TY - BOOK ID - 48259541 TI - Traversing the Doctorate : Reflections and Strategies from Students, Supervisors and Administrators AU - Machin, Tanya M. AU - Clarà , Marc. AU - Danaher, Patrick Alan. PY - 2019 SN - 3030237311 3030237303 PB - Cham : Springer International Publishing : Imprint: Palgrave Macmillan, DB - UniCat KW - Universities and colleges. KW - Doctoral students KW - Psychology. KW - Education, Higher. KW - Dissertations, Academic. KW - Education—Research. KW - Maturation (Psychology). KW - Higher Education. KW - Thesis and Dissertation. KW - Research Methods in Education. KW - Personal Development. KW - Growth (Psychology) KW - Personal development KW - Personal growth KW - Developmental psychology KW - Academic dissertations KW - Programs, Academic KW - Theses KW - Thesis writing KW - Universities and colleges KW - Academic disputations KW - College students KW - Higher education KW - Postsecondary education KW - Dissertations KW - Education KW - PhD students KW - Ph. D students KW - Graduate students KW - Colleges KW - Degree-granting institutions KW - Higher education institutions KW - Higher education providers KW - Institutions of higher education KW - Postsecondary institutions KW - Public institutions KW - Schools KW - Education, Higher KW - Ph. D. students KW - Higher education. UR - https://www.unicat.be/uniCat?func=search&query=sysid:48259541 AB - This book explores the multiple ways in which doctoral programs are traversed by students, supervisors and administrators. Rather than proposing a single, homogeneous approach as the most effective form of doctoral education, the editors and contributors focus on the diversity of global approaches to the doctorate, including doctoral experiences from Australia, Finland, Chile, New Zealand and Spain. The doctorate emerges from this analysis as a highly complex, heterogeneous and situated phenomenon that resists easy solutions. Strategies that are successful in traversing the doctorate are found to be grounded in contexts that cannot necessarily be generalised to other situations: in doing so, the authors emphasise the importance of presenting a diverse array of experiences and stories. The separate and shared perspectives of doctoral students, supervisors and administrations are mapped and analysed in ways that bring their voices compellingly to life: this book will be of interest and value to students and scholars of the doctoral journey, as well as of international and comparative education. ER -