Our aim was to identify the ethical issues faced by students in the behavioral and natural sciences during their doctoral programmes. The participants were 28 PhD students who were interviewed about their doctoral study and supervision experiences. We identified a total of 102 ethical issues compromising the principles of nonmaleficence, beneficence, autonomy, justice, or fidelity. There were some differences in emphases, with the students in the behavioral sciences displaying a broader range of ethical compromises than the students (...) in the natural sciences. Ethical problems emerged in the individual supervisor–student relationships, but often problems involving the scholarly community appeared in the background. (shrink)

The increasing need for innovative research driven by rapid global changes gives doctoral supervisors of early-stage researchers a significant role in facilitating the ethical conduct of qualitative research. In the context of European Commission funding, the demands of research ethics and integrity place a tremendous responsibility on the supervisors of early-stage researchers involved in cross-national projects. This document study seeks to illuminate the role of the supervisors in facilitating research ethics in these projects. Specifically, we describe and discuss the (...) supervisor role associated with five approaches to doctoral supervision of qualitative research, namely those described as ‘Functional’, ‘Enculturation’, ‘Critical thinking’, ‘Emancipation’ and ‘Developing a quality relationship’. The main challenges for supervisors of cross-national research projects are the cultural and linguistic mobilisation of ethical principles in qualitative research processes and the management of the future use of open data. The results from this study have implications for planning and conducting cross-national studies within research involving human participants. These results can guide supervisors in the codification and mobilisation of ethical qualitative research in practice. (shrink)

Clinical supervision provides the foundation for cultivating ethical practice and professionalism for mental health trainees. Exploration and management of a supervisee’s personal reactivity or countertransference is a critical component of supervision and has clear ethical implications for clinical management and the development of clinical competence. This article discusses supervision practice and presents the results of a study that investigated the influence of supervisor–supervisee relationship on clinical and counseling doctoral students’ CT disclosures. Respondents completed the Working Alliance (...) Inventory–Supervisee form and the Personal Reaction Disclosure Questionnaire, which assessed respondents’ comfort and likelihood of reporting CT reactions to hypothetical clinical interactions. Results of this analogue study demonstrated positive associations between supervisory alliance and reported comfort and likelihood of CT disclosures, highlighting the importance of the alliance and drawing attention to supervisors their responsibility to particularly attend to the bond dimension of the relationship. (shrink)

This timely volume conceptualises and applies the philosophical notions of wonder, wander, and whisper, serving as evaluative paradigms for objective assessment of quality doctoral research work and supervision in South African higher education. Written by one of the foremost academics in the field, the book combines the normative philosophical, educational and moral notions of wonder, wander, and whisper with academic life and studies, focusing on doctoral work and supervision not just as cognitive or scientific processes, but (...) also as existential, ethical, and political shaping of the self. By reflecting on three decades of doctoral supervision, the author gives an account of how his students have been initiated into moral discourses of democratic citizenship education and the intellectual adventures they have embarked upon through scholarly texts. The book also presents itself as a decolonial venture that repositions and resituates doctoral education in resistance to the hegemony of colonisation, inhumanity, inequality, unfreedom and injustice in Southern Africa. Ultimately arguing for the relevance of wonder, wander, and whisper in academic culture, the book will appeal to scholars, researchers, and postgraduates in the fields of higher education, philosophy of education, and sociology of education as well as African Education and doctoral studies more broadly. (shrink)

The Good Supervisor engages readers in dialogue and active reflection on the strategies of effective supervision of PhDs, postgraduate and undergraduate research. Accessibly written, it encourages supervisors to reflect on and enhance their research supervision practice with a diversity of students on a variety of research projects: Postgraduate and undergraduate levels, international and distance students practice and professional research research leading to creative process and products/creations the PhD by publication supervising your colleagues interpersonal skills managing diversity in learning (...) styles, gender, age and culture. The book is also useful for students undertaking research. There is special focus on research skills development.and on supporting students through and beyond the examination process. (shrink)

This article explicates the specific manners in which professorial power is indexed and implemented in the first personal pronoun `I' in academic discourse. The matter of analytic interest is to find out how the semiotic sign `I' acquires its semantic property of power in the pragmatic context of doctoral supervision. The data under consideration consist of two dyadic interactions conducted respectively by a PhD candidate with her two supervisors in an American university. The data analyses reveal that professorial (...) power may be performed in two different ways in three types of communicative acts — directive, evaluative, and explanative. The findings here may have some important implications for academic supervision in terms of the relationship between language and power. (shrink)

Given the prevalence of misconduct in research and among students in higher education, there is a need to create solutions for how best to prevent such behaviour in academia. This paper proceeds on the assumption that one way forward is to prepare students in higher education at an early stage and to encourage a smoother transition from academic integrity to research integrity by incorporating academic integrity training as an ongoing part of the curriculum. To this end, this paper presents three (...) checklists developed as part of the Erasmus+ Strategic Partnership project _Bridging Integrity in Higher Education, Business and Society_ (BRIDGE, 2020-1-SE01-KA203-077973). The aim of the checklists is to help students and their supervisors to bridge academic integrity and research integrity in research training. The checklists target master students, doctoral students, and their supervisors. This paper presents the theoretical background of the checklists, how they were developed, their content, and how they may be used in supervising thesis/dissertation work to promote a transition from academic integrity to research integrity. (shrink)

