Shaping rhetorical subjects. In D. Starke-Meyerring, et al. (Eds.). Writing in knowledge societies. West Lafayette, IN: Parlor Press and WAC Clearinghouse (http://wac.colostate.edu/).

 

Revelo, R., & Loui, M. (2016). A developmental model of research mentoring. College Teaching, 64(3), 119-129. https://doi.org/10.1080/87567555.2015.1125839

 

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Schlosser, L.Z., Lyons, H. Z., Talleyrand, R. M., Kim, B. S. K., & Johnson, W. B. (2011). A multiculturally infused model of graduate advising relationships. Journal of Career Development, 38(1), 44-61.

 

Schroeder, S. M., Terras, K. L. (2015). Advising experiences and needs of online, cohort, and classroom adult graduate learners. NACADA Journal, 35(1), 42-55. doi:10.12930/NACADA-13-044.

 

Sinclair, M. (2004). The pedagogy of ‘good’ PhD supervision: a national cross-disciplinary investigation of PhD supervision. Australian Government, Department of Education, Science and Training. Retrieved from http://site.uit.no/epinor/files/2013/08/The-Pedagogy-of-Good-PhD-Supervision.pdf

 

Shannon, A. G. (1995). Research degree supervision: 'more mentor than master'. The Australian Universities' Review, 38(2), 12-15.

 

The Graduate Assembly. (2015). Graduate Student Happiness & Well-Being Report. Berkley, CA: University of California, Berkeley.

 

Winchester-Seeto, T., Homewood, J., Thogersen, J., Jacenyik-Trawoger, C., Manathunga, C., Reid, A., & Holbrook, A. (2014). Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates. Higher Education Research and Development, 33, 610-626. https://doi.org/10.1080/07294360.2013.841648

 

Zhao, C-M., Golde, C. M., & McCormick, A. C. (2007). More than a signature: how advisor choice and advisor behaviour affect doctoral student satisfaction. Journal of Further and Higher Education, 31(3), 263-281. DOI: 10.1080/03098770701424983

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