PhD supervision

This article is a study of literature on procedures and protocol implementation for Professional Doctorate and DBA supervision and examination.  Its focus on how should DBA dissertation be supervised and examined.  The issue related to confusion about criteria for supervising and assessing a research report will be discussed.  In many circumstances, the criteria used to supervised and examined DBA dissertation and PhD thesis are the same although focus of both program are different.  Studies were found that, the criteria used by examiners for DBA dissertation are not standardized and there is no clear, agreed definition of that which constitutes a ‘contribution’—a major criterion for some research theses.  Limited findings on how the DBA doctoral supervision and examination process should be done, motivate the author to undertake this study and proposed a framework for DBA supervision and examination in Malaysia.  Thus, this paper aims to propose a new framework for supervising and examining DBA dissertation for Malaysian University.

This three-year study of research training policy and practice involved government and university executives, and university academics from the Philippines. A total of 53 participants were involved: two officials from the Commission on Higher Education, six directors of research centres, 28 university executives, and 17 academic staff. Seven public and 15 private universities across the Philippines were involved. Findings suggest that: (1) there is inadequate facilities and resources dedicated to support staff and student research; (2) there is lack of specific training to develop staff for research and supervision; (3) the emphasis of supervision is on proofreading and the rewards are unattractive; (4) the range of student support available is less dedicated to research; (5) there is low research quality in both staff and student research; and (6) there is limited research collaboration locally and internationally.

Supervision lies at the heart of PhD pedagogy, but the focus has been on improving efficiency and completion rates of the PhD process rather than theorising about the nature of the postgraduate supervision process. The study explores the usefulness of situated learning as a theoretical framework for thinking about PhD pedagogy.  In the process, Petersen’s conception of supervision as boundary work is investigated: the study considers the extent to which the construct of the supervisor as facilitator of the negotiation of the boundaries around the research community of practice gives helpful insights. Six PhD supervisors from an engineering department at a research intensive South African university were interviewed, using a semi-structured interview guide. Thirteen of their PhD students completed an open-ended questionnaire. The transcribed interviews and the questionnaires were analysed to identify categories relating to the elements of the situated learning framework. Conference participation and paper publication are explored as legitimate peripheral activities in which PhD students participate in order to gain access to the community. An important result uncovered in the study is the high premium placed on the PhD student’s ability to work independently. This insistence on autonomy set up tension with the different elements of the situated learning framework. The study also hinted at issues of power possibly linked to the matter of ‘competent autonomy’ prized in doctoral students. This possibly presents the greatest constraint for the use of situated learning as a theoretical framework, and some suggestions are made for mitigating this limitation.

Keywords: PhD supervision, situated learning, boundary work, PhD autonomy, community of practice, legitimate peripheral participation.

The current study aimed to explore challenges faced by Arab doctoral students during their PhD program in an English Medium of Instruction (EMI) context. Besides, it intended to highlight the appropriate solutions provided by respondents to solve these challenges. Six Arab doctoral students (3 males and 3 females) were selected from different departments and Arab countries to participate in the study. The authors used semi-structured interviews as a qualitative method for obtaining specific responses by respondents. Later, the data were analyzed based on the content analysis technique. The findings showed different challenges facing Arab candidates during their program, specifically lacking experience in research methods, academic English, and publication. On the bases of the revealed results, the study provided implications, limitations, and future directions.

Tutorial Focus: MPhil to PhD TRANSFER
• ‘Stepping up’ from MPhil to PhD – what does it mean?
• Preparing to Transfer – what do I need?
• Transfer Viva – how does that work?
The Transfer Report: elements and expectations
• Abstract, easier said than written,
• Project development from RPA (proposal),
• Data and evolving researcher expertise,
• Originality, project/thesis plan, PhD training plan,
• Timescales towards timely completion – research activity and writing up
• Presentation of your document,
• RDSC3 Report and key Assessment Point for progression
• Viva – what is required and who will be there?
• Outcomes and what next?