Nel corso degli ultimi 20 anni c’è stata una espansione globale in materia di istruzione dottorale e in particolare di ‘dottorati professionali’. Difficoltà nell’avanzamento e nel completamento diventano sempre più il centro dell’attenzione per tutti i tipi di dottorato. È stato riconosciuto che una serie di fattori al di là di quelli prettamente demografici potrebbe influire sulla possibilità di completare gli studi. C’è ancora molto da imparare sul motivo per cui l’avanzamento e il completamento del dottorato sono così impegnativi. In (...) questo articolo vorremmo mettere in evidenza un settore che sembra trascurato dalla ricerca: l’esperienza emotivamente complessa del percorso di dottorato.Offriamo un contributo al dibattito su ciò che è necessario per facilitare il successo e intrinsecamente un soddisfacente avanzamento all’interno di un programma di dottorato professionale. Noi sosteniamo che una maggiore attenzione debba essere prestata al cammino esperienziale di studenti di dottorato dal momento che essi hanno il difficile compito di integrare la loro vita personale, professionale e accademica. Il nostro interesse per le risorse emotive di cui gli studenti possono avvalersi durante il loro percorso di dottorato è iniziato con la progettazione e lo sviluppo del nostro primo dottorato professionale in materia di sanità e cura. Attraverso la nostra iniziale esperienza con due gruppi di studenti, abbiamo riflettuto sullo sviluppo del dottorato professionale, in generale, e trasversalmente a diverse altre discipline, per comprendere meglio come facilitare una buona esperienza di dottorato e una conclusione nei tempi.L’importanza di partecipare all’esperienza emotiva all’interno del complesso percorso di dottorato professionale ci ha portato al concetto di ‘nourished scholarship’ . Si definisce la nozione di ‘nourished scholarship’ come un percorso di apprendimento che lega i valori personali, significativi e attuali, allo sviluppo e al contributo professionale. Tale nutrimento emotivo è caratterizzato da una soddisfacente esperienza di scambio tra il sé, l’apprendimento e la comunità di pratica/studio. La nostra opinione è che tale nutrimento emotivo sia una risorsa fondamentale da cui gli studenti attingono al momento di negoziare le sfide complesse del percorso professionale di dottorato. Al fine di illustrare il significato di ‘nourished scholarship’ descriviamo alcune delle sue dimensioni emotive chiave. Queste dimensioni possono essere agevolate in vari modi, ma qui ne segnaliamo uno in particolare: il sostegno reciproco e la supervisione di gruppo facilitata. Al fine di illustrare le dimensioni della ‘nourished scholarship’ quindi noi riflettiamo su un caso specifico, quello di una coorte di studenti di dottorato professionale. Sono state estratte alcune loro esperienze per illustrare sette dimensioni che sono importanti per contribuire all’esperienza di ‘nourished scholarship’ come una risorsa di sostegno:- Sperimentare i benefici di appartenenza- Aiutarsi vicendevolmente a contenere l’ansia- Vivere la crescente fiducia- Accettare comunanza e unicità- Miglioramento personale, identità professionale e accademica attraverso la chiarificazione dei valori- Sperimentare i benefici di relazionarsi ad una più ampia comunità scientifica- Accettare i ritmi dei tempi in cui ricevere dei tempi attivi.Inoltre, in questo articolo si riflette su come la particolare struttura del programma di dottorato è stata in grado di sostenere lo sviluppo di queste risorse. Ci sono state tre caratteristiche chiave che crediamo siano state fondamentali nel modo in cui il programma è stato progettato e realizzato:a) ‘Cohortness’ in cui gli studenti si impegnano con il programma come un gruppo in viaggio.b) Supervisione di coorte: anche se tutti studiavano diversi argomenti, si è formato un gruppo insieme a due facilitatori accademici per discutere il processo, l’esperienza del percorso e il loro apprendimento.c) Una strategia di valutazione flessibile che permette agli studenti di progredire in modo personale e non lineare.Il valore potenziale di questo articolo per i programmi educativi è che fornisce un quadro per focalizzare l’attenzione sull’importanza del percorso emotivo e sui modi per sostenere la motivazione degli studenti e la resilienza. Noi crediamo che questo quadro abbia un potenziale trasferibile ad altre situazioni in cui tali risorse emotive possono essere importanti.During the past 20 years there has been a global expansion in doctoral education and in particular professional doctorates. Difficulties with progression and completion have increasingly become the focus of attention within both academic and professional contexts. It has been acknowledged that a range of factors, beyond demographics, could be influential in whether students are able to sustain their studies to completion. In this paper we stress the importance of conceptualising professional doctoral studies as a personal, professional and academic journey that is sustained by emotional factors that may need more explicit attention. As such, our contribution is the delineation of a phenomenon that we call ‘nourished scholarship’. We wish to illustrate how such ‘nourished scholarship’ functions as a resource for sustaining motivation and integration through the doctoral journey. We offer seven dimensions that a doctoral programme needs to embody in order to facilitate ‘nourished scholarship’: belonging, containing anxiety, growing confidence, commonality and uniqueness, values clarification, scholarly community, and negotiating the rhythms of receptive and active times. We illustrate these dimensions in the context of a professional doctorate programme that emphasises ‘cohort supervision’ as the primary resource for facilitating such nourished scholarship. We believe that this notion has transferable potential to other provisions where such emotional resources may be important. (shrink)

Historically, it has been presumed that being an experienced researcher was enough in itself to guarantee effective supervision. This has always been a dubious presumption, and it has become an untenable one in the light of global developments in the doctorate itself and in the candidate population which have transformed demands upon expectations of supervisors. This handbook will assist both new and experienced supervisors to respond to these changes. Divided into six parts the book looks at the following issues: (...) * Changing contexts of doctoral supervision * Recruiting, selecting and working with doctoral candidates * Supporting the research project * Supporting candidates of all nationalities and academic backgrounds * Supporting completion of projects and examination * Evaluation and dissemination of practice. A Handbook for Doctoral Supervisors focuses on the practical needs of supervisors, draws examples from a wide range of countries and uses self-interrogation as a means of encouraging readers to reflect upon their practice, making it an essential read for anyone involved in doctoral supervision. (shrink)

Interactional functions of story-opening in everyday conversations across different languages have been widely examined in Conversation Analysis. However, there is a paucity in research on story-openings in institutional talk. This paper addresses this research gap by examining how story-opening contributes to advice-giving in doctoral research supervision. It draws on a data corpus of 57 storytelling sequences produced by six supervisors during 25 hours of video-recorded supervision meetings at an Australian university. The analysis shows that story-opening supports the (...) on-going advice-giving activity in two ways. First, it invokes the supervisor’s knowledge and experience, which functions to strengthen the advice under way. Second, it works toward building a joint understanding with the student, thereby serving the supervisor’s pursuit of the student’s acceptance of advice. These findings have significant implications for research on storytelling in institutional interaction, advice and supervision practices. (shrink)

Debates in Doctoral Education offers a comprehensive examination of contemporary doctoral programmes, exploring the challenges and opportunities that shape them. Split into three key sections the book addresses fundamental debates, covering topics such as the massification of doctoral programmes, inclusivity, ethical considerations, postgraduate researcher development, and the complexities of doctoral supervision. These comprehensive discussions lay the groundwork for thinking about the nuanced character of doctoral education and its broader implications. The book then shifts its (...) focus to the challenges of supervising doctoral candidates. It examines the delicate balance that both supervisors and students must maintain throughout the doctoral journey, including considerations of preparedness, motivation, peer interactions, and the academic environment. It also explores the specific challenges of professional practice doctorates and the examination of PhD theses. Designed to inspire academics to navigate the ever-evolving world of doctoral education and explore the broader implications of doctoral study. This book will provide a valuable resource for anyone involved in or interested in doctoral education, highlighting the intricacies and dynamics of this critical aspect of higher education. (shrink)

