ABSTRACT

The professional development of doctoral supervisors is a relatively new area of academic development that is still non-existent in many higher education institutions worldwide. This is particularly relevant to explore as several other studies indicate that the quality of doctoral supervision has a direct impact on the doctoral student progression and attrition rates and on the quality of the student experience. The purpose of this literature review is to explore what has been written about the professional development of doctoral supervisors, with a focus on understanding how learning takes place in the workplace. Through a systematic literature review approach, 20 manuscripts in the social sciences were identified as providing an in-depth exploration of the topic under study. The analysis of these manuscripts was situated within the theories of adult and workplace learning. Professional development occurred in different shapes and forms and is shaped by institutional and national academic cultures. There was a common understanding that learning occurred more often through self-reflection and dialogue, in both formal and informal learning spaces, and that there is a need for focusing more on the pedagogy of the doctorate. The article ends by suggesting a set of institutional recommendations for promoting the professional development of supervisors.

摘要

博士生导师的专业发展是一个相对较新的学术发展领域，在全球许多高等教育机构中仍然不存在。这与探索特别相关，因为其他几项研究表明，博士生监督的质量对博士生的进展和流失率以及学生体验的质量有直接影响。这篇文献综述的目的是探索关于博士生导师专业发展的文章，重点是了解学习是如何在工作场所发生的。通过系统的文献回顾方法，社会科学中的 20 篇手稿被确定为对所研究的主题进行了深入探索。对这些手稿的分析是在成人和工作场所学习的理论范围内进行的。专业发展以不同的形式和形式发生，并受到机构和国家学术文化的影响。人们普遍认为，在正式和非正式的学习空间中，学习更多地通过自我反思和对话进行，并且需要更多地关注博士学位的教学法。文章最后提出了一套促进监事专业发展的制度建议。在正式和非正式的学习空间中，有必要更多地关注博士的教学法。文章最后提出了一套促进监事专业发展的制度建议。在正式和非正式的学习空间中，有必要更多地关注博士的教学法。文章最后提出了一套促进监事专业发展的制度建议。