Threshold crossings and doctoral education: learning from the examination of doctoral education
Date
2016
Journal Title
Journal ISSN
Volume Title
Publisher
AFRICAN SUN MeDIA
Abstract
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.
Description
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.
The original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.
Keywords
Doctoral supervision -- South Africa, Doctoral students -- South Africa, PhD degrees -- Supervision, Doctor of philosophy degrees -- Supervision
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.