In South Africa and in many other countries in Africa and around the globe, the demand for more Doctor of Philosophy (PhD) candidates has increased. With such a demand, a number of challenges also arise. In the discipline of Theology, these challenges are becoming apparent in Old and New Testament Studies, where these fields are experiencing a declining number of students enrolling for biblical languages. This problem is enhanced as the current inherent requirement to study for a PhD in Old (...) Testament is that one must have a knowledge of Biblical Hebrew (and Aramaic), and for New Testament, one needs Greek at an advanced level. Supervisors are challenged more and more to defend these requirements that are complicated by the developmental goals of institutions that require that the number of PhD candidates be increased. In this article, the challenges faced by PhD supervisors (and candidates) in respect of students wanting to enrol for PhDs in Old and New Testament without the necessary requirements are considered, and a case is made as to why it is essential that these students have a background in biblical languages. If students do not take the biblical languages as part of their (undergraduate) studies, immediate concerns for the future of Old and New Testament research and biblical translations (and ministry) are raised. The article concludes with possible suggestions for addressing some of these concerns. Contribution: This article makes an interdisciplinary contribution based on current challenges experienced in the education and supervision of postgraduate studies in the fields of Old Testament and New Testament and on the development and training of postgraduate supervisors in practical education as to contribute to the relevance and practice of theological education today and the future. (shrink)

Scientific malpractice is not just due to researchers having bad intentions, but also due to a lack of education concerning research integrity practices. Besides the importance of institutionalised trainings on research integrity, research supervisors play an important role in translating what doctoral students learn during research integrity formal sessions. Supervision practices and role modelling influence directly and indirectly supervisees’ attitudes and behaviour toward responsible research. Research supervisors can not be left alone in this effort. Research institutions are responsible (...) for supporting supervisors in being more aware of their RI function, and in supporting responsible supervision practices to have a positive cascading effect on supervisees’ research practices. We interviewed 22 European research supervisors to investigate how they perceive their role as research integrity trainers and their real-life supervision practices. Moreover, we investigated their points of view concerning the role of research institutions in supporting supervision practices. Although there are different commonalities in supervisors’ perception of their research integrity-related role, differences are emphasised depending on the supervisors’ characteristics such as academic domain, seniority, working country and gender. In addition, supervisors’ way of mentoring depend also on supervisees’ learning curve. Overall, all supervisors agreed on institutions playing an important role in support their supervision effort and practices. This study aims to be a starting point for better understanding research integrity supervision practices and the role of institutions in supporting them. Moreover, it puts the basis to further investigate differences in supervision practices depending on supervisors’ characteristics. (shrink)

We rarely acknowledge the achievements of doctoral candidates who fought with all they had but still lost the battle and dropped out – we know so little about what becomes of them. This reflective article is about the betrayals of PhD supervisors in one institution, the trauma and stigma of withdrawing from that institution, writing poetry as a coping mechanism and the triumph in completing a Thesis by Publication (TBP) in another institution. Thus, I build on Lesley Saunders’s idea (...) about using poetry to operate on ‘a personal capacity’ in educational research. Accordingly, I present an original autoethnographic poem and other poetic artefacts as well as reflections to sharpen the sociological eye of my story. In it, I merge two different segments of experiences in poetry – trauma and triumph – to draw an image of my doctoral journey, in the moment and in retrospection. By doing so, I illuminate the struggles involved in becoming an independent researcher. I also encourage practitioners to conceive that their negative experiences in doing educational research can be transformed into an achievement depending on the stand they take when faced with it. Certainly, poor academic performance can be closely associated with abandoning doctoral studies, but that is not always the case. Therefore, it is my hope that this autoethnographic work may instill hope in doctoral candidates who are still in the struggle to find a voice. (shrink)

As doctoral students from New Zealand and Australia, advised by supervision teams with a diversity of critical realist experience from limited to none, we came independently to the 2018 Critical Re...

Accompanying _The_ _Routledge Doctoral Student’s Companion_ this book examines what it means to be a doctoral student in education and the social sciences, providing a guide for those supervising students. Exploring the key role and pedagogical challenges that face supervisors in students’ personal development, the contributors outline the research capabilities which are essential for confidence, quality and success in doctorate level research. Providing guidance about helpful resources and methodological support, the chapters: frame important questions within the history of (...) debates act as a road map through international literatures make suggestions for good practice raise important questions and provide answers to key pedagogical issues provide advice on enabling students’ scholarly careers and identities. While there is no one solution to ideal supervision, this wide-ranging text offers resources that will help supervisors develop their own personal approach to supervision. Ideal for all supervisors whether assisting part-time of full-time students, it is also highly suitable for helping academics to support international students who confront Western doctoral traditions and academic cultures, helping both supervisor and student to understand why things are as they are. (shrink)

Postgraduate research has undergone unprecedented change in the past ten years, in response to major shifts in the role of the university and the disciplines in knowledge production and the management of intellectual work. New kinds of doctorates have been established that have expanded the scope and direction of doctoral education. A new audience of supervisors, academic managers and graduate school personnel is engaging in debates about the nature, purpose and future of doctoral education and how institutions and (...) departments can best respond to the increasing demands that are being made. Discussion of the emerging issues and agendas is set within the context of the international policy shifts that are occurring and considers the implications of these shifts on the changing external environment. This engaging book acquaints the readers with new international trends in doctoral education identifies new practices in supervision, research, teaching and learning enables practitioners of doctoral education to contribute to the debates and help shape new understandings questions the purposes of doctoral study and how they are changing considers the balance between equipping students as researchers and the conduct of original research Including contributions from both those who have conducted formal research on research education and those whose own practice is breaking new ground within their universities, this thought-provoking book draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education. (shrink)

The doctorate forms the basis for academic careers and the regeneration of academia, and has increasingly become important for other sectors of society. The latter is reflected in efforts on institutional, national as well as supranational levels to change and adapt the doctoral degree to new expectations. As doctoral education is embedded in research, changes in governance and funding of research further affect the doctorate. The evaluation of the doctoral thesis appears, however, to have remained true to (...) the academic tradition: an examination committee exercising their gatekeeping in a ceremonial setting. This study sets out to explore doctoral examination committees’ evaluation practices. Insights were gained through six focus group interviews with experienced examination committee members at three large research-intensive universities in Sweden. Of particular interest is how the object of evaluation is formed, the nature of the boundary-work conducted, and variations in examination practices related to different and changing conditions for research and doctoral education. Our results show how the object of evaluation emerges through a gradual interpretation of the thesis and defence, becoming more complex and nuanced as the process of evaluation progresses from its initial stages to the final closed discussions of the committee. The finalised object of evaluation, only fully present at the conclusion of the closed meeting and hence transient in nature, encompasses the research contribution, educational achievement, and academic competence of the candidate. Furthermore, the boundary-work conducted in this process often transcends the object of evaluation to include also supervision and the local context for doctoral education and research, and hence contributes to upholding, and potential changing, norms in research fields, educational contexts, and academia at large. This extended boundary-work intensified as problems and inconsistencies were discovered during the evaluation process. The ceremonial staging underscored the gravity of the decision and the extended boundary-work. Despite changing conditions for the doctorate, our findings highlight the importance of the practice of evaluation committees, and the disciplinary communities to which they belong, for upholding and negotiating norms in academia. (shrink)

