ContentsForeword 1 by Stan Taylor xxForeword 2 by Doug Cleaver xxiiAcknowledgements xxivIntroduction to Innovative Approaches to Doctoral Supervision 1Martyn Polkinghorne, Julia Taylor, and Fiona Knight1 Recruitment and selection of doctoral students 18Case study 1.1: Doctoral student recruitment and selection 18Jane Andrews and Richard WallerCase study 1.2: Nurturing the conditions for learning to thrive 23Clive PalmerCase study 1.3: Matching supervisors and doctoral students 28R. Lyle Skains2 Supervisory relationships with doctoral students 36Case study 2.1: Inclusive and equitable doctoral supervision 36Priti ChopraCase study 2.2: Building successful supervision relationships 41Lynn Nichol, Robin Bell, and Vessela V. WarrenCase study 2.
3: Cultural calibration in supervisory relationships 45Amrita Kaur and Mohammad NomanCase study 2.4: Productive strategies for relationship development 52Bo Wen and Scott Foster3 Supervisory relationships with co-supervisors 61Case study 3.1: The journey of co-supervision 61Panagiotis PentarisCase study 3.2: Collaborative supervisory relationships 66Sharon CahillCase study 3.3: Co-supervision across disciplines 71Dan Bendrups and Raúl Sanchez-Urribarrí4 Supporting doctoral research projects 78Case study 4.1: Supervision of doctoral students at a distance 78Stephen G. ParkerCase study 4.2: Knowledge production in practice-based doctorates 84Mark ReadmanCase study 4.
3: Goal-oriented doctoral supervision teams 90Elizabeth Peel, Gabriel Knott-Fayle, and Gemma L. Witcomb5 Keeping doctoral research on track 98Case study 5.1: Navigating the doctoral journey 98Leslie Morrison Gutman and Fatima YounasCase study 5.2: Strategies for supporting doctoral students 104Jane BrooksCase study 5.3: Project management to support doctoral students 109Martyn Polkinghorne, Julia Taylor, and Fiona KnightCase study 5.4: Supporting doctoral students who are struggling 115Jennie Golding6 Encouraging doctoral students to write 123Case study 6.1: Overcoming obstacles when writing a doctoral thesis 123Vessela V. Warren and Pamela F.
MurrayCase study 6.2: Supporting doctoral students with their writing 128Vijay Kumar and Farhana BakarCase study 6.3: Developing the writing skills of doctoral students 133Kirsten Riches-Suman7 Disseminating doctoral research findings 141Case study 7.1: Supervising practice-based doctoral students 141Robert EdgarCase study 7.2: Maximising research impact through effective feedback 146Zaleha AbdullahCase study 7.3: Developing communication and collaboration skills 150Deborah M. Riby, Simon Rees, and Sabina Strachan8 Personal, professional, and career development of doctoral students 160Case study 8.1: Guiding the career development of doctoral students 160James Marson and Katy FerrisCase study 8.
2: Supporting the mental health and wellbeing of doctoral students 166Chloe Casey, Steve Trenoweth, Fiona Knight, and Julia TaylorCase study 8.3: Assisting doctoral students to develop their socio-emotional skills 172Camila Devis-Rozental and Martyn PolkinghorneCase study 8.4: Preparing doctoral students for life after their doctorate 179Carol Rivas9 Supporting doctoral students through completion 190Case study 9.1: Supporting the final stages of the doctoral journey 190Kirsten Riches-Suman, Anne M. Graham, and Krzysztof J. PaluchCase study 9.2: Supporting doctoral students to complete on time 195Gelareh RoushanCase study 9.3: Navigating the emotional journey of completing a PhD 200Helen O''Sullivan and Martyn PolkinghorneCase study 9.
4: The role of the viva voce doctoral examination 206Vijay Kumar, Amrita Kaur, and Farhana Bakar10 Enhancing supervisory practice 214Case study 10.1: Supporting supervisor continuing professional development 214Fiona Knight and Julia TaylorCase study 10.2: Collaborative development of practice 219Jennie GoldingCase study 10.3: A system perspective of doctoral supervision 225Milena BobevaConclusion to Innovative Approaches to Doctoral Supervision 235Martyn Polkinghorne, Julia Taylor, and Fiona Knight.