1. U of Alberta Enhancing doctoral education: A collaborative endeavour? Lynn McAlpine, Oxford University Cheryl Amundsen, Simon Fraser University (As you get settled) Please respond to Part A of the handout and discuss with the person next to you.

2. A global focus

3. Doing a doctorate …. ?

4. Why do a doctorate? I wanted to pursue personal intellectual interests. I wanted to increase my knowledge in my field of study. I needed a doctorate to enter into or advance in my field. A faculty member recommended I pursue a doctorate. *All options chosen: top to bottom most common whether full or part-time

5. The personal …

6. Doctoral activities

7. Doctoral-academic work … practice

8. What students reported Writing Reading/ knowing the literature Other Reflection

9. Relationships: Who do students interact with ? Who is most important?

10. Interactions: Day-to-day and most important

11. Another view of relationships (Mack & Passet, 1993)

12. What do students expect of supervisors?

13. Expertise, experience, most informed about ‘my work’ Concrete constructive timely feedback on work (writing, design, data collection, analysis) Feedback on overall progress Available (meeting at least once a month) Ethical advice (co-authorship, referreeing fairly, appropriate use of research funds) Dealing with bureaucratic tangles and regulations ** Shifts in frequency and nature of need over time ** Rarely mentioned: career planning, reading

14. Other challenges: Why some students take longer

15. Supervisory relationship Absence Lack of intellectual investment Conflict Concurrent chronic family/ personal issues When students seek help Lack of information (including who to see) about issue Lack of consistent response

16. Moving forward: an agenda

17. What is missingWhat is working

18. Moving forward: an agenda Critical review – scanning the landscape, e.g., U of A report Codes of practice for supervision, e.g., Oxford Exit survey of all doctoral students who leave including those not graduating, e.g., SFU Institutional regular reporting structures (students and supervisors), e.g., Oxford electronic report Review institutional resources: –Oxford, Career Services academic mentoring program –McGill, Counselling Service self help group Ensure visibility of resources: –SFU, Faculty of Education Handbook for Students and Supervisors –McGill, Faculty of Education ‘ABCs of the PhD’ workshops –Oxford, research supervision website Our ideas: PracticesOur ideas: Policies

19. Contacting us camundsa@sfu.calynn.mcalpine@learning.ox.ac.uk lynn.mcalpine@mcgill.ca