Keywords
Higher education
postgraduate
research activity
researcher
research
postgraduate
research activity
researcher
research
How to Cite
Proestakis-Maturana, A., & Terrazas-Núñez, W. (2017). Research Training and Supervision in Doctoral Programs. Magis, Revista Internacional De Investigación En Educación, 10(20), 85-104. https://doi.org/10.11144/Javeriana.m10-20.fisp
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Abstract
The increasing offer and enrollment of doctoral programs is a globalized phenomenon that demands direct attention from those involved. This article aimed to understand the perceptions that the University has on the processes of research training and supervision in doctoral programs. Discourses of Directors, Supervisors and students of doctoral programs were interpreted. Results showed that research training and supervisory processes have a strong motivational and emotional component, and the existence of explicit and implicit rules of the scientific context that permeate the education of future researchers.
Armstrong, Steven J.; Allinson, Christopher W. & Hayes, John (2004). The Effects of Cognitive Style on Research Supervision: A Study of Student-Supervisor Dyads in Management Education. Academy of Management Learning & Education, 3 (1), 41-63. Disponible en: http://www.jstor.org/stable/40214230
Becher, Tony (1993). Las disciplinas y la identidad de los académicos. Pensamiento Universitario, 1 (1). 56-77. Disponible en: http://inter27.unsl.edu.ar/rapes/?action=detalle&from=todos&id=441
Berg, Bruce L. (2001). Qualitative Research Methods for the Social Sciences. 4th ed. Boston, Massachusetts: Allyn & Bacon.
Boud, David & Lee, Alison (eds.) (2008). Changing Practices of Doctoral Education. London: Routledge.
Braun, Virginia & Clarke, Victoria (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3 (2), 77-101. DOI:10.1191/1478088706qp063oa
Brew, Angela (2001). Conceptions of Research: A Phenomenographic Study. Studies in Higher Education , 26 (3), 271-285. DOI:10.1080/03075070120076255
Brooks, Rachelle L. & Heiland, Donna (2007). Accountability, Assessment and Doctoral Education: Recommendations for Moving Forward. European Journal of Education, 42 (3), 351-362. DOI: 10.1111/j.1465-3435.2007.00311.x
Bruce, Christine & Stoodley, Ian (2013) Experiencing Higher Degree Research Supervision as Teaching. Studies in Higher Education, 38 (2), 226-241. DOI: 10.1080/03075079.2011.576338
Bruce, Christine; Stoodley, Ian & Pham, Binh (2009). Doctoral Student's Experience of Information Technology Research. Studies in Higher Education, 34 (2), 203-222. Disponible en: http://www.chrismills.com.au/files/335PDF/doctoral%20student%20technology%20research.pdf
Council of Graduate Schools, CGS, PhD Completion Program (2010). PhD Completion and Attrition: Findings from Exit Surveys of PhD Completers. Monograph. Released Sept. 2009.
Deem, Rosemary (2006). Conceptions of Contemporary European Universities: To Do Research Or Not To Do Research? European Journal of Education, 41 (2), 281-304. DOI: 10.1111/j.1465-3435.2006.00260.x
Deuchar, Ross (2008). Facilitator, Director or Critical Friend?: Contradiction and Congruence in Doctoral Supervision Styles. Teaching in Higher Education, 13 (4), 489-500. DOI: 10.1080/13562510802193905
Edwards, Brian (2002). Postgraduate Supervision: Is Having a PhD Enough? A paper presented at the Australian Association for Research in Education Conference Problematic Futures: Educational Research in an Era of... Uncertainty. Brisbane, Australia 1- 5, December, 2002. Disponible en: https://www.aare.edu.au/data/publications/2002/edw02382.pdf
Gaeta, Giuseppe Lucio (2013). Was it Worth It?: An Empirical Analysis of Over-Education among PhD Recipients in Italy. c.MET Working paper 02/2013. Disponible en: http://193.205.129.80/repec/cme/wpaper/cmetwp_02_2013.pdf
Gardner, Susan K. (2009). Student and Faculty Attributions of Attrition in High and Low-Completing Doctoral Programs in the United States. Higher Education, 58 (1), 97-112. DOI: 10.1007/s10734~008-9184-7
Green, Bill & Lee, Alison (1999). Educational Research, Disciplinarity and Postgraduate Pedagogy: On the Subject of Supervision. Review of Australian Research in Education, 5, 95-111.
