This multidisciplinary, multi-voiced book looks at the practice and pedagogy of generic, across-campus support for doctoral students. With a global imperative for increased doctoral completions, universities around the world are providing more generic support. This book represents collegial cross-fertilisation focussed on generic pedagogy, provided by contributors who are practitioners working and researching at the pan-disciplinary level which complements supervision.
In the UK, funding for two weeks annual training in transferable skills for each doctoral scholarship recipient has caused an explosion of such teaching, which is now flourishing elsewhere too; for example, endorsed by the Carnegie Initiative on the Doctorate in the USA and developed extensively in Australia. Generic doctoral support is expanding, yet is a relatively new kind of teaching, practised extensively only in the last decade and with its own ethical, practical and pedagogical complexities. These raise a number of questions:
Over the last two decades supervision has been investigated and theorised as a teaching practice, a discussion this book extends to generic doctoral support.
This edited book has contributions from a wide range of authors and includes short inset narratives from academic authorities, accumulatively enabling discussion of practice and the establishment of a benchmark for this growing topic.
"…The book identifies the key issues related to the development of doctoral training programmes in the UK and Australasia over the last two decades, including initial development, objectives and challenges. The complementary nature of the work undertaken by research supervisor and generic doctoral training learning advisor is considered. From its position in the ‘borderlands between disciplines’ a generic training programme’s contributions to equity and access, language acquisition, critical thinking, pastoral care and career preparation are all discussed and debated. Ultimately however, reliable measurement of the contribution of such programmes to the doctoral experience still remains elusive." - Pam Herman, a former Research Graduate School Manager at an Australian University
Acknowledgements Contributors Introduction Part 1 1. Context Anne Lee 2. Putting Together a Doctoral Skills Programme Cally Guerin, Ian Brailsford, Susan Carter, Jean Webb, Deborah Laurs Part 2 3. Responding to Cross-Campus Student Requirements Susan Carter, Catherine Cook, Gina Wisker, Gillian Robinson, Mary Roberts, Linda Evans 4. Acknowledging Values, Identity and Equity, Vicky Gunn, Sally Knowles, Lisa Chant, Susan Carter 5. Generic Support for English as an Additional Language (EAL) students, Catherine Manathunga, Sara M Cotterall, Xiaodan Gao, Karen Commons, Meeta Chatterjee-Padmanabhan 6. Writing: Intrinsic to Research Shosh Leshem, Vernon Trafford, Chris Trevitt, Clare Aitchison, Miki Seifert 7. Writing: Process, Product and Identity Development Deborah Laurs, Cath Fraser, Heather Hamerton, Susan Carter, Sue Starfield, Brian Paltridge, Bronwyn James Part 3 8 Part-Time and Digital Support Amy Cartwright, Terry Evans, Inger Mewburn 9. Preparation for Careers Jean Rath, Natalie Lundsteen, Anne Lee 10 Evaluation of Generic Doctoral Support, Tony Bromley, Deborah Laurs & Susan Carter Conclusion Index Works Cited