Science and technology supervision resources
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[1] Noela Murphy,et al. Orientations to Research Higher Degree Supervision: The Interrelatedness of Beliefs about Supervision, Research, Teaching and Learning , 2004 .
[2] Robert G. Burgess,et al. Supervision of Doctoral Students in the Natural Sciences: expectations and experiences , 1997 .
[3] Dianne P. Bills,et al. Supervisors' conceptions of research and the implications for supervisor development , 2004 .
[4] Keith Wood. Changing as a person: the experience of learning to research in the social sciences , 2006 .
[5] Margaret Zeegers,et al. 'O' for osmosis, 'P' for pedagogy: fixing the postgraduate wheel of fortune , 2002 .
[6] John Willison,et al. Commonly known, commonly not known, totally unknown: a framework for students becoming researchers , 2007 .
[7] G. Gurr,et al. Negotiating the "Rackety Bridge" — a Dynamic Model for Aligning Supervisory Style with Research Student Development , 2001 .
[8] M. Pearson. Changing contexts for research education: implications for supervision development , 2005 .
[9] Anne Venables,et al. Differing Ways that Computing Academics Understand Teaching. , 2007 .
[10] Catherine Manathunga,et al. Imagining an interdisciplinary doctoral pedagogy , 2006 .
[11] Constituting information technology research: the experience of IT researchers , 2005 .
[12] I. Tumer,et al. Benefits Of Team Teaching For Doctoral Students Preparing For Academic Careers , 1998 .
[13] Ruth Neumann,et al. The doctoral education experience: diversity and complexity , 2003 .
[14] P. Atkinson,et al. Creating a Delicate Balance: the doctoral supervisor's dilemmas , 1998 .
[15] Christine S. Bruce,et al. Student resources for the use of supervisors , 2009 .
[16] Paul C. Burnett,et al. The supervision of doctoral dissertations using a collaborative cohort model , 1999 .
[17] Janne Malfroy,et al. Doctoral supervision, workplace research and changing pedagogic practices , 2005 .
[18] D. Boud,et al. Changing Practices of Doctoral Education , 2008 .
[19] David Johnson,et al. Assessment Matters: Some Issues Concerning the Supervision and Assessment of Work-Based Doctorates. , 2005 .
[20] Rylan Egan,et al. Relationships between area of academic concentration, supervisory style, student needs and best practices , 2009 .
[21] L. Ulriksen,et al. The implied student , 2009 .
[22] L. Persson,et al. A Dynamic Model for Education of Doctoral Students and Guidance of Supervisors in Research Groups , 2005 .
[23] Christine S. Bruce,et al. Cases from the technology disciplines , 2009 .
[24] Yoni Ryan,et al. Quality in Postgraduate Education. , 1996 .
[25] D. Bradley,et al. Review of Australian Higher Education: final report , 2008 .
[26] Margaret Kiley,et al. Threshold concepts in research education and evidence of threshold crossing , 2009 .
[27] F. Marton,et al. The University of Learning. Beyond Quality and Competence in Higher Education. , 2013 .
[28] B. Kamler. Rethinking doctoral publication practices: writing from and beyond the thesis , 2008 .
[29] Barbara Kamler,et al. Driven to abstraction: doctoral supervision and writing pedagogies , 2004 .
[30] Esat Alpay,et al. Postgraduate training in student learning and teaching , 2000 .
[31] Alison Bartlett,et al. Cooking Up a Feast: Finding Metaphors for Feminist Postgraduate Supervisions , 1999 .
[32] Shirley Booth,et al. Expounding on physics: a phenomenographic study of physicists talking of their physics , 2002, physics/0205092.
[33] Jan H. F. Meyer,et al. Students' Conceptions of Research. I: A qualitative and quantitative analysis , 2005 .
[34] Angela Brew,et al. Supervision development and recognition in a reflexive space , 2008 .
[35] Alison Bartlett,et al. Postgraduate Research Supervision: Transforming (R)Elations , 2001 .
[36] S. Booth,et al. Trusting results - An exploration of physicists' conceptions of their own and others' research , 2005 .
[37] Susan Gasson,et al. A review of the conversations and their content , 2009 .
[38] Gilbert Drouin,et al. Innovative Measures To Improve Performances And Supervision In Post Graduate Studies , 1996 .
[39] Barbara A. Adkins,et al. PhD pedagogy and the changing knowledge landscapes of universities , 2009 .
[40] Angela Brew,et al. The nature of research : inquiry in academic contexts , 2001 .
[41] B. Crossouard. Developing alternative models of doctoral supervision with online formative assessment , 2008 .
[42] Ross Deuchar,et al. Facilitator, director or critical friend?: contradiction and congruence in doctoral supervision styles , 2008 .
[43] Caroline Baillie,et al. Building knowledge about the interface , 2001 .
[44] Christine S. Bruce,et al. A pedagogical framework for the technology disciplines , 2009 .
[45] Anne Lee,et al. How are doctoral students supervised? Concepts of doctoral research supervision , 2008 .
[46] Christine S. Bruce,et al. Fellowship plan and conceptual framework , 2009 .
[47] James Cumming. Representing the complexity, diversity and particularity of the doctoral enterprise in Australia , 2007 .
[48] R. Martorell,et al. Summary and recommendations. , 2002, The Journal of nutrition.
[49] Ian Stoodley,et al. Constituting the significance and value of research: views from information technology academics and industry professionals , 2004 .
[50] P. Green,et al. Collaborative knowledge management and the art of coaching: reflections on the diverse roles of the successful supervisor , 2005 .
[51] Joanne W. McClure. Preparing a laboratory-based thesis: Chinese international research students’ experiences of supervision , 2005 .
[52] P. Burnard,et al. The student-supervisor relationship in the phD/Doctoral process. , 2008, British journal of nursing.
[53] Mona Chung,et al. Cultural issues in commencing the supervision of Chinese Research students , 2009 .
[54] Johanna Hakala,et al. Socialization of junior researchers in new academic research environments: two case studies from Finland , 2009 .
[55] Ruth Neumann,et al. Policy and practice in doctoral education , 2007 .
[56] Adrian Ratkic,et al. Dialogue seminars as a tool in post graduate education , 2008, AI & SOCIETY.
[57] Alison Bartlett,et al. Reconceptualising Discourses of Power in Postgraduate Pedagogies , 2000 .
[58] Mara Wasburn,et al. Creating Community: A Pilot Program For Doctoral Students , 2002 .
[59] A. Brew. Conceptions of Research: A phenomenographic study , 2001 .
[60] Christine S. Bruce,et al. Doctoral students’ experience of information technology research , 2009 .
[61] Ekrem Manisali,et al. Assessing supervision requirements of PhD students: The case of construction management and engineering in the UK , 2000 .
[62] Gail Craswell,et al. Deconstructing the skills training debate in doctoral education , 2007 .
[63] John Hockey,et al. Motives and Meaning amongst PhD Supervisors in the Social Sciences , 1996 .
[64] Elaine Martin,et al. University academics’ experience of research and its relationship to their experience of teaching , 2008 .
[65] Margaret Kiley,et al. Discipline-related Models for a Structured Program at the Commencement of a PhD , 1999 .
[66] Marie Clarke,et al. Coursework master’s programmes: the student’s experience of research and research supervision , 2009 .
[67] Jill Jameson. Intuitive expertise in ICT graduate supervision , 2002 .