New academics as supervisors: A steep learning curve with challenges, tensions and pleasures

Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators

Volumn , Issue , 2011, Pages 37-55

  Amundsen, Cheryl ^a   McAlpine, Lynn ^b,c  

^a SIMON FRASER UNIVERSITY   (Canada)

^b UNIVERSITY OF OXFORD   (United Kingdom)

^c MCGILL UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84891405241     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-94-007-0507-4_3     Document Type: Chapter

References (44)

1. Amundsen, C., McAlpine, L., & Boerlyk, A. (2009, December). New supervisors: Working "from the other side of the table." Paper presented at a conference entitled: Beyond teaching and research: Inclusive understandings of Academic Practice, Oxford Learning Institute, Oxford, UK.
2. Archer, L. (2008). Younger academics' constructions of authenticity, success and professional identity. Studies in Higher Education, 33(4), 385-403.
3. Archer, M. (2000). Being human: The problem of agency. Cambridge: Cambridge University Press.
4. Austin, A. (2002). Preparing the next generation of faculty. The Journal of Higher Education, 73(1), 94-122.
5. Austin, A. E., & Rice, E. (1998). Making tenure viable: Listening to early career faculty. American Behaviorial Scientist, 41, 736-754.
6. Barnes, B. J., & Austin, A. E. (2009). The role of doctoral advisors: A look at advising from the advisor's perspective. Innovative Higher Education, 33, 297-315.
7. Beard, C., Clegg, S., & Smith, K. (2007). Acknowledging the affective in higher education. British Educational Research Journal, 33(2), 235-252.
8. Bieber, J. P., & Worley, L. K. (2006). Conceptualizing the academic life: Graduate students' perspectives. The Journal of Higher Education, 77(6), 1009-1035.
9. Billett, S. (2001). Learning through work: Workplace affordances and individual engagements. Journal of Workplace Learning, 5, 209-214.
10. Billett, S. (2009). Personal epistemologies, work and learning. Educational Research Review, 4(3), 210-219.
11. Billett, S., & Somerville, M. (2004). Transformations at work: Identity and learning. Studies in Continuing Education, 26(2), 309-326.
12. Chapman, V-L., & Sork, T. J. (2001). Confessing regulation or telling secrets? Opening up the conversation on graduate supervision. Adult Education Quarterly, 51(2), 94-107.
13. Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34(3), 329-345.
14. Colbeck, C. L. (2008). Professional identity development theory and doctoral education. New Directions for Teaching and Learning, 113, 9-16.
15. Deem, R., & Brehony, K. (2000). Doctoral students' access to research cultures-are some more unequal than others? Studies in Higher Education, 25(2), 149-165.
16. Delamont, S., Parry, O., & Atkinson, P. (1998). Creating a delicate balance: The doctoral supervisor's dilemmas. Teaching in Higher Education, 3(2), 157-172.
17. Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R-L. Punamaki (Eds.), Perspectives on activity theory (pp. 19-38). Cambridge: Cambridge University Press.
18. Eraut, M. (2007). Learning from other people in the workplace. Oxford Review of Education, 33(4), 403-422.
19. Golde, C. M., & Dore, T. M. (2001). At cross purposes: What the experiences of doctoral students reveal about doctoral education (http://www.phd-survey.org). Philadelphia: Pew Charitable Trusts.
20. Halse, C., & Malfroy, J. (2010). Retheorizing doctoral supervision as professional work. Studies in Higher Education, 35(1), 79-92.
21. Hakala, J. (2009). Socialization of junior researchers in new academic research environments: Two case studies from Finland. Studies in Higher Education, 34(5), 501-516.
22. Holley, K. (2009). Animal research practices and doctoral student identity development in a scientific community. Studies in Higher Education, 34(5), 577-591.
23. Kahn, P., & Walsh, L. (2009). Academic practice as collaborative working. Paper presented at a conference entitled: Beyond teaching and research: Inclusive understandings of academic practice, Oxford Learning Institute, Oxford, UK.
24. Lethwood, C., & Hey, V. (2009). Gender/ed discourses and emotional sub-texts: Theorising emotion in UK higher education. Teaching in Higher Education, 14(4), 429-440.
25. Manathunga, C. (2005). The development of research supervision: Turning the light on a private space. International Journal of Academic Development, 10(1), 17-30.
26. Manathunga, C. (2007). Supervision as mentoring: The role of power and boundary crossing. Studies in Continuing Education, 29(2), 207-221.
27. Manathunga, C., & Goozée, J. (2007). Challenging the dual assumption of the always/already autonomous student and effective supervisor. Teaching in Higher Education, 12(3), 309-322.
28. Mason, M. A., Goulden, M., & Frasch, K. (2009, January-February). Why graduate students reject the fast track. Academe Online, 95(1), 11-17. (http://www.aaup.org/AAUP/pubsres/academe/2009/JF/FEAT/maso.htm).
29. McAlpine, L., & Norton, J. (2006). Reframing our approach to doctoral programs: An integrative framework for action and research. Higher Education and Research Development, 25(1), 3-17.
30. McAlpine, L., Amundsen, C., & Jazvac-Martek, M. (2010). Living and imagining academic identities: Perceptions of doctoral students and pre-tenure academics. In L. McAlpine & G. Akerlind (Eds.), Visions of academic practice?: The public and personal faces of becoming an academic in the social sciences. London: Palgrave Macmillan, 125-154.
31. Mitchell, T. (2007). The academic life: Realistic changes needed for business school students and faculty. Academy of management learning and Education, 6(2), 236-251.
32. Murphy, N., Bain, J. D., & Conrad, L. (2007). Orientations to research higher degree supervision. Higher Education, 53, 209-234.
33. Nerad, M., Rudd, E., Morrison, E., & Picciano, J. (2006). Social Science PhDs-Five+ years and out: A national survey of PhDs in six fields. Seattle: Center for Innovation and Research in Graduate Education, University of Washington.
34. Neumann, A. (2006). Professing passion: Emotion in the scholarship of professors in research universities. American Educational Research Journal, 43(3), 381-424.
35. Neumann, A. (2009). Protecting the passion of scholars in times of change. Change, 41(2), 10-15.
36. Olsen, D. (1993). Work satisfaction and stress in the first and third year of academic appointment. The Journal of Higher Education, 64(4), 453-471.
37. Olsen, D., & Sorcinelli, M. D. (1992). The pretenure years: A longitudinal perspective. New Directions for Teaching and Learning, 50(Summer), 15-25.
38. Reybold, L. E. (2005). Early career conflict and faculty dissatisfaction thresholds. Journal of Career Development, 32(2), 107-121.
39. Reybold, L. E., & Alamia, J. J. (2008). Academic transitions in Education: A developmental perspective of women faculty experiences. Journal of Career Development, 35(2), 107-128.
40. Savage, H. E., Karp, R. S., & Logue, R. (2004). Faculty mentorship at colleges and universities. College Teaching, 52(1), 21-24.
41. Schrodt, P., Cawyer, C., & Sanders, R. (2003). An examination of academic mentoring behaviours and new faculty members' satisfaction with socialization and tenure and promotion processes. Communication Education, 52(1), 17-29.
42. Sikes, P. (2006). On dodgy ground? Problematics and ethics in educational research. International Journal of Research and Method in Education, 29(1), 105-117.
43. Vehviläinen, S. (2009). Problems in the research problem: Critical feedback and resistance in academic supervision. Scandinavian Journal of Education Research, 53(2), 185-201.
44. Walsh, L., & Kahn, P. (2010). Collaborative working in higher education. London: Routledge.