{"id":331,"date":"2023-10-02T19:56:45","date_gmt":"2023-10-02T23:56:45","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/chapter\/additional-resources-3-2\/"},"modified":"2023-10-23T14:20:33","modified_gmt":"2023-10-23T18:20:33","slug":"ca-additional-resources","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/chapter\/ca-additional-resources\/","title":{"raw":"Additional Resources","rendered":"Additional Resources"},"content":{"raw":"<strong>Whose name should go first? <\/strong>By Adam Crymble. December 4, 2013.\r\n\r\n<a href=\"https:\/\/www.universityaffairs.ca\/career-advice\/career-advice-article\/whose-name-should-go-first\/\">https:\/\/www.universityaffairs.ca\/career-advice\/career-advice-article\/whose-name-should-go-first\/<\/a>\r\n<ul>\r\n \t<li>Tensions related to authorship can be alleviated by discussing as early as possible \u2013 when first pitching project ideas to potential collaborators, as soon as a student arrives, or when first being asked to collaborate on a project<\/li>\r\n \t<li>Authorship norms vary widely across disciplines, so it\u2019s especially important to discuss early in a project when working with colleagues in other disciplines<\/li>\r\n \t<li>Framing the conversation around discussing intended project outputs or perspectives on authorship generally can be better for initiating the conversation.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nJairam, D., &amp; H. Kahl Jr., D. (2012). <strong>Navigating the doctoral experience: The role of social support in successful degree completion<\/strong>. <em>International Journal of Doctoral Studies, 7<\/em>, 311\u2013329. <a href=\"https:\/\/doi.org\/10.28945\/1700\">https:\/\/doi.org\/10.28945\/1700<\/a>\r\n<ul>\r\n \t<li>Focuses on impact of social support on doctoral degree completion.<\/li>\r\n \t<li>Links stress and feelings of social isolation to doctoral attrition.<\/li>\r\n \t<li>States that social support can mediate negative effects of stress.<\/li>\r\n \t<li>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.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nHalse, C. (2011). <strong>\u2018Becoming a supervisor\u2019: The impact of doctoral supervision on supervisors\u2019 learning.<\/strong> <em>Studies in Higher Education, 36<\/em>(5), 557\u2013570. <a href=\"https:\/\/doi.org\/10.1080\/03075079.2011.594593\">https:\/\/doi.org\/10.1080\/03075079.2011.594593<\/a>\r\n<ul>\r\n \t<li>Focuses on what and how supervisors learn from doctoral supervision relationships.<\/li>\r\n \t<li>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.<\/li>\r\n \t<li>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).<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nCardilini, A. P., Risely, A., &amp; Richardson, M. F. (2021). <strong>Supervising the PhD: identifying common mismatches in expectations between candidate and supervisor to improve research training outcomes.<\/strong> <em>Higher Education Research &amp; Development<\/em>, 1-15. <a href=\"https:\/\/doi.org\/10.1101\/2020.02.20.958520\">https:\/\/doi.org\/10.1101\/2020.02.20.958520<\/a>\r\n<ul>\r\n \t<li>Investigates impacts of common mismatches between PhD candidates and supervisors on research training outcomes and mental health.<\/li>\r\n \t<li>PhD candidates and supervisors differ in expectations of guidance given and in the perceived impact of the relationship on mental wellbeing.<\/li>\r\n \t<li>Supervisors believe they give more guidance to candidates than candidates perceive.<\/li>\r\n \t<li>Personal expectations and research progress negatively influenced over half of all candidates\u2019 mental health.<\/li>\r\n \t<li>Provides four suggestions to supervisors to increase effective communication, avoid potential conflict and promote candidate success and wellbeing.<\/li>\r\n<\/ul>","rendered":"<p><strong>Whose name should go first? <\/strong>By Adam Crymble. December 4, 2013.<\/p>\n<p><a href=\"https:\/\/www.universityaffairs.ca\/career-advice\/career-advice-article\/whose-name-should-go-first\/\">https:\/\/www.universityaffairs.ca\/career-advice\/career-advice-article\/whose-name-should-go-first\/<\/a><\/p>\n<ul>\n<li>Tensions related to authorship can be alleviated by discussing as early as possible \u2013 when first pitching project ideas to potential collaborators, as soon as a student arrives, or when first being asked to collaborate on a project<\/li>\n<li>Authorship norms vary widely across disciplines, so it\u2019s especially important to discuss early in a project when working with colleagues in other disciplines<\/li>\n<li>Framing the conversation around discussing intended project outputs or perspectives on authorship generally can be better for initiating the conversation.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Jairam, D., &amp; H. Kahl Jr., D. (2012). <strong>Navigating the doctoral experience: The role of social support in successful degree completion<\/strong>. <em>International Journal of Doctoral Studies, 7<\/em>, 311\u2013329. <a href=\"https:\/\/doi.org\/10.28945\/1700\">https:\/\/doi.org\/10.28945\/1700<\/a><\/p>\n<ul>\n<li>Focuses on impact of social support on doctoral degree completion.<\/li>\n<li>Links stress and feelings of social isolation to doctoral attrition.<\/li>\n<li>States that social support can mediate negative effects of stress.<\/li>\n<li>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.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Halse, C. (2011). <strong>\u2018Becoming a supervisor\u2019: The impact of doctoral supervision on supervisors\u2019 learning.<\/strong> <em>Studies in Higher Education, 36<\/em>(5), 557\u2013570. <a href=\"https:\/\/doi.org\/10.1080\/03075079.2011.594593\">https:\/\/doi.org\/10.1080\/03075079.2011.594593<\/a><\/p>\n<ul>\n<li>Focuses on what and how supervisors learn from doctoral supervision relationships.<\/li>\n<li>Supervisors learn about social and political context of supervision (learning the &#8216;rules of the game&#8217; and self-protective strategies) and respond differently depending on seniority\/cultural capital.<\/li>\n<li>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).<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Cardilini, A. P., Risely, A., &amp; Richardson, M. F. (2021). <strong>Supervising the PhD: identifying common mismatches in expectations between candidate and supervisor to improve research training outcomes.<\/strong> <em>Higher Education Research &amp; Development<\/em>, 1-15. <a href=\"https:\/\/doi.org\/10.1101\/2020.02.20.958520\">https:\/\/doi.org\/10.1101\/2020.02.20.958520<\/a><\/p>\n<ul>\n<li>Investigates impacts of common mismatches between PhD candidates and supervisors on research training outcomes and mental health.<\/li>\n<li>PhD candidates and supervisors differ in expectations of guidance given and in the perceived impact of the relationship on mental wellbeing.<\/li>\n<li>Supervisors believe they give more guidance to candidates than candidates perceive.<\/li>\n<li>Personal expectations and research progress negatively influenced over half of all candidates\u2019 mental health.<\/li>\n<li>Provides four suggestions to supervisors to increase effective communication, avoid potential conflict and promote candidate success and wellbeing.<\/li>\n<\/ul>\n","protected":false},"author":1292,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[47],"contributor":[],"license":[],"class_list":["post-331","chapter","type-chapter","status-publish","hentry","chapter-type-standard"],"part":329,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters\/331","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/users\/1292"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters\/331\/revisions"}],"predecessor-version":[{"id":392,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters\/331\/revisions\/392"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/parts\/329"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters\/331\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/media?parent=331"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapter-type?post=331"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/contributor?post=331"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/license?post=331"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}