Why do some Ph.D.'s languish in positions with little authority, and what does educational background have to do with it? Hypotheses predicted that life scientists with Ph.D.'s from elite programs would be the most likely, those from middle-ranked programs the next most likely, and those from lower ranked programs the least likely to achieve supervisory positions. A sample of 2,062 life scientists with doctorates from U.S. universities was collected from records archived from 1983 to 1995. In contrast to hypotheses, Ph.D.'s (...) from elite and lower ranked schools did not have a significantly different chance of supervising. Within prestigious organizations, however, Ph.D.'s from top 10 programs did have a greater likelihood of leading. Ph.D.'s from middle-ranked programs were less likely to advance into supervisory positions. Qualitative interviews explored how, in a knowledgeexpanding field such as the life sciences, being stuck on the bottom rung early on can adversely affect a scientist's career. (shrink)

ABSTRACT As doctoral students from New Zealand and Australia, advised by supervision teams with a diversity of critical realist experience from limited to none, we came independently to the 2018 Critical Realism conference – primed to seek increased understanding, confidence, motivation, and reassurance. We certainly found these things from the pre-conference, presentations, and individuals within the critical realist community. We also found each other, and a virtual writing group was born. This article is a description of what we (...) did, why, and the outcomes we experienced over the final two years completing our theses. It identifies the structures, contexts, motivations, and mechanisms from which our emotional, critical realist and writing-related outcomes emerged. We outline the roles of serendipitous timing, culture, different disciplinary approaches, administrative structures, and types of interactions on the social learning we developed. We anchor our discussion in recent theoretical literature about the role of writing groups in doctoral education. (shrink)

This paper develops a conceptual model of PhD supervisors’ abuse and exploitation of their students and the outcomes of that abuse. Based on the literature about destructive leadership and the “dark side” of supervision, we theorize about why and how PhD student abuse and exploitation may occur. We offer a novel contribution to the literature by identifying the process through which PhD students experience supervisory abuse and exploitation, the various factors influencing this process, and its outcomes. The proposed model (...) presents the Dark Triad, perceptions of goal blockage, and perceptions of ethical culture as potential characteristics of the PhD supervisor and implies the mediation of the perceptions of power and politics in the relationship between the Dark Triad and student abuse and exploitation. Institutional policies and practices concerning doctoral students and their characteristics are proposed as moderators in such a relationship. Finally, the model suggests that student abuse and exploitation may hinder or even end students’ academic careers. The manuscript discusses the theoretical and practical contributions and managerial implications of the proposed model and recommends further exploration of the dark sides of academia. (shrink)

The long-term and complex supervisor-doctoral student relationship is often characterised by tension and frictions. In higher education research, models, and interventions that take the potential beneficial interpersonal effects of compassion into account seem to be scarce. Hence, the aim of this study was to conceptualise the potential role compassion could have in the cultivation of an affiliative and sustainable supervisor-doctoral student relationship. The concept of compassion was investigated and analysed in relation to a contemporary model of supervisor behaviours. (...) Furthermore, a systematic literature search in the scientific databases PubMed, PsychInfo, ScienceDirect, and Google Scholar was performed. The conceptual analysis revealed that the interpersonal domain, in which compassion could afford a shared sense of warmth, is neglected in previous definitions. Furthermore, the integration of compassion into a model of adaptive supervisor behaviour indicates a strong case for a salutary role for compassion in the supervisor-doctoral student relationship. However, the literature review showed that empirical data are lacking, and more studies are needed. The role of compassion deserves to be investigated empirically in this particular interpersonal context. (shrink)

Objective Being involved in serious patient injury is devastating for most doctors. During the last two decades, several efforts have been launched to improve Norwegian doctors’ coping with adverse events and complaints. Methods The method involved survey to a representative sample of 1792 Norwegian doctors in 2012. The questions on adverse events and its effects were previously asked in 2000. Results Response rate was 71%. More doctors reported to have been involved in episodes with serious patient harm in 2012 (35%) (...) than in 2000 (28%), and more of the episodes were reported as required by law. Doctors below age 50 report better support from colleagues, more collegial retrospective discussion on the event and less patient/family blame. In all, 27% of the doctors had been reported to the Norwegian Board of Health Supervision; 79% of these complaints were rejected; 73% of the doctors who had received a reaction from the health authorities found the reaction reasonable, but almost one out of five practiced more testing and referrals after a complaint and 25% claimed that the complaint had made them into a more fearful doctor. Conclusion Our results indicate that adverse events are being met more openly in 2012 than in 2000, and that coping with imperfection and patient complaints is less devastating for new generations of doctors. (shrink)

Ethical and quality concerns are important concerns in doctoral research programs and often draw the attention of governments, universities governing bodies, academics, and research students. Addressing these concerns is key to maintaining and improving the quality of doctoral research. This study used generic qualitative research design. The sample of the study consisting of seventeen doctoral students and ten doctoral supervisors was selected from social science doctoral programs using purposive sampling technique. Interviews were used as data (...) collection tools. The study aimed at contributing to the areas of quality and ethical processes and outcomes in social science research in the Pakistani context where ethical and quality dimensions in educational research have been relatively less explored. The study indicated several ethical and quality issues in the doctoral research programs including inadequate research supervision and evaluation processes, inadequate course work, low teaching quality, and a focus on getting degrees rather than on obtaining genuine scholarship. Policy makers and higher education institutions may need to deal with issues that lead to a compromise on doctoral research studies in ethical and quality terms. The findings of this study may prove helpful to remedy some of the existing causes of ethical and quality issues in research at the PhD level and may help to produce value added research for social and economic progress. Further research may be conducted to explore possible ethical and quality concerns in natural sciences doctoral programs and to explore possible intervention-mechanisms for ensuring ethical and quality concerns in such programs. (shrink)

Ethical research behaviour plays an essential role in ensuring the integrity of knowledge. Consequently, ethical transgressions during the research process negatively influence the knowledge produced, and have wider social consequences for various stakeholders in society. To honour the value and role of ethical research for individuals and society, researchers are required to display ethical judgement and ethically responsible research behaviour. Doctoral students, who are considered to be significant contributors to knowledge creation, can improve the quality of their research through (...) their ethical research behaviour. Owing to the implicit and explicit ethical practices and conflicts that can arise during the research process, the supervision process is an opportune moment for developing ethical research behaviour and ethical capabilities in doctoral students. This article focuses on developing ethical research behaviour in doctoral students, and offers pragmatic guidelines for ways in which this behaviour can be developed during the supervision process. (shrink)

