Moving between Fantasies, Fallacies and Realities: Students' Perceptions of Supervisors' Roles in Doctoral Publishing

Autor/in	Xu, Linlin
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Rollen; Ausland; Missverständnis; Fantasie; Akademischer Rat; Vorkenntnisse; Identifikationsfigur; Neuseeland
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01