A Handbook for Doctoral Supervisors 2nd Edition by Stan Taylor, Margaret Kiley, Robin Humphrey ISBN 1138194824 9781138194823

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ISBN 10: 1138194824 
ISBN 13: 9781138194823
Author: Stan Taylor, Margaret Kiley, Robin Humphrey

A Handbook for Doctoral Supervisors 2nd Table of contents:

PART I The context
1. The overall context
Introduction
The origins and evolution of doctoral education
Developments in the doctorate in the late 20th and 21st centuries
Formalisation
Growth and diversification of the candidate population
Diversification of modes of study
Diversification of purposes of study
Conclusions
References
2. The institutional context
Introduction
The standards of doctoral awards
Institutional expectations of supervisors
Responsibilities of the supervisors
Eligibility to supervise
Support for supervisors
Initial professional development
Mentoring
Continuing professional development
Conclusions
References
3. The disciplinary context
Introduction
Single-discipline doctorates
Interdisciplinary doctorates
Developing and maintaining a supervisory team committed to interdisciplinary research
Building foundations, setting boundaries, and ensuring the provision of resources
Structuring and writing an interdisciplinary thesis and giving feedback
Guidance on time management
Building an interdisciplinary network
Identifying appropriate examiners
Developing a publications strategy
Mentoring and career guidance
Conclusions
References
4. The programme context
Introduction
The ‘individual’ doctorate
The ‘structured’ doctorate
The doctorate by publication
The practice-led doctorate
The professional doctorate
The collaborative doctorate
Conclusions
References
PART II Preparing the ground
5. Recruitment and selection
Introduction
Recruitment
About this scholarship
Candidate selection
Checking that applications are complete
Checking that applicants meet minimum qualifications thresholds
Judging whether candidates are likely to make the transition to independent researchers
Judging whether applicants’ proposed research projects are realisable and whether they have (or can acquire) the knowledge and skills to complete them
Contacting referees
Reaching a preliminary decision about whether to proceed with the application
Arranging interviews
Planning interviews
Conducting interviews
Making a final decision about the applicant
Giving feedback
Supervisor self-selection
Resourcing matters
Consider the likely resource needs of the applicant
Consider the likely resource needs of the project
Consider how far these needs can be met from currently available resources
Identify any additional resources which would be needed to support the candidate and/or the project
Determine if any additional resources can be made available
Conclusions
References
6. Working relationships: 1. Candidates
Introduction
Approaching supervisory relationships
Understanding institutional requirements
Establishing a match between supervisory styles and candidate needs
Maintaining the relationships
If things go wrong
Conclusions
References
7. Working relationships: 2. Co-supervisors
Introduction
The benefits of co-supervision
What can go wrong?
Intellectual conflicts
Mismatches of expectations
Conflict over roles
Supervisors not fulfilling their responsibilities
Supervisors not liaising with each other
Clashes of supervisory styles
Poor role models
Managing co-supervision
Approaching co-supervision
Identifying formal roles and responsibilities
Discussing how they are to work together
Planning ahead how to give feedback
Regular reviews of co-supervision
Conclusions
References
PART III Supporting the research project
8. Academic advice and support: Approaching research
Introduction
Conceptions of research
The process of research
Advising on academic integrity
Advising on intellectual property rights
Determining authorship of publications
Conclusions
References
9. Academic guidance and support: The research project
Introduction
Advising on a topic
Framing the process
Discussing potential topics with candidates
Encouraging them to investigate further
Giving feedback
Supporting candidates to produce a formal research proposal
Advising on ethical approval
Supporting the development of skills relating to the research project
Sources and reading
Theory
Methodology
Methods
Critical and analytical skills
Information literacy
Learning needs analyses and personal development/learning plans
Advising on academic problems
Giving academic advice and guidance to candidates in groups
Few to the many
Many to the many
Conclusions
References
10. Encouraging writing and giving feedback
Introduction
Encouraging candidates to write
Encouraging candidates to keep a reflective diary/research journal
Setting candidates mini-projects to complete and write up
Make the task of writing larger pieces of work more manageable
Giving permission for candidates to present work that is in its formative stages
Supporting the development of academic writing
Giving feedback on work in progress
The purposes of feedback
The timeliness of feedback
The form of feedback
The process of feedback
The setting for the feedback
Conducting the feedback session
Recording the outcomes
Encouraging candidates to respond to feedback
Conclusions
References
