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Institutional and supervisory support for the Thesis by Publication

Institutional and supervisory support for the Thesis by Publication The Thesis by Publication is garnering increasing interest across nations and disciplines. However, more needs to be learned about institutional and supervisory support for this thesis mode to ensure that doctoral candidates pursuing this approach enjoy the best possible outcomes. This paper draws on data from 246 recent successful doctoral candidates who took part in the 2018–2019 PhD candidates’ motivations, experiences, and opinions of the thesis by/with publications study. Findings suggest that perceived institutional support may be more common than supervisory support, and initial institutional support may be eclipsed by ongoing support. Findings suggest that more can be done to support students intending to embark on Thesis by Publication at induction, and that high quality supervisory support can be perceived as integral to candidate success in most cases. However, high dependence on supervisory support paired with comparatively limited institutional support can place workload pressure and increased accountability on supervisors, and may raise ethical implications that require close consideration. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Institutional and supervisory support for the Thesis by Publication

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References (58)

Publisher
SAGE
Copyright
© Australian Council for Educational Research 2020
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/0004944120929065
Publisher site
See Article on Publisher Site

Abstract

The Thesis by Publication is garnering increasing interest across nations and disciplines. However, more needs to be learned about institutional and supervisory support for this thesis mode to ensure that doctoral candidates pursuing this approach enjoy the best possible outcomes. This paper draws on data from 246 recent successful doctoral candidates who took part in the 2018–2019 PhD candidates’ motivations, experiences, and opinions of the thesis by/with publications study. Findings suggest that perceived institutional support may be more common than supervisory support, and initial institutional support may be eclipsed by ongoing support. Findings suggest that more can be done to support students intending to embark on Thesis by Publication at induction, and that high quality supervisory support can be perceived as integral to candidate success in most cases. However, high dependence on supervisory support paired with comparatively limited institutional support can place workload pressure and increased accountability on supervisors, and may raise ethical implications that require close consideration.

Journal

Australian Journal of EducationSAGE

Published: Apr 1, 2021

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