This book presents a comprehensive and systematic description of the underlying pedagogy inherent in doctoral supervision and its institutional context. It argues that doctoral supervision relies on an advanced form of pedagogy that is often tacit for both students and supervisors. The target audience for this book includes doctoral supervisors and students, people conducting research and developmental work in the field of doctoral education, and stakeholders and intellectual leaders in a broader academic context.
The author of this book presents the results of an extensive study of the research on doctoral supervision and education together with his own empirical findings from qualitative observation and interview studies at both Danish and British universities.