ABSTRACT

New to the academy’s ‘publish or perish’ game, doctoral students hold varied expectations of supervisors in relation to their publishing endeavours. These expectations can be unrealistic or contradictory to those of the supervisors and thus make supervision problematic. Set in a faculty of education in New Zealand, this study explores fantasies, fallacies and realities in doctoral students’ perceptions and experiences of their supervisors’ roles in doctoral publishing. The data analysed include online questionnaires and semi-structured interviews with 12 doctoral students, in which they describe their supervisors’ roles variously as feedback providers, advisers, co-authors and managers. The students’ perceptions are a mix of fantasies, fallacies and realities that are entangled with the temporality of their study and the open-ended process of being a becoming-student. The findings suggest a need for a dialogic space between students and supervisors to promote mutual understandings and foster a tailored, dynamic supervision, particularly in doctoral publishing.

摘要

对于学院的“出版或灭亡”游戏来说，博士生对导师对他们的出版工作抱有不同的期望。这些期望可能与监管者的期望不切实际或矛盾，从而使监管存在问题。本研究以新西兰的一所教育学院为背景，探讨了博士生对其导师在博士出版中的角色的看法和经历中的幻想、谬误和现实。分析的数据包括对 12 名博士生的在线问卷调查和半结构化访谈，他们在访谈中描述了他们的导师作为反馈提供者、顾问、合著者和管理者的不同角色。学生的看法是幻想的混合体，谬误和现实与他们学习的暂时性和成为学生的开放过程纠缠在一起。研究结果表明，学生和导师之间需要一个对话空间，以促进相互理解，并培养量身定制的、动态的监督，尤其是在博士出版方面。