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6. Commonalities and Variations in Understanding Doctoral Supervision in Two Australian Universities: A Collaborative Autoethnography and an Interdisciplinary, Phenomenographic Case Study

Author

Machin, Tanya M., Clarà, Marc, Danaher, Patrick Alan, Press, Nona, Rossi, Dolene, Graham, Coralie, Machin, Tanya M., Clarà, Marc, Danaher, Patrick Alan, Press, Nona, Rossi, Dolene, and Graham, Coralie

Abstract

This chapter reports selected elements of a broader collaborative autoethnography and an exploratory case study involving a Doctor of Philosophy candidate and her three doctoral supervisors who, as participant–researchers, examined the commonalities and differences in the meanings that we assigned to the idea(l) of “supervision”. Guided by our defined boundaries for a collaborative autoethnographic case study, we examined our respective conceptions of supervision through phenomenographic means, utilising data from interviews conducted with each of the authors individually to explicate our varied understandings of supervision. The analysis elicited three distinct categories of description—doctoral supervision as a relational endeavour, as a pedagogical commitment, and as reciprocal growth—and an outcome space centred on the holistic development and self-actualisation of doctoral students and their supervisors alike.

Published
2019

8. From ‘likes’ to unfriending: the need to belong and relational information on Facebook

Author

Machin, Tanya M. and Machin, Tanya M.

Abstract

Humans are fundamentally social creatures, interacting with other people through face-to-face interactions and through the use of social media. According to the theoretical framework of the need to belong, interactions that are stable across time, and provide support and encouragement are necessary for people to psychologically thrive. Therefore, threats to belonging pose a serious issue. Theoretically, when a person experiences a threat to their belonging, this then results in preferential processing of social cues relevant to relational information. While copious amounts of research have investigated the social cues that guide face-to-face interactions, to date, very little research has explored the social cues that provide relational information on Facebook, currently the largest social networking site. Therefore, the overall aim of this program of research is to use a mixed-method design to explore and understand the social cues that impart relational information on Facebook, specifically the social cues that indicate potential rejection and acceptance. From the Study 1 qualitative findings, there were a number of social cues identified which underpinned 3 main themes of relational information, that is, social inclusion, social exclusion, and social comparison. Study 2 demonstrated that the social cues identified in Study 1 were generalisable to a wider population. Together, these results highlighted specific social cues, such as ‘likes’ which provided relational information relevant to both rejection and acceptance. Furthermore, Study 2 also identified four different motivations that people have for using Facebook, as well as establishing that need to belong and age are significant predictors for these motivations. Finally, Study 3 took an innovative approach regarding experimental design and Facebook, with the development of artificial Facebook pages that incorporated the social cues identified in Studies 1 and 2. This then enabled investigation into the salie

Published
2016

11. Depression, Doctorates and Self

Author

Templeton, Robert, Danaher, Patrick Alan, Series Editor, Dervin, Fred, Series Editor, Dyer, Caroline, Series Editor, Kenny, Máirín, Series Editor, Harreveld, Bobby, Series Editor, Singh, Michael, Series Editor, Machin, Tanya M., editor, and Clarà, Marc, editor

Published
2019
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13. Creating a Community of Practice in a Practice-Led Ph.D.

Author

Peters, Sarah, McDonald, Janet, Danaher, Patrick Alan, Series Editor, Dervin, Fred, Series Editor, Dyer, Caroline, Series Editor, Kenny, Máirín, Series Editor, Harreveld, Bobby, Series Editor, Singh, Michael, Series Editor, Machin, Tanya M., editor, and Clarà, Marc, editor

Published
2019
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23. Writing Regularly as a Thesis-Completion Strategy

Author

Martin, Brian, Danaher, Patrick Alan, Series Editor, Dervin, Fred, Series Editor, Dyer, Caroline, Series Editor, Kenny, Máirín, Series Editor, Harreveld, Bobby, Series Editor, Singh, Michael, Series Editor, Machin, Tanya M., editor, and Clarà, Marc, editor

Published
2019
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24. Commonalities and Variations in Understanding Doctoral Supervision in Two Australian Universities: A Collaborative Autoethnography and an Interdisciplinary, Phenomenographic Case Study

Author

Press, Nona, Rossi, Dolene, Graham, Coralie, Danaher, Patrick Alan, Danaher, Patrick Alan, Series Editor, Dervin, Fred, Series Editor, Dyer, Caroline, Series Editor, Kenny, Máirín, Series Editor, Harreveld, Bobby, Series Editor, Singh, Michael, Series Editor, Machin, Tanya M., editor, and Clarà, Marc, editor

Published
2019
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26. Engineering the Doctorate: Designing a Highway to Traverse

Author

Somasundaram, Jay, Howard, Prue, Danaher, Patrick Alan, Series Editor, Dervin, Fred, Series Editor, Dyer, Caroline, Series Editor, Kenny, Máirín, Series Editor, Harreveld, Bobby, Series Editor, Singh, Michael, Series Editor, Machin, Tanya M., editor, and Clarà, Marc, editor

Published
2019
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30. A Picture of the Research Field of Doctoral Education from the Students’ Perspectives: Studies Using Questionnaires and Scales

Author

Kirsti Lonka, Maria Cerrato Lara, Montserrat Castelló Badia, Machin, Tanya M., Clarà, Marc, Danaher, Patrick Alan, Department of Education, Teachers' Academy, Research Group for Educational Psychology, and Mind and Matter

Subjects
Medical education, 030504 nursing, Graduate education, Higher education, 515 Psychology, business.industry, 4. Education, education, 05 social sciences, 050301 education, Context (language use), questionnaires, Field (computer science), GRADUATE EDUCATION, 03 medical and health sciences, research methods, Empirical research, Research based, 516 Educational sciences, Doctoral education, 0305 other medical science, Psychology, business, 0503 education, Career development
Abstract

Studies of how students experience their Ph.D. education have been promoted as an indicator to improve doctoral programmes (assessment-oriented studies) and/or to enhance understanding of career development among this collective (research-oriented studies). Interest in the latter group has increased in recent years as researcher development has become a field of study in the context of higher education. In this respect, a database of studies measuring the Ph.D. experience could be of use to researchers. We therefore conducted a review of 53 empirical studies, focusing only on large-scale research based on data obtained from questionnaires and scales, published between 1991 and 2018. In terms of results, we provide an overview of studies conducted in the last 27 years, reveal the core elements that are traditionally considered in measuring the Ph.D. experience, and identify some gaps and contributions in clarifying this generic term. Directions for future research are offered.

Published
2019

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