This article presents a selective review of recent design PhDs that identify and analyse the methodological innovation that is occurring in the field, in order to inform future provision of research training. Six recently completed design PhDs are used to highlight possible philosophical and practical models that can be adopted by future PhD students in design. Four characteristics were found in design PhD methodology: innovations in the format and structure of the thesis, a pick-and-mix approach to research design, situating practice (...) in the inquiry, and the validation of visual analysis. The article concludes by offering suggestions on how research training can be improved. By being aware of recent methodological innovations in the field, design educators will be better informed when developing resources for future design doctoral candidates and assisting supervision teams in developing a more informed and flexible approach to practice-based research. (shrink)

In this article we engage with and against Foucault's provocation to think about diagrams of subjectivation. With Foucault we take up his meditation on spirituality and propose a Buddhist alternative to Greco-Roman technologies of self. Against Foucault's notion of an ‘arts of existence’ we suggest instead ‘cultivation of virtue’, drawing on, as an example, a famous Buddhist meditation on compassion. We conclude the article by proposing rethinking doctoral supervision in terms of a cultivation of virtue.

Some doctors and nurses played a key role in Nazism. They were responsible for the sterilization and murder of people with disabilities. Nazi doctors used concentration camp inmates as guinea pigs in medical experiments that had military or racial objectives. What we have learnt about the behaviour of doctors and nurses during the Nazi period enables us to reflect on several issues in present-day medicine. In some authors' opinions, the teaching of the medical aspects of the Holocaust could be a (...) new model for education relating to professionalism, Human Rights, Bioethics and the respect of diversity. Teaching Medicine and the Holocaust could be a way of informing doctors and nurses of violations of Ethics in the past. Moreover, a Study Trip to Holocaust and Medicine related sites has a strong pedagogical value. Visiting Holocaust related sites, T4 centres and the places where medical experiments were carried out, has a special meaning for medical students. Additionally, tolerance, anti-discrimination, and the value of human life can be both taught and learned through this curriculum. The following article recounts our experiences of organizing and supervising a study trip with a group of medical students to some Holocaust and medicine-related sites in Berlin and Hadamar. The study tour included lectures at universities in Düsseldorf and Berlin. (shrink)

This doctoral thesis was prepared in 1975-77 at Ecole des Hautes Etudes en Sciences Sociales, Paris, under the supervision of Prof. Raymond ARON. It was submitted in 1977 in fulfilment of the requirements for a Ph.D. degree in Social Sciences (Doctorat de 3e cycle en sciences sociales). The oral examination (soutenance de thèse) was held in January 1978, with the examination committee consisting of Prof. Aron, Bartoli, Boudon and Brochier. This 250 page unpublished dissertation was the first study (...) ever written in French on Karl Marx's Grundrisse - a 1857-58 manuscript preparatory to Marx's main economic work, Capital. The dissertation reviews Marx's successive projects for his economic work since the 1844 Manuscripts and then proceeds to a presentation and critical discussion of Grundrisse. The proposed interpretation explains the linkage that Marx operated in 1857-58 between Ricardo's economics and Hegel's dialectics, and it emphasizes that Marx was at that time primarily trying to reconstruct the dynamics of capitalism, without going to the stage of developing a formal theory of value and exploitation, as he will eventually do in Capital. (shrink)

Käthe Truhel’s 1934 doctoral dissertation, prepared under the supervision of Karl Mannheim, repays detailed examination for a number of reasons. First, it serves as an important counter-example to commonplace generalities about the alleged incapacity of women social workers of Truhel’s generation, supposedly enmeshed in ideological myths about ‘motherliness’, to reflect on their power relations to a male-dominated society and state. Second, it offers an intrinsically interesting and subtle analysis of the emerging bargaining structure for negotiations between bureaucrats and (...) social workers in the context of late Weimar, understood as a site of the crisis of modernity. Third, it illustrates the quality and range of empirical work fostered by Mannheim during his brief tenure in Frankfurt. (shrink)

This paper is a continuation of Part I under the same title. Its Chapter III contains results given in the following publications: U. Wybraniec-Skardowska, Teoria zdań odrzuconych (Theory of Rejected Sentences), (doctoral dissertation under the supervision of Jerzy Słupecki, published as a monograph), Zeszyty Naukowe Wyższej Szkoły Pedagogicznej w Opolu, Studia i Monografie, Nr 22 (1969), 5-131. G. Bryll, Związki logiczne pomiędzy zdaniami nauk empirycznych (Logical relations between sentences of empirical sciences). Zeszyty Naukowe Wyższej Szkoły Pedagogicznej w Opolu, (...) Studia i Monografie, Nr 22 (1969), 155-216. This chapter contains an attempt to formalize some questions of methodology of empirical sciences. The theory T is enriched here not only by new definitions but also by a new primitive term and new axioms. The most important notion defined in this chapter is the set IndX of all inductive conclusions obtained on the basis of sentences of the set X. The function CnI defined by the equality: CnI X = X u IndX, satisfies the axioms of the general theory of deductive systems. The set CnI X can be understood as a system of empirical sciences in a narrower sense. This paper is a development of the considerations of G. Bryll, included in the above-listed article by this author. (shrink)

Several studies on research misconduct have already explored and discussed its potential occurrence in universities across different countries. However, little is known about this issue in Spain, a paradigmatic context due to its consolidated scientific evaluation system, which relies heavily on metrics. The present article attempts to fill this gap in the literature through an empirical study undertaken in a specific university: Universitat Jaume I (Castelló). The study was based on a survey with closed and open questions; almost half the (...) total population of the university’s researchers participated (505 out of 1030, i.e. 49.03%), yielding a representative sample of different academic career stages and areas of knowledge. Results show that 71.68% (n = 362) of the respondents consider at least one form of misconduct to be proliferating in their area of knowledge at the national level. This figure falls to 48.95% (n = 247) in reference to misconduct in their own institution. The most frequently reported types of misconduct linked to life with colleagues are especially the use of personal influence (in evaluation or review processes); lax supervision of doctoral theses; and the abuse of power over people in lower positions. Personal ambitions and pressure from the evaluation system are regarded as the most influential causes of misconduct proliferation, according to academics at this Spanish university. (shrink)

