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Abstract

Aim/Purpose: This paper considers the role of supervisors’ discipline expertise in doctoral learning from a student perspective. Background: Doctoral students need to develop expertise in a particular field of study. In this context, developing expertise requires doctoral students to master disciplinary knowledge, conventions and scholarship under the guidance of supervisors. Methodology: The study draws on a mixed-method approach, using an online survey and semi-structured interviews conducted with doctoral students. Contribution: The paper brings to the fore the role of supervisors’ discipline expertise on doctoral students’ research progress. Findings: The survey data suggest that doctoral students nominate their supervisors on the basis of their discipline expertise. They also view supervisors’ expertise as key to the development of ‘insider’ knowledge of their doctoral research. Recommendations for Practitioners: Supervisors play a pivotal role in helping doctoral students overcome intellectual barriers by imparting their discipline knowledge as well as balancing satisfactory doctoral completion rate and high quality student experience. Impact on Society: Doctoral supervision equips doctoral students with the right arsenal to be able to competently operate within their field and prepares them for their future research or professional career that demands a high level of discipline expertise.

Item Type:	Article
Authors/Creators:	Gube, JCC and Getenet, ST and Satariyan, A and Muhammad, Y
Keywords:	discipline expertise, research expertise, doctoral students, PhD students, supervisors, doctoral learning support, student-supervisor fit
Journal or Publication Title:	International Journal of Doctoral Studies
Publisher:	Informing Science Institute
ISSN:	1556-8881
Copyright Information:	Licensed under Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) https://creativecommons.org/licenses/by-nc/4.0/
Related URLs:	UTAS Profile: Satariyan, A
Item Statistics:	View statistics for this item

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