Gunnarsson, Ronny K.; Jonasson, Grethe & Billhult, Annika (2013). The Experience of Disagreement between Students and Supervisors in PhD Education: A Qualitative Study. BioMedCentral, BMC Medical Education, 13, 134. DOI: 10.1186/1472-6920-13-134. Disponible en: https://www.researchgate.net/publication/257202573_The_experience_of_disagreement_between_students_and_supervisors_in_PhD_education_A_qualitative_study
Halaweh, Mohanad; Fidler, Christine & McRobb, Steve (2008). Integrating the Grounded Theory Method and Case Study Research Methodology within IS Research: A Possible Road Map. En ICIS 2008 Proceedings, Twenty Ninth International Conference on Information Systems, Paris France, 14-17 December 2008, 242-253. Atlanta, Georgia: International Conference on Information Systems.
Kärner, Anita & Puura, Väino (2008). Doctoral Education in Transition to Knowledge-based Society. Trames , 12 (1), 95-109. DOI: 10.3176/tr.2008.1.06. Disponible en: http://www.kirj.ee/public/trames_pdf/2008/issue_1/trames-2008-1-6.pdf
Kehm, Barbara M. (2006). Doctoral Education in Europe and North America: A Comparative Analysis. En Ulrich Teichler (ed.). The Formative Years of Scholars, 67-78. Portland Press: London, Series WennerGren International Series (83). Disponible en: http://www.portlandpress.com/pp/books/online/fyos/083/0067/0830067.pdf, http://www.portlandpress.com/pp/books/online/fyos/083/default.htm
Kiley, Margaret (2011). Developments in Research Supervisor Training: Causes and Responses. Studies in Higher Education, 36 (5), 585-599. DOI: 10.1080/03075079.2011.594595
Kiley, Margaret & Wisker, Gina (2009). Threshold Concepts in Research Education and Evidence of Threshold Crossing. Higher Education Research and Development, 28 (4), 431-441. DOI: 10.1080/07294360903067930
Kleijn, Renske A. M.; Mainhard, M. Tim; Meijer, Paulien C.; Pilot, Albert & Brekelmans, Mieke (2010). Master's Thesis Supervision: Relations between Perceptions of the Supervisor–Student Relationship, Final Grade, Perceived Supervisor Contribution to Learning and Student Satisfaction. Studies in Higher Education, 37 (8), 925-939. DOI:10.1080/03075079.2011.556717
Krauskopf, Manuel (2003). Indicadores cuantitativos de los doctorados conferidos en el país. ¿Falta de atención o expresión de subdesarrollo? Revista Calidad en la Educación, 18, 47-59. Disponible en: https://www.researchgate.net/publication/267789804_INDICADORES_CUANTITATIVOS_DE_LOS_DOCTORADOS_CONFERIDOS_ EN_EL_PAIS_FALTA_DE_ATENCION_O_EXPRESION_DE_SUBDESARROLLO
Lepp, Liina; Remmik, Marvi; Karm, Mari & Leijen, Äli (2013). Supervisor' Conceptions of Doctoral Studies. Trames, 17 (4), 401-415. DOI:10.3176/tr.2013.4.06. Disponible en: http://www.kirj.ee/public/trames_pdf/2013/issue_4/Trames-2013-4-401-415.pdf
Lincoln, Yvonna S. & Guba, Egon G. (1985). Naturalistic Inquiry. Beverly Hills, California: Sage.
Litalien, David & Guay, Frédéric (2015). Dropout Intentions in PhD Studies: A Comprehensive Model Bases on Interpersonal Relationships and Motivational Resources. Contemporary Educational Psychology, 41, 218-231. DOI: http://dx.doi.org/10.1016/j.cedpsych.2015.03.004
Manathunga, Catherine; Lant, Paul & Mellick, George (2006). Imagining an Interdisciplinary Doctoral Pedagogy. Teaching in Higher Education, 11 (3), 365-379. DOI: 10.1080/13562510600680954
McAlpine, Lynn & Norton, Judith (2006). Reframing Our Approach to Doctoral Programs: An Integrative Framework for Action and Research. Higher Education Research and Development, 25 (1), 3-17. DOI:10.1080/07294360500453012
Nettles, Michael T. & Millett, Catherine M. (2006). Three Magic Letters: Getting to PhD. Baltimore, Maryland: Johns Hopkins University Press.