The idea of rejection of some sentences on the basis of others comes from Aristotle, as Jan Łukasiewicz states in his studies on Aristotle's syllogistic [1939, 1951], concerning rejection of the false syllogistic form and those on certain calculus of propositions. Short historical remarks on the origin and development of the notion of a rejected sentence, introduced into logic by Jan Łukasiewicz, are contained in the Introduction of this paper. This paper is to a considerable extent a summary of papers (...) which are not easily available, even to the Polish reader: (1) J. Słupecki, Funkcja Łukasiewicza (Łukasiewicz’s function), Zeszyty Naukowe Uniwersytetu Wrocławskiego, Seria B, nr 3 (1959), 33-40; (2) U. Wybraniec-Skardowska, Teoria zdań odrzuconych (Theory of Rejected Sentences), (doctoral dissertation under the supervision of Jerzy Słupecki, published as a monograph), Zeszyty Naukowe Wyższej Szkoły Pedagogicznej w Opolu, Studia i Monografie, Nr 22 (1969), 5-131; (3) G. Bryll, Kilka uzupełnień teorii zdań odrzuconych (Some supplements to the theory of rejcted sentences), Zeszyty Naukowe Wyższej Szkoły Pedagogicznej w Opolu, Studia i Mnografie, Nr 22 (1969), 153-154. The paper also contains a good number of results which have not been published yet. Chapter I contains results presented in the papers (1)-(3). It provides an extension of Alfred Tarski’s theory of deductive systems presented by him in the papers [1930]: Fundamentale Begriffe der Methodologie der deduktiven Wssenschaften, I and Über einige fundamentale Begriffe der Metamathematik. The enriched theory is marked with T. The most essential new concept in T is the function Cn-1, whose definition was given by Słupecki in (1) on the basis of the so-called Tarski’s general theory of deductive systems. It has the form: y e Cn-1X iff Ex e X (x e Cn {y}), where Cn is Tarski’s consequence operation. In accordance with the definition: A sentence y is rejected on the basis of the sentences of the set X iff at least one of sentences of X is a consequence of y (is deducible from y). The intuitive meaning of the rejection function Cn-1: on the basis of false sentences we can reject false sentences only (while by means of the consequence operation Cn on the basis of true sentences we can deduce true sentences only). The function Cn-1 is a generalization of the notion of rejected sentences which was introduced into logic by Łukasiewicz. The essential property of the rejection function Cn-1 is that it satisfies the axioms of general Tarski’s consequence Cn, so it is a consequence operation, called the rejection consequence. In addition, it is an additive and normal operation. In Chapter I, there are given notions analogous to those of the theory of deductive systems, but they are written down by means of the symbol ‘Cn-1’ and not ‘Cn’. There are established the properties of introduced notions and differences and analogies taking place between them and properties of respective notions of the theory T. There are also given generalizations of the notions of ‘decidable system’ and ‘consistent system’ used by Łukasiewicz. The short Chapter II contains axioms of the system T’ which is equivalent to the system T. The only difference between sets of primitive notions of these systems consists in the appearance of the function Cn-1 in the system T’ instead of the function Cn. This chapter reproduces the results given in (2), but they are partially simplified. (shrink)

I trust my lawyer more than I trust my doctor.—Shana Alexander, 1992 [The audience laughed.]1The Hippocratic Oath makes the physician invoke external supervision of her adherence to what she affirm...

Medical electives have long been part of the undergraduate curriculum, and many students choose to undertake a placement in a developing country. In countries where healthcare provision is hugely underresourced, students have found themselves under pressure to exceed their role. They have been expected to diagnose and treat patients without direct supervision from a qualified doctor. Some have found themselves running clinics and wards; others have found themselves to be the most qualified person available.1,2The British Medical Journal believes students (...) should not take on the role of a qualified doctor, “irrespective of any encouragement which students may receive from members of the host organisations to which they are attached”.3 This includes not diagnosing, prescribing, or treating any patient without strict clinical supervision. They feel that students fail to appreciate the dangers of treatment, particularly where familiar medical problems are complicated by unfamiliar poverty. Their deontological view is saying that students should treat their work …. (shrink)

The Watchman's bed is not ‘supervised’ by dreams; instead, fear ‘stands in attendance’. The images are medical. He is ill; dream-filled sleep would be a good doctor, but the bad doctor fear is already on the job, preventing him from sleeping well.

