“Most important is that they figure out how to solve the problem”: how do advisors conceptualize and develop research autonomy in chemistry doctoral students?

Author:

Barnard Rachel A.ORCID,Shultz Ginger V.ORCID

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference41 articles.

1. Åkerlind, G. S. (2012). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 31(1), 115–127. https://doi.org/10.1080/07294360.2011.642845 .

2. Austin, A. E. (2002). Preparing the Next Generation of Faculty: Graduate School as Socialization to the Academic Career. The Journal of Higher Education, 73(1), 94–122. https://doi.org/10.2307/1558449 .

3. Austin, A. E., & McDaniels, M. (2006). Preparing the professoriate of the future: graduate student socialization for faculty roles. In Higher education (pp. 397–456). Dordrecht: Springer.

4. Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman Retrieved from http://hdl.handle.net/2027/ . Accessed 8 Jul 2015.

5. Barnes, B. J. (2005). Success in graduate school: how exemplary advisors guide their doctoral advisees (Ph.D.). Michigan State University, United States -- Michigan. Retrieved from http://search.proquest.com/docview/305461254/abstract/F2591A25DF4846C8PQ/1 . Accessed 8 Jun 2018.

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