Nulty, Duncan; Kiley, Margaret & Meyers, Noel (2009). Promoting and Recognising Excellence in the Supervision of Research Students: An Evidence-Based Framework. Assessment & Evaluation in Higher Education, 34 (6). DOI:10.1080/02602930802474193
Organisation for Economic Co-operation and Development, OECD (2013). Students Enrolled by Type of Institution [Statistic tables]. Disponible en: http://stats.oecd.org
Pearson, Margot & Kayrooz, Carole (2004). Enabling Critical Reflection on Research Supervisory Practice. The International Journal for Academic Development, 9 (1), 99-116. DOI: 10.1080/1360144042000296107
Renzulli, Joseph S.; Koehler, Jennifer L. & Fogarty, Elizabeth A. (2006). Operation Houndstooth Intervention Theory: Social Capital in Today's Schools. Gifted Child Today, 29 (1), 14-24. Disponible en: http://gifted.uconn.edu/wp-content/uploads/sites/961/2015/09/Social_Capital_in_Todays_Schools.pdf
Sadlak, Jan (2004). Doctoral Studies and Qualifications in Europe and the United States: Status and Prospects. Bucharest: United Nations Educational, Scientific and Cultural Organization, Centre Européen pour l'Enseignement Supérieur/European Centre for Higher Education, UNESCO-CEPES. Disponible en: http://unesdoc.unesco.org/images/0013/001364/136456e.pdf
Schreier, Margrit (2012). Qualitative Content Analysis in Practice. Thousand Oaks, California: Sage.
Taylor, Stan & Beasley, Nigel (2005). A Handbook for Doctoral Supervisors. London: Routledge Falmer.
Titus, Sandra L. & Ballou, Janice M. (2013). Ensuring PhD Development of Responsible Conduct of Research Behaviors: Who's Responsible? Science and Engineering Ethics, 20 (1), 221-235. DOI: 10.1007/s11948-013-9437-4
Wright, April; Murray, Jane P. & Geale, Patricia (2007). A Phenomenographic Study of What it Means to Supervise Doctoral Students. Academy of Management Learning and Education, 6 (4), 458-474. DOI:10.5465/amle.2007.27694946
Becher, Tony (1993). Las disciplinas y la identidad de los académicos. Pensamiento Universitario, 1 (1). 56-77. Disponible en: http://inter27.unsl.edu.ar/rapes/?action=detalle&from=todos&id=441
Berg, Bruce L. (2001). Qualitative Research Methods for the Social Sciences. 4th ed. Boston, Massachusetts: Allyn & Bacon.
Boud, David & Lee, Alison (eds.) (2008). Changing Practices of Doctoral Education. London: Routledge.
Braun, Virginia & Clarke, Victoria (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3 (2), 77-101. DOI:10.1191/1478088706qp063oa
Brew, Angela (2001). Conceptions of Research: A Phenomenographic Study. Studies in Higher Education , 26 (3), 271-285. DOI:10.1080/03075070120076255
Brooks, Rachelle L. & Heiland, Donna (2007). Accountability, Assessment and Doctoral Education: Recommendations for Moving Forward. European Journal of Education, 42 (3), 351-362. DOI: 10.1111/j.1465-3435.2007.00311.x
Bruce, Christine & Stoodley, Ian (2013) Experiencing Higher Degree Research Supervision as Teaching. Studies in Higher Education, 38 (2), 226-241. DOI: 10.1080/03075079.2011.576338
Bruce, Christine; Stoodley, Ian & Pham, Binh (2009). Doctoral Student's Experience of Information Technology Research. Studies in Higher Education, 34 (2), 203-222. Disponible en: http://www.chrismills.com.au/files/335PDF/doctoral%20student%20technology%20research.pdf
Council of Graduate Schools, CGS, PhD Completion Program (2010). PhD Completion and Attrition: Findings from Exit Surveys of PhD Completers. Monograph. Released Sept. 2009.
