16 Additional Resources

Whose name should go first? By Adam Crymble. December 4, 2013.

https://www.universityaffairs.ca/career-advice/career-advice-article/whose-name-should-go-first/

• Tensions related to authorship can be alleviated by discussing as early as possible – when first pitching project ideas to potential collaborators, as soon as a student arrives, or when first being asked to collaborate on a project
• Authorship norms vary widely across disciplines, so it’s especially important to discuss early in a project when working with colleagues in other disciplines
• Framing the conversation around discussing intended project outputs or perspectives on authorship generally can be better for initiating the conversation.

Jairam, D., & H. Kahl Jr., D. (2012). Navigating the doctoral experience: The role of social support in successful degree completion. International Journal of Doctoral Studies, 7, 311–329. https://doi.org/10.28945/1700

• Focuses on impact of social support on doctoral degree completion.
• Links stress and feelings of social isolation to doctoral attrition.
• States that social support can mediate negative effects of stress.
• Recommends graduate students to: a) align with a small group of academic friends and prepare for inevitable peer competition, b) educate and seek assistance from family members, c) establish good rapport with a doctoral adviser.

Halse, C. (2011). ‘Becoming a supervisor’: The impact of doctoral supervision on supervisors’ learning. Studies in Higher Education, 36(5), 557–570. https://doi.org/10.1080/03075079.2011.594593

• Focuses on what and how supervisors learn from doctoral supervision relationships.
• Supervisors learn about social and political context of supervision (learning the ‘rules of the game’ and self-protective strategies) and respond differently depending on seniority/cultural capital.
• Supervisors also learn about: Disciplined supervision (creating a professional relationship with students); self and other within the relationship (being more adaptive and responsive to student needs, learning through failure and acknowledging power dynamics); their own academic discipline (gaining insights from students).

Cardilini, A. P., Risely, A., & Richardson, M. F. (2021). Supervising the PhD: identifying common mismatches in expectations between candidate and supervisor to improve research training outcomes. Higher Education Research & Development, 1-15. https://doi.org/10.1101/2020.02.20.958520

• Investigates impacts of common mismatches between PhD candidates and supervisors on research training outcomes and mental health.
• PhD candidates and supervisors differ in expectations of guidance given and in the perceived impact of the relationship on mental wellbeing.
• Supervisors believe they give more guidance to candidates than candidates perceive.
• Personal expectations and research progress negatively influenced over half of all candidates’ mental health.
• Provides four suggestions to supervisors to increase effective communication, avoid potential conflict and promote candidate success and wellbeing.