Ressources pour
l’encadrement doctoral

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Bibliographie

Nous vous fournissons pour le moment une bibliographie indicative et non exhaustive concernant le doctorat en général et l’encadrement doctoral en particulier (motivation, montée en compétence, relation). Nous enrichirons peu à peu cette section avec de nouveaux documents et en proposant des synthèses / fiches de lecture des différents documents. N’oubliez pas que ce site est collaboratif : n’hésitez pas à nous contacter pour nous signaler des sources manquantes ou pour nous proposer votre synthèse d’un document.

Articles de recherche

  • Åkerlind, G. et L. McAlpine 2015, Supervising doctoral students: variation in purpose and pedagogy, Studies in Higher Education (publié en ligne)
  • Amundsen C. et L. McAlpine 2009, ‘Learning supervision’ : trial by fire, Innovations in Education and Teaching International 46(3):331-342
  • Celik, K. 2013, The Contribution of Supervisors to Doctoral Students in Doctoral Education: A Qualitative Study, Creative Education 4(1):9-17
  • De Valero Y.F. 2001, Departmental factors affecting time-to-degree and completion rates of doctoral students at one land-grant research institution, Journal of Higher Education 72(3):341-367
  • Doloriert, C., S. Sambrook et J. Stewart 2012, Power and emotion in doctoral supervision: implications for HRD, European Journal of Training and Development 36(7):732-750
  • Durette B., M. Fournier et M. Lafon 2016, The core competencies of PhDs, Studies in Higher Education 41(8):1355-1370
  • Gérard, L. et A. Daele 2016, L’évolution de la formation doctorale a-t-elle engendré une évolution dans les pratiques d’accompagnement doctoral ?, Recherche & formation 79:43-62
  • Golde C. 2000, Should I stay or should I go ? Student descriptions of the doctoral attrition process, Review of Higher Education 23(2):199-227
  • Gremmo, M.-J. et L. Gérard 2008, Accompagner les apprentis-chercheurs: jeux et enjeux de la direction de mémoire, Recherche et formation 59:43-58
  • Halse C. 2011, ‘Becoming a supervisor’ : the impact of doctoral supervision on supervisors’ learning, Studies in Higher Education 36(5):557-570
  • Halse C. et J. Malfroy 2010, Retheorizing doctoral supervision as professionnal work, Studies in Higher Education 35(1):79-92
  • Heath T. 2002, A quantitative analysis of PhD students’ views of supervision, Higher Education Research and Development 21(1):41-53
  • Herzberg, F., B. Mausner et B.B. Snyderman 1959, The motivation to work, John Wiley
  • Huang, J.C. 2010, Publishing and learning writing for publication in English: Perspectives of NNES PhD students in science, Journal of English for Academic Purposes 9(1):33-44
  • Kam B.H. 2007, Style and quality in research supervision: the supervisor dependency factor, Higher Education 34(1):81-103
  • Kamler B. et P. Thomson 2008, The Failure of Dissertation Advice Books : Toward Alternative Pedagogies for Doctoral Writing, Educational Researcher 37(8):507-514
  • Kiley M. 2011, Developments in research supervisor training : causes and responses, Studies in Higher Education 36(5):585-599
  • Kwan B.S. 2009, Reading in preparation for writing a PhD thesis: Case studies of experiences, Journal of English for Academic Purposes 8(3):180-191
  • Lee A. 2007, Developing effective supervisors: Concepts of research supervision, South African Journal of Higher Education 21(4):680-693
  • Lonka, K., A. Chow, J. Keskinen, K. Hakkarainen, N. Sandström et K. Pyhältö 2014, How to measure PhD students’ conceptions of academic writing – and are they related to well-being?, Journal of Writing Research 5(3):245-269
  • Lovitts, B. et C. Nelson 2000, The Hidden Crisis in Graduate Education: Attrition from Ph.D. Programs, Academe 86(6):44-50
  • Manathunga, C. 2005, Early warning signs in postgraduate research education: a different approach to ensuring timely completions, Teaching in Higher Education 10(2):219-233
  • Maslow A.H. 1943, A theory of motivation, Psychological Review 50:370-396
  • Neumann R., J. Guthrie 2001, Quality enhancement in Doctoral education : Developing a more public process, Journal of the Australian and New Zealand Academy of Management 7(1):13-24
  • Nordentoft H.M., R. Thomsen et G. Wichmann-Hansen 2013, Collective academic supervision : a model for participation and learning in higher education, Higher Education 65(5):581-593
  • Pearson M. et A. Brew 2002, Research Training and Supervision Development, Studies in Higher Education 27(2):135-150
  • Pearson M. et C. Kayrook 2004, Enabling critical reflection on research supervisory practice, International Journal for Academic Development 9(1):99-116
  • Petersen E.B. 2007, Negotiating academicity : postgraduate research supervision as category boundary work, Studies in Higher Education 32(4):475-487
  • Stubb, J., K. Pyhältö et K. Lonka 2010, Balancing between inspiration and exhaustion: PhD students’ experienced socio-psychological well-being, Studies in Continuing Education 33(1):33-50
  • Taylor, C.A. 2011, More than meets the eye: the use of videonarratives to facilitate doctoral students’ reflexivity on their doctoral journeys, Studies in Higher Education 36(4):441-458
  • Turner G. 2015, Learning to supervise : four journeys, Innovations in Education and Teaching 52(1):86-98
  • Vehviläinen, S. et E. Löfström 2016, ‘I wish I had a crystal ball’: discourses and potentials for developing academic supervising, Studies in Higher Education 41(3):508-524
  • Vilkinas T. 2002, The PhD process : the supervisor as manager, Education+Training 44(3):129-137
  • Whitelock, D., D. Faulkner et D. Miell 2008, Promoting creativity in PhD supervision: Tensions and dilemmas, Thinking Skills and Creativity 3(2):143-153

