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 The Routledge Doctoral
Supervisor’s Companion

Accompanying The Routledge Doctoral Student’s Companion, this book examines what it
means to be a doctoral student in education and the social sciences, providing a guide for
those supervising students. Exploring the key role and pedagogical challenges that face
supervisors in students’ personal development, the contributors outline the research cap-
abilities that are essential for confidence, quality and success in doctorate-level research.
Providing guidance about helpful resources and methodological support, the chapters:

 frame important questions within the history of debates

 act as a road map through international literatures
 make suggestions for good practice
 raise important questions and provide answers to key pedagogical issues
 provide advice on enabling students’ scholarly careers and identities.

Although there is no one solution to ideal supervision, this wide-ranging text offers
resources that will help supervisors develop their own personal approach to supervision.
Ideal for all supervisors whether assisting part-time or full-time students, it is also highly
suitable for helping academics to support international students who confront Western
doctoral traditions and academic cultures, helping both supervisor and student to
understand why things are as they are.

Melanie Walker is Professor of Higher Education at the University of Nottingham, and

is also Extraordinary Professor at the University of the Western Cape, South Africa.

Pat Thomson is Professor of Education at the University of Nottingham, and an

Adjunct Professor at the University of South Australia and a Visiting Professor at Deakin
University, Victoria, Australia.
The Routledge Doctoral
Supervisor’s Companion
Supporting Effective Research in Education
and the Social Sciences

Edited by
Melanie Walker and Pat Thomson
This first edition published 2010
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Avenue, New York, NY 10016
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2010.
To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.

© 2010 Melanie Walker and Pat Thomson for selection and editorial material. Individual chapters, the
contributors.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by
any electronic, mechanical, or other means, now known or hereafter invented, including photocopying
and recording, or in any information storage or retrieval system, without permission in writing from the
publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
The Routledge doctoral supervisor's companion : supporting effective research in education and the
social sciences / edited by Melanie Walker and Pat Thomson. – 1st ed.
p. cm.
Includes bibliographical references.
1. Education–Study and teaching (Graduate)–Handbooks, manuals, etc. 2. Education–Research–
Handbooks, manuals, etc. 3. Social sciences–Study and teaching (Graduate)–Handbooks, manuals, etc.
4. Social sciences–Research–Handbooks, manuals, etc. 5. Doctoral students–Handbooks, manuals, etc.
I. Walker, Melanie. II. Thomson, Pat, 1948- III. Title: Doctoral supervisor's companion.
LB2372.E3R683 2010
370.7'2–dc22
2009045976

ISBN 0-203-85176-5 Master e-book ISBN

ISBN10: 0-415-48413-8 (hbk)

ISBN10: 0-415-48414-6 (pbk)
ISBN10: 0-203-85176-5 (ebk)

ISBN13: 978-0-415-48413-8 (hbk)

ISBN13: 978-0-415-48414-5 (pbk)
ISBN13: 978-0-203-85176-0 (ebk)
 Contents

List of figures viii

List of tables ix
Notes on contributors x
Using this book xv

PART 1
Introduction 1
Why The Doctoral Companions?
M. Walker and P. Thomson

1 Doctoral education in context 9

The changing nature of the doctorate and doctoral students
P. Thomson and M. Walker

PART 2
Supervision as pedagogy/ies 27

2 Doctoral education as ‘capability’ formation 29

M. Walker

3 ‘Perhaps I should be more proactive in changing my own supervisions’? 38

Student agency in ‘doing supervision’
J. Goode

4 From poster to PhD 51

The evolution of a literature review
K. Dixon and H. Janks

v
C O NT E N T S

5 Understanding doctoral research for professional practitioners 66

T. Evans

6 Critical transcultural exchanges 76

Educational development for supervisors
C. Manathunga

7 Negotiating the layered relations of supervision 88

B. M. Grant

8 Adapting signature pedagogies in doctoral education 106

The case of teaching how to work with the literature
C. M. Golde

PART 3
Challenges in supervision pedagogy/ies 121
Challenges arising from changing student populations

