Conclusion
Author:
Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-97-0460-6_15
Reference16 articles.
1. Guerin, C., & Green, I. (2015). ‘They are the bosses’: Feedback in team supervision. Journal of Further and Higher Education, 39(3), 320–335. https://doi.org/10.1080/0309877X.2013.831039
2. Hill, D. (2011). A contentious triangle: Grading and academic freedom in the academy. Higher Education Quarterly, 65(1), 3–11. https://doi.org/10.1111/j.1468-2273.2010.00465.x
3. Huet, I., & Casanova, D. (2022). Exploring the professional development of doctoral supervisors through workplace learning: A literature review. Higher Education Research & Development, 41(3), 774–788. https://doi.org/10.1080/07294360.2021.1877629
4. Kiley, M. (2011). Developments in research supervisor training: Causes and responses. Studies in Higher Education, 36(5), 585–599. https://doi.org/10.1080/03075079.2011.594595
5. Kumar, V., & Wald, N. (2023). Ambiguity and peripherality in doctoral co-supervision workload allocation. Higher Education Research & Development, 42(4), 860–873. https://doi.org/10.1080/07294360.2022.2115984
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