1st Edition
Developing Generic Support for Doctoral Students Practice and pedagogy
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
Biography
Susan Carter coordinated a generic doctoral programme from 2004-2012 and now works with supervisors as an academic developer within the recently established Centre for Learning and Research in Higher Education at the University of Auckland, New Zealand.
Deborah Laurs is a senior learning advisor at Victoria University of Wellington, New Zealand, where she runs research skills seminars and thesis-writing workshops, as well as providing one-to-one support to students from all disciplines and at all stages of their doctoral journey.
"...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