Franz Rosenzweig (1886–1929) was a German‐Jewish philosopher who became the focus of a renaissance of Jewish religious life and thought in Weimar Germany. Born into a highly assimilated Jewish family in Cassel, Germany, Rosenzweig affirmed Jewish religious faith in the midst of a philosophical and existential crisis. As a student, he was initially drawn to the neo‐Hegelianism popular in German academic circles during the first decade of the twentieth century. Although he would write his doctoral dissertation on Hegel – (...) later published with the support of the Heidelberg Academy of Sciences, Hegel und der Staat (1920, 2 vols) – Rosenzweig slowly lost his conviction that the dialectical providence of history would assure the ultimate convergence of truth and existence. Already in the autumn of 1910, when he was completing his dissertation under the supervision of Friedrich Meinecke, he questioned Hegel's ascription of an ontological status to history. History is not the unfolding of Being, he wrote to a friend, rather it is but the discrete acts of men. “We see God in every ethical event, but not in one complete Whole, not in history.” Indeed, history, which takes shape in the phenomenal world, cannot serve as a vessel for divinity. “Every human act becomes sinful as it enters history”; although the actors may have intended otherwise, the morality of an act is neutralized by the material world of necessity. We are hence, Rosenzweig reasoned, left with only one possible conclusion: God redeems humanity not through history but – “es bleibt nicht anders übrig” – through religion (Briefe, vol. 1, pp. 111–13). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Empire of the Tetrarchs: Imperial Pronouncements and Government a.d. 284–324T. D. BarnesSimon Corcoran. The Empire of the Tetrarchs: Imperial Pronouncements and Government a.d. 284–324. Oxford: Clarendon Press, 1996. xv 1 406 pp. Cloth, $85. (Oxford Classical Monographs)The four decades between the accession of Diocletian on 20 November 284 and the abdication of Licinius on 19 September 324 witnessed profound changes in the government and administrative structure of (...) the Roman world. These changes are naturally reflected in the legislation of the period, which survives in relative abundance—indeed, a larger proportion of the emperors’ legal decisions and enactments probably survives from these four decades than from any previous period of forty years in the history of the Roman Empire. The high rate of survival is due in part to the activity of the commissioners who compiled the Theodosian Code in the 430s and the Codex Justinianus in the sixth century: the former set out to collect general laws and edicts of the Christian Roman Empire since the conversion of Constantine, while the latter included in their compilation a large part of two Diocletianic collections of imperial rescripts, the Codex Gregorianus and the Codex Hermogenianus. But the legislation of Diocletian and his imperial colleagues and successors is also known from a wide variety of other sources—papyri, inscriptions, nonofficial collections of laws, Lactantius’ account of the decade of Christian persecution from 303 to 313 in his On the Deaths of the Persecutors, and Eusebius’ Ecclesiastical History. Moreover, Eusebius’ Life of Constantine quotes important documents from the last months of 324.Simon Corcoran includes all this varied and historically significant material in his purview, and he provides a reliable guide to it. His monograph is a revised version of an Oxford doctoral thesis which he began in 1987 under the supervision of Fergus Millar and completed in 1992 under that of John Matthews, and he has also taken advice from Tony Honoré. His work is technically proficient. I have not noticed any careless errors of any consequence, and Corcoran has used my work on the period of Diocletian and Constantine in the spirit in [End Page 145] which I intended it to be used: he has understood the underlying principles upon which it rests, then applied them critically, sometimes to reach conclusions which not only differ from my own but are superior to them.Corcoran begins with two introductory chapters which succinctly survey the subject and the evidence available. On interpolation in legal texts, he is cautious and sensible. He proceeds on the assumption that though “the transmitted texts are seldom identical with what the imperial chancery originally issued,” they have seldom undergone drastic alteration: “abbreviation is the most common fate of constitutions in the legal sources” (19). Yet he provides a salutary reminder and example of what can happen (16–18): whereas a rescript in the Fragmenta Vaticana denies that the temporary gift of estates subject to tax is valid (Frag. Vat. 283, si stipendariorum proprietatem dono de-disti,... donatio inrita est), the same rescript in the Codex Justinianus directly contradicts and asserts that such a gift is valid (CJ 8.54.2, si praediorum proprietatem dono dedisti,... donatio valet). On a priori grounds alone, it seems highly probable that something similar has happened to some texts which are known only through the Codex Justinianus—and where the alteration may not be at all obvious.What of the date and contents of the two Diocletianic codes? Corcoran confronts the problems of dating and attribution squarely and honestly. Most of his conclusions may not be new, but his discussion has been able to proceed from the fact that an Aurelius Hermogenianus, who can hardly be anyone other than the jurist, is now securely attested as praetorian prefect between 293 and 305 with Julius Asclepiodotus as his colleague (AE 1987, 456). Corcoran argues that Gregorius published the Codex Gregorianus in 291/2 or ca. 292, after serving as magister libellorum with Diocletian from 285 to 290: he accounts for the ascription of some later constitutions to this code by postulating a second edition compiled ca. 306, possibly at the court of Maximinus or... (shrink)

This paper focuses on Warren Nutter’s The Extent of Enterprise Monopoly in the United States, 1899-1939. This started out as a (1949) doctoral dissertation at The University of Chicago, part of Aaron Director’s Free Market Study. Besides Director, O.H. Brownlee and Milton Friedman were closely involved with supervising it. It was published by The University of Chicago Press in 1951. In the 1950s the book was explicitly understood as belonging to the “Chicago School” (Dow and Abernathy 1963). By articulating (...) the content, context, and reception of Nutter’s monograph, this paper discusses four larger themes. First, I introduce the importance of Kuhnian conceptions of science to the methodological and institutional understanding of economics in the development of a ‘Chicago’ school of economics. I do this in context of previously unpublished Stigler-Kuhn exchange. While Thomas Kuhn was widely read and adopted in the social sciences and humanities in the 1960s and 70s (and thereafter), I argue that at ‘Chicago,’ proto-Kuhnian language can be found going back to the 1940s; in those early days it is partly used to disparage the achievements of economic theorizing as promoted by others. A more self-congratulatory Kuhnian self-understanding of economics as a mature paradigm starts to get adopted around 1955 by George Stigler. One important new claim is that the later Kuhnian language gets adopted in part to divest ‘Chicago’ from its shared roots with Institutionalist economics. So, this paper contributes to a better understanding of the formation of a shared narrative at ‘Chicago.’ Second, I introduce contextual themes from Milton Friedman’s writings in the late 40s and 50s to help us understand the nature of realism at Chicago. Nutter’s dissertation helps in reading and illuminating Milton Friedman’s famous 1953 methodology paper in historical and intellectual context. Third, while this chapter notes some of the political ramifications of Chicago economics, my main aim is to help explain the manner in which Chicago attempted to chart a distinctive methodological course. This methodology has often been described as Marshallian with debts to the large-scale NBER studies. Rather than going over familiar territory, I call attention to the importance of proxies in Nutter’s empirical methodology. It is an unappreciated feature of the inductive, quantitative method that focused on the component structures of the economy that characterizes Chicago’s methodological outlook in this period. I show this by comparing Nutter’s dissertation to work done by Stigler, then at Columbia. We know from Stigler’s correspondence with Friedman that in this period they discussed methodological matters. What is less well known is that Friedman is explicitly credited for Stigler’s methodological insights in Stigler's Five Lectures at LSE. The fifth lecture, “Competition in the United States,” covers similar territory as Nutter’s project. Comparing the work by Stigler and Nutter sheds light on the nature of Chicago methodology as it was being developed away from foundations laid by Frank Knight and Henry Simons in the late 1940s and 1950s and opening up the door to (right wing) social engineering as exemplified by Harberger. I present my analysis through the published critical reception of both works among economists. A fourth reason to focus on Nutter’s dissertation is that it was featured in a Fortune magazine article in January 1952. So, it provides a useful entry into how politically important ‘Chicago’ research was marketed to a wider audience. This connects to issues explored by Phil Mirowski and his students, Rob van Horn and Eddie Nik-kah. So, Nutter’s dissertation can help us see how ‘sponsored’ research looks at ‘Chicago at the time. This is especially important because it has been claimed that Director’s Free Market Study group promoted a change from classically liberal views on monopoly, which condemned labor and employer monopolies, to a more pro-business stance. (shrink)

Medical student learning is dependent on an unwritten agreement between patients and the medical profession, in which students “practise” upon real patients in order that, when they are doctors, those same patients will benefit from the doctors’ skills. Given the increasing propensity for patients to refuse to take part in such learning, there is a danger that doctors will qualify without being truly competent. As patients, we must all ask ourselves, when asked to take part in medical teaching: if this (...) student/trainee doesn’t learn now, on me and under supervision, how will the person be truly competent next time, when this is for real, and the patient might be me or my loved one?We argue that a new and more explicit agreement is needed, in which the default should be that all patients are willing to help in the education of medical students, while we ensure that all such students are already competent in simulation before first practising upon real patients. (shrink)