9 Supervising part-time doctoral students 123

Issues and challenges
J. H. Watts

10 Supervising part-time doctoral students 131

T. Evans

11 Fortunate travellers 138

Learning from the multiliterate lives of doctoral students
S. Starfield

12 Internationalisation of higher education 147

Challenges for the doctoral supervisor
A. Robinson-Pant

13 International students and doctoral studies in transnational spaces 158

F. Rizvi

14 The doctorate in the life course 171

D. Leonard

15 Rhythms of place 185

Time and space in the doctoral experience
S. Middleton

16 Global social justice, critical policy and doctoral pedagogical spaces 197
E. Unterhalter

vi
 C ON T E N TS

17 Coming to terms with research practice 206

Riding the emotional rollercoaster of doctoral research studies
A. Morrison-Saunders, S. A. Moore, M. Hughes and D. Newsome

18 Doctoral education in global times 219

‘Scholarly quality’ as practical ethics in research
T. Seddon

19 The truth is not out there 231

Becoming ‘undetective’ in social and educational enquiry
N. Gough

20 A personal reflection on doctoral supervision from a feminist perspective 247

M. E. David

21 Writing in, writing out 260

Doctoral writing as peer work
C. Aitchison and A. Lee

22 Creating discursive and relational communities through an international

doctoral student exchange 270
J. McLeod and M. Bloch

23 The relationship between doctoral students’ approach to research and

experiences of their research environment 282
K. Trigwell

24 Educating the doctoral student 292

Don’t forget the teaching
T. Harland

Index 301

vii
List of figures

4.1 Poster Apple design instructions (Dixon and Janks) 52

4.2 Labels for the different pages of the design when the book-poster is opened
and unfolded (Dixon and Janks) 52
4.3 Poster Apple design instructions (Dixon and Janks) 53
4.4 Poster Apple design instructions (Dixon and Janks) 53
4.5(a) Page A is A3 (reduced here) (Dixon and Janks) 54
4.5(b) Page B is A3 (reduced here) (Dixon and Janks) 54
4.5(c) Page C is A3 (reduced here) (Dixon and Janks) 55
4.5(d) Page D is A3 (reduced here) (Dixon and Janks) 55
4.5(e) Large finished poster, four times the size of A3 (Actual pages of the
book-poster reduced) (Dixon and Janks) 56
7.1 The first layer, supervisor and student (grant) 92
7.2 Adding the second layer, pedagogical power relations between
three agencies 94
7.3 Adding in the layer of social positioning 97
7.4 Adding in unconscious desires 99

viii
 List of tables

2.1 Capability and functioning 33

18.1 Four generations of doctoral education 223
23.1 Analysis of relations (correlations) between approach to research and
perceptions of the research environment (for scale information, see
Appendix 1) 287
23.2 Analysis of relations (correlation co-efficients) between approach to
research and outcomes of the research approach 287
23.3 Cluster analysis of perceptions of research environment, approach to
research and outcomes variables (whole sample, n = 623) (mean z-scores
and s.d.) 288
23.4 Cluster analysis of perceptions of research environment, approach to
research and outcomes variables (arts, n = 305) (mean z-scores and s.d.) 288
23.5 Cluster analysis of perceptions of research environment, approach to
research and outcomes variables (sciences, n = 293) (mean z-scores and s.d.) 288
A23.1 Questionnaire items, scales and scale reliabilities 290
A23.2 Questionnaire items, scales and scale reliabilities 291

ix
Notes on contributors

Aitchison, Claire PhD is a Senior Lecturer (Postgraduate Literacies) at the University of

Western Sydney, Australia. Her research interests are doctoral writing and pedagogies
for doctoral education. Recent publications include Publishing Pedagogies for the
Doctorate and Beyond with B. Kamler and A. Lee (Routledge, 2010) and ‘Research
Writing Groups’ in Writing Qualitative Research on Practice (J. Higgs, D. Horsfall and
S. Grace, Eds, Sense, 2009).

Bloch, Marianne PhD is Professor in the Department of Curriculum and Instruction at

the University of Wisconsin-Madison, with joint appointment in the Department of
Gender and Women’s Studies. She coordinates the Global Studies, Teaching and the
Curriculum masters in C&I at UW-Madison. Recent research and teaching have
focused on early education/child care policy, and poststructural, postcolonial and
feminist studies of education. Recent books include Governing children, families, and
education: Restructuring the welfare state (Palgrave, 2003), Women and Education in
Sub-Saharan Africa (Lynn Reinner, 1998).

David, Miriam PhD is Professor of Sociology of Education and was interim Director of
the Teaching and Learning Research Programme at the Institute of Education, University
of London. Her research interests include feminist methodologies, diversity, equity
and inclusion in postcompulsory and higher education. Her most recent publications
include Improving Learning by Widening Participation in Higher Education (Routledge,
2009) and editing a special issue of Higher Education Policy (March 2009), with
L. Morley on ‘Celebrations and Challenges: Gender and Higher Education’.