Deem, Rosemary (2006). Conceptions of Contemporary European Universities: To Do Research Or Not To Do Research? European Journal of Education, 41 (2), 281-304. DOI: 10.1111/j.1465-3435.2006.00260.x
Deuchar, Ross (2008). Facilitator, Director or Critical Friend?: Contradiction and Congruence in Doctoral Supervision Styles. Teaching in Higher Education, 13 (4), 489-500. DOI: 10.1080/13562510802193905
Edwards, Brian (2002). Postgraduate Supervision: Is Having a PhD Enough? A paper presented at the Australian Association for Research in Education Conference Problematic Futures: Educational Research in an Era of... Uncertainty. Brisbane, Australia 1- 5, December, 2002. Disponible en: https://www.aare.edu.au/data/publications/2002/edw02382.pdf
Gaeta, Giuseppe Lucio (2013). Was it Worth It?: An Empirical Analysis of Over-Education among PhD Recipients in Italy. c.MET Working paper 02/2013. Disponible en: http://193.205.129.80/repec/cme/wpaper/cmetwp_02_2013.pdf
Gardner, Susan K. (2009). Student and Faculty Attributions of Attrition in High and Low-Completing Doctoral Programs in the United States. Higher Education, 58 (1), 97-112. DOI: 10.1007/s10734~008-9184-7
Green, Bill & Lee, Alison (1999). Educational Research, Disciplinarity and Postgraduate Pedagogy: On the Subject of Supervision. Review of Australian Research in Education, 5, 95-111.
Gunnarsson, Ronny K.; Jonasson, Grethe & Billhult, Annika (2013). The Experience of Disagreement between Students and Supervisors in PhD Education: A Qualitative Study. BioMedCentral, BMC Medical Education, 13, 134. DOI: 10.1186/1472-6920-13-134. Disponible en: https://www.researchgate.net/publication/257202573_The_experience_of_disagreement_between_students_and_supervisors_in_PhD_education_A_qualitative_study
Halaweh, Mohanad; Fidler, Christine & McRobb, Steve (2008). Integrating the Grounded Theory Method and Case Study Research Methodology within IS Research: A Possible Road Map. En ICIS 2008 Proceedings, Twenty Ninth International Conference on Information Systems, Paris France, 14-17 December 2008, 242-253. Atlanta, Georgia: International Conference on Information Systems.
Kärner, Anita & Puura, Väino (2008). Doctoral Education in Transition to Knowledge-based Society. Trames , 12 (1), 95-109. DOI: 10.3176/tr.2008.1.06. Disponible en: http://www.kirj.ee/public/trames_pdf/2008/issue_1/trames-2008-1-6.pdf
Kehm, Barbara M. (2006). Doctoral Education in Europe and North America: A Comparative Analysis. En Ulrich Teichler (ed.). The Formative Years of Scholars, 67-78. Portland Press: London, Series WennerGren International Series (83). Disponible en: http://www.portlandpress.com/pp/books/online/fyos/083/0067/0830067.pdf, http://www.portlandpress.com/pp/books/online/fyos/083/default.htm
Kiley, Margaret (2011). Developments in Research Supervisor Training: Causes and Responses. Studies in Higher Education, 36 (5), 585-599. DOI: 10.1080/03075079.2011.594595
Kiley, Margaret & Wisker, Gina (2009). Threshold Concepts in Research Education and Evidence of Threshold Crossing. Higher Education Research and Development, 28 (4), 431-441. DOI: 10.1080/07294360903067930
Kleijn, Renske A. M.; Mainhard, M. Tim; Meijer, Paulien C.; Pilot, Albert & Brekelmans, Mieke (2010). Master's Thesis Supervision: Relations between Perceptions of the Supervisor–Student Relationship, Final Grade, Perceived Supervisor Contribution to Learning and Student Satisfaction. Studies in Higher Education, 37 (8), 925-939. DOI:10.1080/03075079.2011.556717
Krauskopf, Manuel (2003). Indicadores cuantitativos de los doctorados conferidos en el país. ¿Falta de atención o expresión de subdesarrollo? Revista Calidad en la Educación, 18, 47-59. Disponible en: https://www.researchgate.net/publication/267789804_INDICADORES_CUANTITATIVOS_DE_LOS_DOCTORADOS_CONFERIDOS_ EN_EL_PAIS_FALTA_DE_ATENCION_O_EXPRESION_DE_SUBDESARROLLO
Lepp, Liina; Remmik, Marvi; Karm, Mari & Leijen, Äli (2013). Supervisor' Conceptions of Doctoral Studies. Trames, 17 (4), 401-415. DOI:10.3176/tr.2013.4.06. Disponible en: http://www.kirj.ee/public/trames_pdf/2013/issue_4/Trames-2013-4-401-415.pdf
Lincoln, Yvonna S. & Guba, Egon G. (1985). Naturalistic Inquiry. Beverly Hills, California: Sage.
