Deborah Laurs – författare

This multidisciplinary, multi-voiced book looks at the practice and pedagogy of generic, across-campus support for doctoral students. With a global imperative for increased doctoral completions, universities around the world are providing more generic support. This book represents collegial cross-fertilisation focussed on generic pedagogy, provided by contributors who are practitioners working and researching at the pan-disciplinary level which complements supervision.In the UK, funding for two weeks annual training in transferable skills for each doctoral scholarship recipient has caused an explosion of such teaching, which is now flourishing elsewhere too; for example, endorsed by the Carnegie Initiative on the Doctorate in the USA and developed extensively in Australia. Generic doctoral support is expanding, yet is a relatively new kind of teaching, practised extensively only in the last decade and with its own ethical, practical and pedagogical complexities. These raise a number of questions:How is generic support funded and situated within institutions?Should some sessions be compulsory for doctoral students?Where do the boundaries lie between what can be taught generically or left to supervisors as discipline-specific?To what extent is generic work pastoral?What are its main benefits? Its challenges? Its objectives?Over the last two decades supervision has been investigated and theorised as a teaching practice, a discussion this book extends to generic doctoral support.This edited book has contributions from a wide range of authors and includes short inset narratives from academic authorities, accumulatively enabling discussion of practice and the establishment of a benchmark for this growing topic.

This multidisciplinary, multi-voiced book looks at the practice and pedagogy of generic, across-campus support for doctoral students. With a global imperative for increased doctoral completions, universities around the world are providing more generic support. This book represents collegial cross-fertilisation focussed on generic pedagogy, provided by contributors who are practitioners working and researching at the pan-disciplinary level which complements supervision.In the UK, funding for two weeks annual training in transferable skills for each doctoral scholarship recipient has caused an explosion of such teaching, which is now flourishing elsewhere too; for example, endorsed by the Carnegie Initiative on the Doctorate in the USA and developed extensively in Australia. Generic doctoral support is expanding, yet is a relatively new kind of teaching, practised extensively only in the last decade and with its own ethical, practical and pedagogical complexities. These raise a number of questions:How is generic support funded and situated within institutions?Should some sessions be compulsory for doctoral students?Where do the boundaries lie between what can be taught generically or left to supervisors as discipline-specific?To what extent is generic work pastoral?What are its main benefits? Its challenges? Its objectives?Over the last two decades supervision has been investigated and theorised as a teaching practice, a discussion this book extends to generic doctoral support.This edited book has contributions from a wide range of authors and includes short inset narratives from academic authorities, accumulatively enabling discussion of practice and the establishment of a benchmark for this growing topic.

Developing Research Writing is designed to encourage, inspire and improve the advisory practice of providing writing feedback. This book provides insights and advice that supervisors can use to advance their support of their research students’ writing and, at the same time, survive increasing supervisory demands.Book parts are framed by empirical supervisor and doctoral student experiences and chapters within each part provide multiple approaches. The carefully chosen contributors are specialists on research writing and doctoral pedagogy, who guide the reader through the key stages of providing feedback. Split into nine key parts the book covers: starting a new supervision with writing in focus; making use of other resources along the way; encouraging style through control of language; writing feedback on English as an Additional Language (EAL) writing; Master’s and Honours smaller projects’ writing feedback; thesis by publication or performance-based writing; maintaining and gathering momentum; keeping the examiner happy; writing feedback as nudging through identity transition. The parts cohere into a go-to handbook for developing the supervision process. Drawing on research, literature and experience, Developing Research Writing offers well-theorized, yet practical and grounded advice conducive to good practices.