Colleague supervision is increasingly used in UK modern (post-92) universities to support the progress of academic staff to doctoral qualifications. Denicolo (2004) argues that it is a ‘role relationship that has been largely ignored or undervalued by administration’ (p. 693) and colleague students and supervisors ‘felt more vulnerable’ than other students/ supervisors (p. 706). This small-scale research amongst students and staff in a colleague supervision relationship at a single UK modern university tests Denicolo’s (2004) propositions and those of Deuchar (2008) on supervision styles. It found that students did not feel ‘vulnerable’ but considered there were significant benefits from colleague supervision. They, and some supervisors, were also very supportive of group supervision methods that, alongside conventional individual supervision, gave strong support to the progress of colleague students to timely completion of their doctoral studies. As many UK modern universities are attempting to build research capacity through doctoral research training, the use of group supervision alongside colleague supervisors may offer benefits in a time when supervisory capacity has been stretched.

Highlights: Trust and mutual respect; encouraging scientific creativity; PhD as transformative process; physical, social and emotional balance; pride and humility, the right attitude at conferences and in papers; handling expectations; getting over "Kleenex" moments; dealing with critical comments; approaching a potential supervisor, maintaining a good relationship; the role of third parties; the post-PhD relationship.

This qualitative evaluative study is based on semi-structured interviews with two Sudanese professor supervisors and three Ph.D. candidates who have recently completed their Ph.D. study in linguistics and English language-related studies at the Graduate College, University of Khartoum, Sudan. The study explored and evaluated the problems and challenges Ph.D. candidates encountered during their candidature from the perspectives of both supervisors and candidates themselves: How do these challenges impact on their study? How do they cope with these chal-lenges? How can these challenges be overcome? The study provided new insights into doctoral education in Sudan, specifically in the University of Khartoum. The study adopted a qualitative methodology with semi-structured face-to-face interviews being the principal method of data collection along with the collection of some institutional documents, some of which are being used during interviews in a discourse-based format. Five tape-recorded interviews were conducted with both candidates and supervisors. Interview data were coded and analyzed inductively. Results of data analysis revealed that there were many problems and challenges doctoral students experienced throughout their Ph.D. candidature, such as supervision-related challenges , resources-related and organizational challenges. In addition, there were a number of strategies candidates reportedly used to deal with these challenges and both candidates and supervisors reportedly held varied perceptions about what makes a good quality Ph.D.. The study recommendations, implications along with its limitations and suggestions for further research were presented and discussed.

Why #PhD students need good #assistance from their #supervisors? -http://bit.ly/2opQ4SW

👉 Your supervisor will play an important role in your PhD.
👉 They support you from the start till the submission.
👉 Sometimes they even go beyond to help you during your course.

Readmore :https://bit.ly/2N2LCrt
Email :Info@phdassistance.com

https://www.findaphd.com/events/awards/
https://www.uclan.ac.uk/news/clive-palmer-postgrad-award
https://ms-my.facebook.com/FindAPhD/videos/491938982691342/

Senior Lecturer Dr Clive Palmer has been named PhD Supervisor of the Year at the annual FindAUniversity Postgrad Awards 2022, after beating off competition from a final shortlist of eight.

The competition receives hundreds of nominations and is open to all students who are undertaking Masters or PhD study, academics who supervise postgraduate students and institutions currently working with them.

Judges chose Clive as the winner of the PhD Supervisor Award because of his “proven commitment to sharing best practice in PhD supervision and his lockdown ‘Learning Shack’ [which] kept over 50 PhD students on track during the pandemic.”

His Learning Shack was set up during the pandemic as a hub, meeting place and resource centre for students and staff, and Clive also created a ‘PhD by Portfolio’ pathway, which demonstrates his commitment to postgraduate learning at an institutional level and for widening participation across the higher education sector.