Ouvrages et chapitres de livre

  • Boud D. et A. Lee 2009, Changing Practices of Doctoral Education, Routledge
  • Carter S. et D. Laurs 2014. Developing Generic Support for Doctoral Students: Practice and Pedagogy. Routledge
  • Delamont S. 2000. The Doctoral Experience: Success and Failure in Graduate School. London: Falmer
  • Delamont S. 2004, Supervising the Doctorate: A Guide to Success. 2nd ed. Maidenhead: Open University Press
  • Eley, A. R. 2012. Becoming a Successful Early Career Researcher. London: Routledge
  • Kamler, B. 2006. Helping Doctoral Students Write: Pedagogies for Supervision. Abingdon, Oxon ; New York: Routledge
  • Marian, P. et R. Gordon 2010. The Unwritten Rules Of Phd Research. McGraw-Hill Education (UK).
  • Oliver, P. 2013, Writing your thesis, SAGE
  • Peelo, M. 2011. Understanding supervision and the PhD. A&C Black
  • Philipps, E. et D. Pugh 2010, How To Get A Phd: a handbook for students and their supervisors, McGraw-Hill Education (UK)
  • Reidy, J. et P. Green 2005, Collaborative Knowledge Management and the Art of Coaching: Reflections on the Diverse Roles of the Successful Supervisor, in P. Green (éd), Supervising Postgraduate Research: Contexts and Processes, Theories and Practices, RMIT University Press (Melbourne)
  • Wisker, G. 2012. The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations. Palgrave Macmillan

Rapports

  • Ainley J. 2001, The 1999 Postgraduate Research Experience Questionnaire, Canberra : Department of Education, Training and Youth Affairs
  • Hammond J., K. Ryland, M. Tennant et D. Boud 2010, Building research supervision and training accross Australian universities : Final report, Sydney : University of Technology
  • Moguérou, P., J. Murdoch et J-J. Paul 2003, Les déterminants de l’abandon en thèse: étude à partir de l’enquête Génération 98 du Céreq, in « Les données longitudinales dans l’analyse du marché du travail »
  • Sinclair, M. 2004. The Pedagogy of ’good’ PhD Supervision: A National Cross-Disciplinary Investigation of PhD Supervision. Department of Education, Science and Training Canberra

Autres documents