Threshold crossings and doctoral education: learning from the examination of doctoral education
dc.contributor.author | Wisker, Gina | en_ZA |
dc.contributor.author | Kiley, Margaret | en_ZA |
dc.contributor.author | Masika, Rachel | en_ZA |
dc.date.accessioned | 2017-06-02T09:56:23Z | |
dc.date.available | 2017-06-02T09:56:23Z | |
dc.date.issued | 2016 | |
dc.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. | en_ZA |
dc.description | The original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa. | en_ZA |
dc.description.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. | en_ZA |
dc.description.version | Publisher's version | en_ZA |
dc.identifier.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. | en_ZA |
dc.identifier.isbn | 978-1-928314-20-2 | en_ZA |
dc.identifier.issn | 978-1-928314-21-9 | en_ZA |
dc.identifier.other | doi:10.18820/9781928314219/11 | |
dc.identifier.uri | http://hdl.handle.net/10019.1/101705 | |
dc.language.iso | en_ZA | en_ZA |
dc.publisher | AFRICAN SUN MeDIA | en_ZA |
dc.relation | Being Scholarly: Festschrift in honour of the work of Eli M Bitzer | en_ZA |
dc.relation.haspart | Academic Literacy Revisited: A Space for Emerging Postgraduate Voices? | en_ZA |
dc.relation.haspart | An Imagined Discussion about Tackling Doctoral Supervision | en_ZA |
dc.relation.haspart | Bringing the Community into Higher Education | en_ZA |
dc.relation.haspart | Centres and Insititutes as Academic Organisational Units | en_ZA |
dc.relation.haspart | Counting and Countering the Opportunity Cost of Professional Learning: a 'Care-full' Approach | en_ZA |
dc.relation.haspart | Developing Higher Education Curriculum in the Health Sciences Context | en_ZA |
dc.relation.haspart | Doctoral Students' Identities: Does it Matter? | en_ZA |
dc.relation.haspart | Equity and Access: a Curriculum Perspective | en_ZA |
dc.relation.haspart | Making Sense of Research in Higher Education | en_ZA |
dc.relation.haspart | Reflecting on Critical Citizenship in critical times | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101704 | |
dc.relation.uri | http://hdl.handle.net/10019.1/101703 | |
dc.relation.uri | http://hdl.handle.net/10019.1/101599 | |
dc.relation.uri | http://hdl.handle.net/10019.1/101695 | |
dc.relation.uri | http://hdl.handle.net/10019.1/101698 | |
dc.relation.uri | http://hdl.handle.net/10019.1/101694 | |
dc.relation.uri | http://hdl.handle.net/10019.1/101701 | |
dc.relation.uri | http://hdl.handle.net/10019.1/101699 | |
dc.relation.uri | http://hdl.handle.net/10019.1/101702 | |
dc.relation.uri | http://hdl.handle.net/10019.1/101697 | |
dc.rights.holder | AFRICAN SUN MeDIA and Authors | en_ZA |
dc.subject | Doctoral supervision -- South Africa | en_ZA |
dc.subject | Doctoral students -- South Africa | en_ZA |
dc.subject | PhD degrees -- Supervision | en_ZA |
dc.subject | Doctor of philosophy degrees -- Supervision | en_ZA |
dc.title | Threshold crossings and doctoral education: learning from the examination of doctoral education | en_ZA |
dc.type | Chapters in Books | en_ZA |