Clive, who has worked at UCLan since 2008, supervises research across a range of subjects within socio-cultural sport, PE, coaching and outdoor education.

He was also shortlisted for Outstanding Research Supervisor of the Year in the Times Higher Education Awards 2021.

Clive said: “I am honoured to receive this recognition which comes with the privilege of supervising some very talented people on their PhDs. ‘Clive’s Learning Shack’ was my way of combatting the isolation of doctoral study during the pandemic. I would like to extend a thank you to my nominee, and especially to colleagues at FindAUniversity.com for this prestigious award.”

C.V of Prof. Dr. Muhammad Yousuf Sharjeel
Prof. Dr. Muhammad Yousuf Sharjeel
PhD (Psychological Testing & Evaluation)
PhD (Learning Disorder & Dyslexia) in progress
M.Phil, Ed (Gold Medal) (Quality & Performance)
M.Ed (Planning & Management) (Gold Medal)
B. Com, B. Ed (Gold Medal)
Dip. Ed (Measurement & Testing) (Bradford U.K)
C.P.S.E (Language & Learning) (Bradford U.K), 
C.O.T.E  (Assessment Technology) (Cambridge, U.K)
Licensed by Ministry of Education, U.A.E
Member A.E.R.A, U.S.A & M.S.E.R.A, U.S.A
HEC Research Supervisor

Read full article here https://www.ingentaconnect.com/contentone/intellect/adche/2021/00000020/00000001/art00004?crawler=true

Read abridged version on Clore leadership website: https://www.cloreleadership.org/cultural-leadership/towards-anti-racist-fine-art-phd

This article outlines three actions for the supervisor, student and examiner to introduce a level of anti-racist consciousness in the journey of the Fine Art Ph.D. The steps are intended as ‘warm-ups’ within and towards more comprehensive, longer term strategies for individuals, departments, faculties and universities, to nurture communities of anti-racist researchers and make UK HE anti-racist. Change takes time, negotiations are unfolding and my brushstrokes are broad. But if the heart of any Ph.D. endeavour is about the development of critical insight, not just by the student into a knowledge area or problem, but about their own position as autonomous researchers, not just within their fields but the wider HE sector and beyond, an actively anti-racist agenda must be integral. I wish to critique my own position as a non-White researcher who has signed up to the neo-liberal, ‘post-race’ university. I welcome feedback, and seek to lay the ground for further work by myself and others. This is my call for researchers in Fine Art and UK HE at large to step up.

In this chapter, we present a snapshot of the European doctoral landscape based on the reflections of 40 doctoral students gathered from throughout the European Union for the ECREA Doctoral Summer School. One of this school’s main objectives is to ‘generate a wide picture of the international landscape of communication and media research’ (ECREA Young Scholars Network, 2007) while providing a platform for doctoral students to participate within their field, connect to diverse academic cultures, and receive critical feedback on their individual work.

*FREE COPIES HERE WHILE STOCKS LAST: https://www.tandfonline.com/eprint/5ZRXG4WJWBQENXP77E9H/full?target=10.1080/13562517.2017.1382466

Building on existing studies that ask doctoral supervisors how they understand their role, and what has influenced this understanding, this article explores invitations that are issued to supervisors to reflect in certain ways about the role of supervisor. The article calls into question the ways in which supervisors are invited to think about and represent supervision, by professional development courses, handbooks on supervision, and the questions that researchers pose about supervision. This discussion is situated in autoethnographic analysis of a valuable moment in the author's academic career for reflecting on these factors: the author is positioned directly between the role of doctoral supervisee and the role of doctoral supervisor. Through autoethnographic engagement with doctoral supervision literature, the article argues that professional development for supervisors would benefit from more critical analysis of the invitations which are issued to supervisors to reflect on the transition from supervisee to supervisor.

Access a free e-print of the article here:
https://www.tandfonline.com/eprint/5Zrxg4WJWbQeNXP77E9H/full