In this paper we analyze some of the major difficulties of informed consent. We consider insufficient to base IC on the principle of autonomy. We must not forget that the patient may be in a situation of extreme vulnerability and the good doctor should assume a degree of commitment and responsibility with his/her decisions. Our aim is to introduce the ethics of responsibility of Levinas in practice and theory of IC in order to generate a beneficent medical practice in which (...) the supervision and overseeing of the patient do not undermine his/her autonomy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Experiences of an Obese PatientChristine R. BrassIn the middle of an annual pelvic exam, the gynecologist said to me, “You should apply to be on ‘The Biggest Loser.’” I was too stunned and embarrassed to mutter anything more than a [End Page 88] comment that I didn’t think that, being quite introverted, I was a good candidate for a reality TV show. She argued with me about that. I (...) felt blindsided, intensely vulnerable, and dumbstruck—completely unable to respond—and later, when the shock wore off, incandescent with impotent rage.Four years later, I still don’t have words to adequately describe my outrage at this comment. It was only the second time I’d see this medical professional. The first time was the previous year, when she had been filling in for my regular doctor who was on maternity leave. At neither appointment did this physician ask me any questions about my lifestyle, whether or not I saw a primary care physician, or even if I had any concerns that day. She was very brisk, efficient and did not engage in conversation. Such a statement coming from a health care provider, who did not seek to understand or gather more information, surprised and dismayed me.Other incidents where physicians’ statements were not helpful:• Pediatrician: “Well, my wife has had great success with Weight Watchers.”—I was age 12, about 5’5 and weighted about 145 lbs. at that time. If you look at photos of me at the time, you would see I was not overweight.• Orthopedic Surgeon: “If you want her to look better, make her lose weight.”—This was directed to my mother. I was 19, weighed about 200 lbs., and in his office as per his directions to come back in seven years to see if the surgery he had done on my neck needed more attention.• Internist: “How did you get all those stretch marks?”—I was age 24, weighed approximately 220 lbs., and had lost and gained 50 or so pounds several times as a teenager and in college.• Gynecologist: “Lose weight and your periods will be regular.”—I was age 27, weighed 227 lbs. and my periods, which started at age 15, had never been regular.• Another Orthopedic Surgeon: “You don’t have to worry about osteoporosis; everything you do is a weight–bearing exercise.”—I was age 42 and weighed 300 lbs. This was after follow up surgery to remove pins from a broken ankle that had healed and I had asked about whether or not I should have a bone density test.Coming from a genetic heritage of predominately tall, large–boned people, I was tall and proportionally large compared to other girls my age until high school, when the others caught up. I was told I had to “watch my weight” by family members from my pre–teen years. Enforced dieting ensued, with little result because I wasn’t fat. I did not begin to be overweight until my junior and senior years of high school. I was 5’7” when I graduated from high school and weighed 187. By the time I graduated from college, I was no taller but 50 lbs. heavier. Now, nearing my 40th high school reunion, I am 120 lbs heavier than that. During the intervening years, I have done Weight Watchers®, TOPS®, medically–supervised programs (group and individual), and other popular diets, with periodic but temporary success, and hypnosis and aversion therapy, with no success at all.Over the years, I have been insulted, verbally abused, even bullied, because of my weight. I have been treated as though I am invisible, worthless, and stupid—a pariah. As a result, I have felt invisible, worthless, and stupid, even though I know I am none of those things. I have experienced and been treated for clinical depression. The descent into depression began in my late teen years, which was the time when I started gaining excess weight.In 2004, under medical supervision, I lost 70 lbs. over four–month period. I was delighted to finally lose a substantial amount of weight and feel physical lighter. My diabetes medications were significantly reduced, and... (shrink)

There is now an increasing body of knowledge on creative practice-based doctorates especially in Australia and the United Kingdom. A particular focus in recent years has been on the written examinable component or exegesis, and a number of studies have provided important information about change and stability in the form and nature of the exegesis and its relationship to the creative project. However, we still know relatively little about the pedagogical practices that supervisors use to support these students’ development as (...) scholarly writers, nor of how supervisors view ‘writing’ in relation to the creative practice components of the degree endeavour. This paper draws on data from a recent study of supervision in creative practice higher research degrees and it highlights the transformative nature of writing for the development of creative practice research scholars in the context of competing discourses on research writing. In contrast to institutional silencing of writing, the study relates numerous examples of effective writing-rich supervisory pedagogies illustrating how successful supervisors work with their students to bring their creative projects into articulation. (shrink)

The goal of an ethics case discussion is to find the best decision for the patient and the other persons involved (relatives, doctors, nurses and others) from an ethical point of view, in a communicative respect and from a psychosocial view. In the end, it may not mean changing one’s view or even one’s own position, but rather to exchange arguments, weight them and come to a consensus as to further action. The latter is important as the topics concern patients (...) and require action. For the moderator an ethics case discussion in this sense is no judgement, no taking over of responsibility for the decision result, no taking over of a leading role, and no team supervision. However, ethics case discussion has become a valuable tool to deal with moral conflicts in hospitals. Opportunities and problems of ethics case discussions are discussed. A 4-step approach for structuring the course of an ethics case discussion is presented. (shrink)

Objectives: Treatment decisions in ethically complex situations are known to depend on a physician's personal characteristics and medical experience. We sought to study variability in decisions to withdraw or withhold specific life-supporting treatments in terminal care and to evaluate the association between decisions and such background factors.Design: Readiness to withdraw or withhold treatment options was studied using a terminal cancer patient scenario with alternatives. Physicians were asked about their attitudes, life values, experience, and training; sociodemographic data were also collected.Setting: Finnish (...) physicians, postal survey.Survey sample: Five hundred general practitioners, 300 surgeons, 300 internists, and 82 oncologists.Results: Treatments most often forgone were blood transfusion and thrombosis prophylaxis . Least willingly abandoned were intravenous hydration and supplementary oxygen . Female doctors were less likely to discontinue thrombosis prophylaxis and supplementary oxygen , but more readily x ray and laboratory examinations. Young doctors were more likely to continue antibiotics , thrombosis prophylaxis , supplementary oxygen and laboratory tests . Oncologists comprised the specialty most ready to forgo all studied treatments except antibiotics and blood transfusion. The family's wishes significantly increased treatment activity. Young and female practitioners and oncologists were most influenced by family appeal. Advance directives made decisions significantly more reserved and uniform. Different factors in the physician's background were found to predict decisions to withdraw antibiotics or IV hydration.Conclusion: The considerable variation observed in doctors' decisions to forgo specific life-sustaining treatments was seen to depend on their personal background factors. Experience, supervision, and postgraduate education seemed to be associated with more reserved treatment decisions. To increase the objectivity of end of life decisions, training, and research are of prime significance in this ethically complex area of medicine. (shrink)