If you start working as a professional in the field of doctoral studies, you soon come across the topic of “supervision” or the question: how can we as a university, but also as service providers, ensure or at least contribute to the quality of supervision by our researchers. And this of course means, on the one hand, thinking about quality in supervision at all, and on the other hand reflecting on the complexity of the topic of supervision. One way to immerse yourself in the topic is to take a closer look at the handbooks on the topic of “PhD Supervision”.
When I started to work at the Center for Doctoral Studies in 2010, I was new in the field of doctoral education. Thus, to get a broader understanding of the developments in doctoral education at the University of Vienna, my senior colleagues recommended me to read the 10 Salzburg Principles from 2005, which mark the beginning of new developments in doctoral education in many European countries.
The need to promote good research conduct and research integrity, and how to achieve it has been debated by Universities, funders, and publishers alike for many years. However, in this current pandemic climate it has never been more timely to highlight the importance of good trustworthy, reliable research.
What does someone working in the field of doctoral education need to know? Being familiar with the framework conditions of doctoral education, with local regulations as well as with international policies are characteristics of professionals in doctoral education.We put together some important policy papers, guidelines, reference documents, interesting books or scholarly works, without any claim to completeness. Anyone wishing to share a text, a reference or any other relevant document with the community is welcome to do so via the PRIDE website.
Do you think there is something missing?
You think there is something missing?