Litalien, David & Guay, Frédéric (2015). Dropout Intentions in PhD Studies: A Comprehensive Model Bases on Interpersonal Relationships and Motivational Resources. Contemporary Educational Psychology, 41, 218-231. DOI: http://dx.doi.org/10.1016/j.cedpsych.2015.03.004
Manathunga, Catherine; Lant, Paul & Mellick, George (2006). Imagining an Interdisciplinary Doctoral Pedagogy. Teaching in Higher Education, 11 (3), 365-379. DOI: 10.1080/13562510600680954
McAlpine, Lynn & Norton, Judith (2006). Reframing Our Approach to Doctoral Programs: An Integrative Framework for Action and Research. Higher Education Research and Development, 25 (1), 3-17. DOI:10.1080/07294360500453012
Nettles, Michael T. & Millett, Catherine M. (2006). Three Magic Letters: Getting to PhD. Baltimore, Maryland: Johns Hopkins University Press.
Nulty, Duncan; Kiley, Margaret & Meyers, Noel (2009). Promoting and Recognising Excellence in the Supervision of Research Students: An Evidence-Based Framework. Assessment & Evaluation in Higher Education, 34 (6). DOI:10.1080/02602930802474193
Organisation for Economic Co-operation and Development, OECD (2013). Students Enrolled by Type of Institution [Statistic tables]. Disponible en: http://stats.oecd.org
Pearson, Margot & Kayrooz, Carole (2004). Enabling Critical Reflection on Research Supervisory Practice. The International Journal for Academic Development, 9 (1), 99-116. DOI: 10.1080/1360144042000296107
Renzulli, Joseph S.; Koehler, Jennifer L. & Fogarty, Elizabeth A. (2006). Operation Houndstooth Intervention Theory: Social Capital in Today's Schools. Gifted Child Today, 29 (1), 14-24. Disponible en: http://gifted.uconn.edu/wp-content/uploads/sites/961/2015/09/Social_Capital_in_Todays_Schools.pdf
Sadlak, Jan (2004). Doctoral Studies and Qualifications in Europe and the United States: Status and Prospects. Bucharest: United Nations Educational, Scientific and Cultural Organization, Centre Européen pour l'Enseignement Supérieur/European Centre for Higher Education, UNESCO-CEPES. Disponible en: http://unesdoc.unesco.org/images/0013/001364/136456e.pdf
Schreier, Margrit (2012). Qualitative Content Analysis in Practice. Thousand Oaks, California: Sage.
Taylor, Stan & Beasley, Nigel (2005). A Handbook for Doctoral Supervisors. London: Routledge Falmer.
Titus, Sandra L. & Ballou, Janice M. (2013). Ensuring PhD Development of Responsible Conduct of Research Behaviors: Who's Responsible? Science and Engineering Ethics, 20 (1), 221-235. DOI: 10.1007/s11948-013-9437-4
Wright, April; Murray, Jane P. & Geale, Patricia (2007). A Phenomenographic Study of What it Means to Supervise Doctoral Students. Academy of Management Learning and Education, 6 (4), 458-474. DOI:10.5465/amle.2007.27694946
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