Dixon, Kerryn PhD is a Lecturer in the Applied English Language Department in the
School of Education at the University of the Witwatersrand, Johannesburg, South
Africa. She has a PhD from the University of the Witwatersrand and is particularly
interested in the application of Foucault in educational contexts. Her teaching and
research are in the area of critical and early childhood literacy, language policy, world
Englishness and research methodology.

x
 N O T ES O N C O N T RI BU T O RS

Evans, Terry PhD is a Professor of Education at Deakin University, Geelong, Australia.

He has supervised many doctoral candidates and also researched, published and taught
doctoral education. He has edited, with C. Denholm, three books on doctorates, the
latest is Beyond Doctorates Downunder: maximising the impact of your Australian or New
Zealand doctorate (ACER, 2009).

Golde, Chris PhD is the Associate Vice Provost for Graduate Education at Stanford
University, California, USA. Her scholarly interests include the doctoral student
experience, disciplinary differences in graduate education, and improving graduate
programs. Her recent publications include the books Envisioning the Future of Doctoral
Education (2006) and The Formation of Scholars (2008).

Goode, Jackie PhD is a Senior Research Associate in the Social Sciences Department at
Loughborough University. Her education publications include ‘Telling tales out of
school: connecting the prose and the passion in the learning and teaching of English’
(Qualitative Inquiry, 2007), ‘Empowering or disempowering the international PhD
student?: constructions of the dependent and independent learner’ (British Journal
of Sociology of Education, 2007) and ‘“Managing” Disability: early experiences of
university students with disabilities’ (Disability and Society, 2007).

Gough, Noel PhD is Foundation Professor of Outdoor and Environmental Education

and Associate Dean (Academic) in the Faculty of Education, La Trobe University,
Victoria, Australia. His research interests include refining poststructuralist method-
ologies in education, with particular reference to curriculum inquiry, environmental
education, and science education.

Grant, Barbara PhD is a Senior Lecturer at The University of Auckland. Her research
interests are postgraduate supervision, academic identities and academic development.
Her most recent publications include articles on supervision in London Review of
Education and Arts and Humanities in Higher Education and a practical book Academic
Writing Retreats: A facilitator’s guide (HERDSA Guide, 2008)

Harland, Tony PhD is Associate Professor of Higher Education at the University of

Otago, New Zealand. His research is founded on a critique of the practices and values
of a university education. The questions that concern him are: what ideas are valued
in a university education, how are such values informed, and how might they change
in the future?

Hughes, Michael PhD is a Senior Research Fellow with the Curtin Sustainable Tour-
ism Centre at Curtin University, Western Australia. Michael’s research interests cur-
rently revolve around communication and natural and cultural heritage values, and
associated beliefs, attitudes and perceptions.

Janks, Hilary PhD is a Professor in the School of Education at the University of the
Witwatersrand, Johannesburg, South Africa. Her teaching and research are in the areas
of language education in multilingual classrooms, language policy, critical literacy and
postgraduate pedagogy. Her work is committed to a search for equity and social
justice in contexts of poverty.
xi
N O TE S O N C O N T RI B U T O RS

Lee, Alison is Professor of Education and Director of the Centre for Research in
Learning and Change at the University of Technology, Sydney. She has researched
and published in doctoral education, with a focus on supervision, writing and profes-
sional doctorates. Her most recent publications in this area include Changing Practices of
Doctoral Education (with D. Boud, Routledge, 2009) and Publishing Pedagogies for the
Doctorate and Beyond (with C. Aitchison and B. Kamler, Routledge, 2010).

Leonard, Diana PhD is Emeritus Professor at the Institute of Education University of

London and a Visiting Professor at the University of Sussex. Her research interests include
gender and education, the history of feminism, and the sociology of postgraduate studies.
Her recent publications include A Women’s Guide to Doctoral Studies (Open University
Press, 2001) and with M. Rab ‘The inter-relationship of employment, marriage and
higher education for Pakistani students in the UK’, in Unterhalter, E. and Carpentier, V.
(Eds), Whose interests are we serving? Global inequalities and higher education (Palgrave, in press).

