SAGE Journal Articles
Select SAGE journal articles are available to give you more insight into chapter topics. These are also an ideal resource to help support your literature reviews, dissertations and assignments.
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Abstract: This article explores the relationships among student-centered doctoral study for scholar-practitioners, adult development, and transformative learning.
Abstract: Doctoral supervision is one of the primary factors affecting doctoral degree completion and attrition rates. Basing their work on the concept of cognitive apprenticeship, the authors investigated the role that doctoral supervisors should adopt in supporting their students, in light of feedback from the latter. A total of 533 doctoral students completed an online survey, in which they were asked to describe their experience using a metaphor. Although the issue of support is rarely referred to directly in the resulting metaphors, the latter do seem to suggest that supervisors should adopt a coaching role.
Abdulai, R. T. and Owusu-Ansah, A. (2014) Essential Ingredients of a Good Research Proposal for Undergraduate and Postgraduate Students in the Social Sciences, SAGE OPEN DOI: 10.1177/2158244014548178 Published 22 August 2014
Abstract: As part of the requirements for the award of degrees in higher education institutions, students at undergraduate and postgraduate levels normally carry out research, which they report in the form of dissertations or theses. The research journey commences with the selection of a research topic and the preparation of a proposal on the selected topic. Experience has shown that students tend to encounter difficulties in writing research proposals for their supervisors because they do not fully comprehend what constitutes a research proposal. The purpose of this article is to take students through a step-by-step process of writing good research proposals by discussing the essential ingredients of a good research proposal.
Rayner, S., Lord, J.,Parr, E. and Rachel Sharkey, R. (2015) ‘Why has my world become more confusing than it used to be?’ Professional doctoral students reflect on the development of their identity, Management in Education, 29, (4): pp. 158-163.
Abstract: This article reports on research into the experience of professional doctoral students and is written by the students themselves. We place our work in the context of recent empirical research into the development of doctoral student identity. Using a theoretical approach based on the work of Etienne Wenger, we examine how the aims and curriculum of our programme interplay with our professional learning. We do not find a simple progression from practitioner to researcher; rather, we find a fluid and complex relationship between those two identities.