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

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dc.contributor.authorWisker, Ginaen_ZA
dc.contributor.authorKiley, Margareten_ZA
dc.contributor.authorMasika, Rachelen_ZA
dc.date.accessioned2017-06-02T09:56:23Z
dc.date.available2017-06-02T09:56:23Z
dc.date.issued2016
dc.descriptionCITATION: 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.descriptionThe original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.en_ZA
dc.description.abstractIntroduction: 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.versionPublisher's versionen_ZA
dc.identifier.citationWisker, 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.isbn978-1-928314-20-2en_ZA
dc.identifier.issn978-1-928314-21-9en_ZA
dc.identifier.otherdoi:10.18820/9781928314219/11
dc.identifier.urihttp://hdl.handle.net/10019.1/101705
dc.language.isoen_ZAen_ZA
dc.publisherAFRICAN SUN MeDIAen_ZA
dc.relationBeing Scholarly: Festschrift in honour of the work of Eli M Bitzeren_ZA
dc.relation.haspartAcademic Literacy Revisited: A Space for Emerging Postgraduate Voices?en_ZA
dc.relation.haspartAn Imagined Discussion about Tackling Doctoral Supervisionen_ZA
dc.relation.haspartBringing the Community into Higher Educationen_ZA
dc.relation.haspartCentres and Insititutes as Academic Organisational Unitsen_ZA
dc.relation.haspartCounting and Countering the Opportunity Cost of Professional Learning: a 'Care-full' Approachen_ZA
dc.relation.haspartDeveloping Higher Education Curriculum in the Health Sciences Contexten_ZA
dc.relation.haspartDoctoral Students' Identities: Does it Matter?en_ZA
dc.relation.haspartEquity and Access: a Curriculum Perspectiveen_ZA
dc.relation.haspartMaking Sense of Research in Higher Educationen_ZA
dc.relation.haspartReflecting on Critical Citizenship in critical timesen_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101704
dc.relation.urihttp://hdl.handle.net/10019.1/101703
dc.relation.urihttp://hdl.handle.net/10019.1/101599
dc.relation.urihttp://hdl.handle.net/10019.1/101695
dc.relation.urihttp://hdl.handle.net/10019.1/101698
dc.relation.urihttp://hdl.handle.net/10019.1/101694
dc.relation.urihttp://hdl.handle.net/10019.1/101701
dc.relation.urihttp://hdl.handle.net/10019.1/101699
dc.relation.urihttp://hdl.handle.net/10019.1/101702
dc.relation.urihttp://hdl.handle.net/10019.1/101697
dc.rights.holderAFRICAN SUN MeDIA and Authorsen_ZA
dc.subjectDoctoral supervision -- South Africaen_ZA
dc.subjectDoctoral students -- South Africaen_ZA
dc.subjectPhD degrees -- Supervisionen_ZA
dc.subjectDoctor of philosophy degrees -- Supervisionen_ZA
dc.titleThreshold crossings and doctoral education: learning from the examination of doctoral educationen_ZA
dc.typeChapters in Booksen_ZA
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