11. Keeping the research on track and monitoring progress
Introduction
Supporting candidates to keep the research on track
Project management skills
Time-management skills
Self-management skills – overcoming social isolation
Self-management skills – improving motivation
Monitoring progress
Supervision meetings
Preparing for formal progression events
Conclusions
References
PART IV Supporting the candidate
12. Pastoral support
Introduction
Background
Providing pastoral support
Awareness of the potential issues
Awareness of when candidates are experiencing difficulties
Raising concerns with candidates
Awareness of the boundaries
Awareness of other sources of support for candidates
Awareness of being a role model
Conclusions
References
13. Supporting professional knowledge and skills
Introduction
Networking
Conferences
Presentations
Interrogating practice
Publications
Teaching duties
Conclusions
References
14. Supporting preparation for careers
Introduction
Supporting candidates to prepare for academic careers
Make them aware of the realities of the academic labour market
Disclose their own experiences
Ensure that candidates are exposed to the full range of academic practice
Encourage candidates to self-reflect on their suitability for academic posts
Arrange mentors
Encourage candidates to take up opportunities within the institution for professional development
Supporting preparation for careers outside academia
The integration of transferable skills training into doctoral programmes
Placements/ internships
Avoiding privileging academic careers over others
Demonstrating the value of non-academic careers
Helping candidates to analyse their developmental needs in relation to outside employment
Helping them identify opportunities to fill gaps
Encouraging them to take appropriate opportunities to enhance their knowledge and skills
Encouraging them to record the acquisition of employment-related knowledge and skills
Monitoring and reporting upon the acquisition of employment-related knowledge and skills
Encouraging candidates to make full use of the careers service
Conclusions
References
PART V Supporting diversity
15. Supporting diversity: 1. Non-traditional candidates
Introduction
The benefits of diversification
Accessing a larger pool of talent
Enhancing of the quality of the next generation of researchers
Broadening the knowledge base of the academy
Making the academy more relevant to society
Promoting social justice
Promoting social mobility
Learning from candidates
Challenges for non-traditional candidates
Lack of confidence
Lack of role models
Isolation
Social discrimination
Intellectual discrimination
Multiple competing priorities
Access to funding, training, facilities, resources, and networks
Conclusions
References
16. Supporting diversity: 2. International candidates
Introduction
The positives of international doctoral candidates
Cultural enrichment
Very able candidates
Highly-motivated candidates
Enhancement of the research output and the academic workforce
Enhancement of the supply of skilled professionals outside academia
Prestige
Future research collaboration
Cultural, economic and political benefits
Financial benefits
Common challenges
Isolation
Role models
Discrimination
Culture shock
Study shock
Different expectations of academic roles
Different thinking and learning styles
Lack of previous experience of research and research skills
Verbal communication
Written communication
Conclusions
References
17. Supporting diversity: 3. Part-time and off-campus candidates
Introduction
Part-time candidates
Benefits of part-time candidates
Challenges for part-time candidates
Building and sustaining a relationship with their supervisors
Building and sustaining relationships with fellow candidates
Coping with disruption to their studies
Accessing funding, training, facilities, and research resources
Off-campus candidates
Benefits of distance candidature
Challenges for supervisors and distance candidates
Building a relationship
Understanding expectations
Designing and implementing the research project
Conclusions
References
PART VI Completion and examination
18. Drafting and submission
Introduction
Supporting drafting
Making a case or argument
Content
Structure
Weighting
Presentation
The audience
The process
The timetable
Evaluating the submission
Explicating the criteria
Reading and evaluating the draft
Advising on or certifying submission
Conclusions
References
19. Examination
Introduction
Advising on/nominating examiners
Formal criteria
Informal criteria
Supporting candidates to prepare for the oral examination
What to expect
How to plan
How to prepare
Advice for the day
Supporting candidates to respond to examiners’ recommendations
Conclusions
References
PART VII Enhancing practice
20. Evaluation, reflection, recognition, and dissemination
Introduction
Evaluation
Candidate questionnaires
Peer review
Self-evaluation
Reflection
Recognition
Promotion
Institutional awards
External recognition
Dissemination
Mentoring less experienced colleagues
Participating in relevant school/departmental activities
Contributing to professional development activities
Attending conferences
Publicising accounts of practice

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Stan Taylor,Margaret Kiley,Robin Humphrey,Doctoral Supervisors