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ERIC Number: EJ1163931
Record Type: Journal
Publication Date: 2017-Oct
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0892-0206
Supervising the Professional Doctoral Student: Less Process and Progress, More Peripheral Participation and Personal Identity
Mawson, Kate; Abbott, Ian
Management in Education, v31 n4 p187-193 Oct 2017
This article presents a discussion around issues of identity for part-time professional doctoral students. The current supervision arrangements of a professional doctoral programme were considered, using an exploratory study, to explore the idea that supervision for competent confident professionals should, in the early stages, focus on identity in addition to progress and process. Differing supervision models are discussed alongside ideas of identity development, more knowledgeable others and socialisation. It is suggested that individual academic supervision may focus too much on process and progress in the initial stages of professional doctorate programmes, and that supervision from a near peer in order to help students transition from the centre of their professional identity to the centre of a researcher identity may be of benefit. Alternative models are suggested for the leadership and the design of taught elements of these programmes, in order more fully to support the development of the competent professional's research identity.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A