Search results

This paper explores theoretical perspectives on supervisors' pedagogical dilemmas when deciding whether to terminate or continue problematic supervision relationships. This paper aims to unravel the complexities and challenges inherent in such decision-making processes while also discussing potential support mechanisms for supervisors.

Adopting a reflective narrative approach, this paper presents a fictional narrative to illustrate the intricacies of doctoral supervision. The narrative is divided into three parts, each followed by an analysis rooted in theoretical perspectives.

This article offers guidelines across individual, departmental and organisational levels to address critical moments in doctoral supervision. By incorporating various strategies and perspectives, it helps to understand the dilemmas that supervisors may encounter. A decision-making support guide is also provided to suggest ways of handling these challenging situations.

Drawing from theoretical perspectives, this paper offers practical solutions. A supervision support guide is developed to help establish support mechanisms at different levels, assisting supervisors in managing critical moments in doctoral supervision.

Addressing a rarely discussed issue, this paper highlights the complexity of supervisors' decisions regarding the termination of PhD students. It not only sheds light on these difficult choices but also offers practical guidelines for supervisors navigating such scenarios.

Increasing interest in PhD processes calls for valid and reliable survey instruments that cover key aspects of the PhD experience. Based on recent research, existing questionnaires and interviews with PhD students, the Quality in PhD Processes Questionnaire (QPPQ) was developed to cover a range of influential factors such as perceptions of the research environment and psychological well-being. This paper aims at validating the QPPQ for measuring quality in PhD processes.

This study assesses the validity of the QPPQ’s scales with special attention to factorial, convergent and discriminatory validity. Six scales were developed based on exploratory and confirmatory factor analyses applied to 23 items in a sample of 1,670 PhD students representing various academic disciplines.

Results were promising concerning the scales’ psychometric properties and indicators of validity.

The QPPQ offers itself as a theoretically grounded and thoroughly tested instrument for the purposes of evaluating and developing PhD programs at a local level or for researching PhD processes in general.