Threshold crossings and doctoral education: learning from the examination of doctoral education

Wisker, Gina ; Kiley, Margaret ; Masika, Rachel (2016)

CITATION: Wisker, G., Kiley, M. & Masika, R. 2016. Threshold crossings and doctoral education: learning from the examination of doctoral education, in L. Frick, V. Trafford & M. Fourie-Malherbe (eds.). Being Scholarly: Festschrift in honour of the work of Eli M Bitzer. Stellenbosch: SUN MeDIA. 117-124. doi:10.18820/9781928314219/11.

The original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.

Chapters in Books

Introduction: 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.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/101705
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