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Minding the gap in doctoral supervision for a contemporary world: a case from Italy.

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Title: Minding the gap in doctoral supervision for a contemporary world: a case from Italy.
Authors: Maguire, Kate, Prodi, Elena, Gibbs, Paul
Source: Studies in Higher Education. May2018, Vol. 43 Issue 5, p867-877. 11p.
Subjects: Doctoral programs, Doctoral advisors, Doctoral students, Information economy, Education, Adults, Higher education
Geographic Terms: Italy
Abstract: Doctoral supervision has attracted significant attention from higher education bodies over the last 15 years, stimulated by shifts in educational and socio-political contexts including what supports the knowledge economy and the stakeholdership of students. This paper conceptualises work worlds through Heideggerian discourse and presents exploratory findings from interviews with workplace supervisors analysed within the framework of the SuperProfDoc research project. It then draws on these findings and the mentoring and coaching literature to contribute to integrating supervision practices between the academy and the workplace. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Doctoral supervision has attracted significant attention from higher education bodies over the last 15 years, stimulated by shifts in educational and socio-political contexts including what supports the knowledge economy and the stakeholdership of students. This paper conceptualises work worlds through Heideggerian discourse and presents exploratory findings from interviews with workplace supervisors analysed within the framework of the SuperProfDoc research project. It then draws on these findings and the mentoring and coaching literature to contribute to integrating supervision practices between the academy and the workplace. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03075079.2018.1438114
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        Text: English
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      – SubjectFull: Doctoral programs
        Type: general
      – SubjectFull: Doctoral advisors
        Type: general
      – SubjectFull: Doctoral students
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      – SubjectFull: Information economy
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      – SubjectFull: Education
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      – SubjectFull: Italy
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              Text: May2018
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