Manathunga, Catharine PhD is a Senior Lecturer in Higher Education at The Uni-

versity of Queensland, Australia. Her research interests include doctoral education,
doctoral supervision pedagogies and the history of teaching and learning in uni-
versities. Her most recent publications include ‘Research as an intercultural contact
zone’. Discourse: studies in the cultural politics of education. 30(2): 165–77, and Making a
place: an oral history of academic development in Australia, which was co-edited with
A. Lee and P. Kandlbinder (HERDSA, 2008).

McLeod, Julie PhD is Associate Professor in the Melbourne Graduate School of Education,
University of Melbourne. Her research interests encompass youth studies, feminism,
inequality and education, and qualitative methodologies. Recent publications include
Researching Social Change: Qualitative Approaches (with R. Thomson, Sage, 2009) and
Troubling Gender and Education (edited with J. Dillabough and M. Mills, RoutledgeFalmer).

Middleton, Sue PhD is a Professor in the School of Education, University of Waikato.

Combining documentary analysis with life-history narrative methods, her research
projects have focused on educational and wider social theories as ‘lived’ in everyday
educational settings. The social history of academic research, especially in the dis-
cipline of ‘Education’ is a particular interest. Sue has researched the experiences and
perspectives of doctoral graduates in Education and recently, as part of a team, the
supervision of Maori doctoral students.

Moore, Sue PhD is an Associate Professor in Environmental Policy at Murdoch University,

Western Australia. Her research focuses on the social aspects of natural resource
management.

Morrison-Saunders, Angus PhD is Senior Lecturer in Environmental Assessment at

Murdoch University, Western Australia. His research interests focus on the application
of environmental impact assessment to achieve sustainable outcomes.

Newsome, David PhD is an Associate Professor in nature based tourism at Murdoch

University, Western Australia. His research interests also include geo-tourism and
wildlife tourism.
xii
 N O T ES O N C O N T RI BU T O RS

Rizvi, Fazal PhD is Professor of Education in the Department of Educational Policy

Studies, University of Illinois. He is also Adjunct Professor at Deakin University,
Australia and a Professorial Fellow at the Faculty of Education, University of
Melbourne, Australia. His research interests focus on the areas of global studies in
education, comparative and international education, internationalisation of higher
education, cultural globalisation and education policy, postcolonial theories of iden-
tity, representation and education, global inequalities and educational policy and
international student mobility.

Robinson-Pant, Anna PhD is Director of the Centre for Applied Research in Educa-
tion, University of East Anglia. Before coming to UEA, she was based for around 10
years in Nepal as a teacher trainer, educational planner and researcher with various
development agencies. Her experiences with participatory action-orientated meth-
odologies and cross-cultural learning in a development context have contributed
directly to her UK-focused research – including projects with international students at
UEA on their experiences of doctoral supervision. She was awarded the BMW Group
Award for Intercultural Learning (Theory Category) 2007 for her research in this area.

Seddon, Terri PhD is Professor of Education at Monash University. She researches in

the field of education (life-long learning), focusing particularly on policies and politics
of educational work. Her most recent book is Learning and Work and the Politics of
Working Life: Global transformations and collective identities in teaching, nursing and social
work (with L. Henriksson and B. Niemeyer, Routledge, 2009).

Starfield, Sue PhD is Director, the Learning Centre, and Associate Professor, School of
Education at the University of New South Wales. She is co-author of Thesis and
Dissertation Writing in a Second Language: A Handbook for Supervisors (Routledge, 2007).
She is currently working on a project examining practice-based doctoral theses in the
visual and performing arts. She is co-editor of the journal English for Specific Purposes.

Thomson, Pat PhD is Professor of Education in the School of Education, The Uni-
versity of Nottingham and an Editor of the Educational Action Research Journal. A
former headteacher, her current research focuses on the arts and creativity in school
and community change, headteachers’ work, and doctoral education. Her recent
publications include Helping doctoral students write: pedagogies for supervision (with B.
Kamler, Routledge, 2006), Doing visual research with children and young people (Routledge,
2008) and School leadership-heads on the block? (Routledge, 2009).

Trigwell, Keith PhD is Professor of Higher Education at The University of Sydney,

Australia. He was formerly Reader in Higher Education at the University of Oxford
where he conducted research into the student experience of learning. His research
interests also include scholarship of teaching and learning and research–teaching
relations.

Unterhalter, Elaine PhD is Professor of Education and International Development,

Institute of Education, University of London with research interests in gender, edu-
cation, and development. Recent books include Gender, Schooling and Global Social
Justice (RoutledgeFalmer, 2007), and Towards gender equality. South Africa Schools during
xiii
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