Traversing the Doctorate

Chapter 1. Traversing the Doctorate: Situating scholarship and identifying issues; Tanya M. Machin, Marc Clarà and Patrick Alan Danaher.- Chapter 2. Conceptual review of digital competences for doctoral supervision; Guillermo Bautista Pérez and Anna Escofet.- Chapter 3. Confirmation of candidature: An autoethnographic reflection from the dual identities of student and research administrator; Cristy Bartlett and Douglas Eacersall.- Chapter 4. Communicating 'success' with research students: Institutional responsibilities in encouraging a culture of research higher degree completions; Mark Emmerson.- Chapter 5. A picture of the research field of doctoral education from the students' perspectives: studies using questionnaires and scales; Maria Cerrato-Lara, Montserrat Castelló Badia and Kirsti Lonka.- Chapter 6. Engineering the doctorate: Designing a highway to traverse; Jay Somasundaram and Prue Howard.- Chapter 7. Research on doctoral supervision: What we have learnt in the last 10years; Gabriela González-Ocampo and Montserrat Castelló.- Chapter 8. Doctoral supervision as a relational endeavour: A pedagogical commitment and reciprocal growth; Nona Press, Dolene Rossi, Coralie Graham and Patrick Alan Danaher.- Chapter 9. Shifting players: Supervision changes during the PhD journey; Jennifer Tatebe.- Chapter 10. Writing regularly as a thesis-completion strategy; Brian Martin.- Chapter 11. Tiptoeing around the institution? Doctoral supervision in the knowledge economy; Atholl Murray and Cecily Jensen-Clayton.- Chapter 12. Creating a community of practice in a practice-led PhD; Sarah Peters and Janet McDonald.- Chapter 13. Looking for, learning from and finally becoming the voice of experience: A communities of practice perspective on the doctoral journey; Aastha Malhotra.- Chapter 14. Supervising at a distance: The transformation of assistance during a doctoral journey across different continents; Bernadita Justiniano, Teresa Mauri and Marc Clarà.- Chapter

Tanya M. Machin is Lecturer in Psychology and Counselling at the University of Southern Queensland, Australia. Her research focuses on social media, developmental psychology and research ethics. Marc Clarà is a Serra Húnter Fellow at the University of Lleida, Spain. His research interests include teachers' reflection, teachers' emotions and decision-making, and dialogic educational interaction, especially collective inquiry. Patrick Alan Danaher is Acting Dean of the Graduate Research School at the University of Southern Queensland, Australia. He is also an Adjunct Professor in the School of Education and the Arts at Central Queensland University, Australia, and Docent in Social Justice and Education at the University of Helsinki, Finland.