Chapters in Books (Centre for Higher and Adult Education)
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Browsing Chapters in Books (Centre for Higher and Adult Education) by Subject "Doctoral students -- South Africa"
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- Item(Re)Considering postgraduate education and supervision in the knowledge society(SUN MeDIA, 2016) Fourie-Malherbe, Magda; Aitchison, Claire; Bitzer, Eli; Albertyn, RuthINTRODUCTION: The title of this publication, Postgraduate supervision: Future foci for the knowledge society, locates higher education – and more specifically, postgraduate education and supervision – explicitly within discourses on the knowledge society. The aim of this volume is to employ this concept of the knowledge society and its corollary, the knowledge economy, as a heuristic for (re)considering the forms and purposes of postgraduate education and supervision in relation to contemporary realities and future possibilities. Thus the edition will be of interest to a wide range of postgraduate education stakeholders: national and institutional policy makers will value the broad range of up-to-date comparative case studies, while those at the coal-face – supervisors, support staff and students – will appreciate the many and varied renditions of postgraduate experiences at various ‘local’ sites. Key international and local authors combine in this edition to create a unique mix of global and local voices – some already well known, plus newer commentators. The chapters have been selected to provide a rich and nuanced balance of country and personal perspectives and experiences that explore and theorise contemporary concerns within the sector.
- ItemThreshold crossings and doctoral education: learning from the examination of doctoral education(AFRICAN SUN MeDIA, 2016) Wisker, Gina; Kiley, Margaret; Masika, RachelIntroduction: 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.