每个导师都告诉我他或她自己的事情： 与两位博士生导师一起工作的个人生活经历
摘要
师一起工作的个人生活经历，以激励当地、地区和全球的新生博士生。运用解释现象学的分析框架，本文重述了与
两位博士生导师合作的正面和负面经验，重点关注三种矛盾类型的经验：（I）与资历保持平衡的态度和毅力；（II）
与导师-被导师的工作节奏相匹配；（III）处理两位导师不同的内容取向，从而及时完成博士学业。该论文认为，与
两位博士生导师共事的经历既令人愉快又充满挑战，但候选人必须具备战略性的人际交往能力。它告诉新生博士候
选人关于应对两位导师的策略技巧和及时完成博士之旅的经验教训。
关键词
全文:
PDF参考
[1]Bramson, R.M. (1988). Coping with Difficult People:
The proven-effective battle plan that has helped millions deal
with the troublemakers in their lives at home and at work. New
York: Penguin Random House.
[2]Creswell, J.W. (2013). Qualitative Inquiry and
Research Design: Choosing Among Five Approaches, 3 rd Ed.,
Sage: Los Angeles.
[3]Devos, C., Boudrenghien, G., Van der Linden, N.,
Frenay, M., Azzi, A., Galand, B., & Klein, O. (2016). Mis-fits
between doctoral students and their supervisors: (How) Are
they regulated? International Journal of
[4]Doctoral Studies, 11, 467-486. Retrieved from http://
www.informingscience.org/Publications/3621(accessed 26
March, 2017).
[5]Gazzola, N., De Stefano, J., Thériault, A. &Audet, C.
(2014). Positive experiences of doctoral-level supervisors intraining conducting group-format supervision: a qualitative
investigation. British Journal of Guidance & Counseling, 42 (1),
26-42. DOI: 10.1080/03069885.2013.799263.
[6]Goffman, E. (1959). The Presentation of Self in
Everyday Life. Harmondsworth: Penguin.
[7]Harman, G. (2003). PhD student satisfaction with
course experience and supervision in two Australian Researchintensive Universities. Prometheus, 21 (3), 312-333. DOI:10.1
080/0810902032000113460.
[8]Hill, T., et al. (1994). Research students and their
supervisors in education and psychology, in: R.G. Burgess (Ed.)
Postgraduate Education and Training in the Social Sciences:
processes and products. London: Jessica Kingsley.
[9]Hockey, J. (1996). Motives and Meaning amongst
PhD Supervisors in the Social Sciences. British Journal of
Sociology of Education, 17 (4), 489-506. Taylor & Francis,
Ltd. Retrieved from http://www.jstor.org/stable/1393160
(accessed22 March, 2017).
[10]Jairam, D., & Kahl Jr., D. H. (2012). Navigating the
doctoral experience: The role of social support in successful
degree completion. International Journal of Doctoral Studies, 7,
311-329. DOI:10.1007/s10212-016-0290-0.
[11]Kilbride, A. J. (2003). How Couples Appraise and
Communicate about their Fertility Problems: A study using
Interpretative Phenomenological Analysis. Unpublished PhD
Thesis. The University of Hull.
[12]Kristof-Brown, A. L., Zimmerman, R. D., & Johnson,
E. C. (2005). Consequences of individuals’ fit at work: A
meta-analysis of person-job, person-organization, persongroup, and person-supervisor fit. Personnel Psychology, 58,
281-342. DOI: 10.1111/j.1744-6570.2005.00672.x.
[13]Orodho, J.A., Nzabalirwa, W., Odundo, J. Waweru,
P.N. & Ndayambaje, I. (2016). Quantitative and Qualitative
Research Methods: A step by Step Guide to Scholarly
Excellence. Nairobi: Kanezja Publishers.
[14]Paglis, L. L., Green, S. G., & Bauer, T. N. (2006).
Does adviser mentoring add value? A longitudinal study of
mentoring and doctoral student outcomes. Research in Higher
Education, 47(4), 451-476. DOI: 10.1007/s11162-005-
9003-2.
[15]Silverman, D. (1985). Qualitative Methodology and
Sociology: Describing the social world. Aldershot: Gower.
[16]Smith, J. A., Flowers, P. & Larkin, M. (2009).
Interpretative Phenomenological Analysis: Theory, Method and
Research. London: SAGE publications Ltd.
[17]Turner,G. (2015). Learning to supervise: four
journeys. Innovations in Education and Teaching International,
52 (1), 86-98. DOI: 10.1080/14703297.2014.981840.
[18]Welman, J. C. & Kruger, S. J. (2001). Research
methodology: for the business and administrative sciences.
Cape Town: Oxford University Press Southern Africa.
[19]Winfield, G. (1987). The Social Science PhD: The
ESRC Enquiry on Submission Rates. The Report London:
ESRC.
[20]Wright, J. & Lodwick, R. (1989). The process of
the PhD: a study of the first year of doctoral study. Research
Papersin Education, 4, 22-56.
DOI: http://dx.doi.org/10.12361/2661-3522-04-04-88
Refbacks
- 当前没有refback。
数据库合作单位
