(AFRICAN SUN MeDIA, 2016) Wisker, Gina; Kiley, Margaret; Masika, Rachel
Introduction: Doctoral supervision has been identified as a key factor in timely PhD completion.
Therefore, this chapter sets out to explore what can be learned from doctoral
examinations to support doctoral education and supervision. Applying the lens
of threshold concepts theories it reflects on findings raised in previous research
reports. We argue that threshold concepts theories, in addition to providing
useful insights for doctoral examining, also inform supervisory approaches and
enhance doctoral students’ learning and completion. We show that understanding
conceptual threshold crossing at different stages in a doctoral student’s learning
journey, and the learning, teaching and supervision which support this, can lead to
more effective learner strategies, focused guidance and student preparation.