[Book Review]: The Pernicious PhD Supervisor by Tara Brabazon

Joshua Wang

doi:10.20343/teachlearninqu.12.14

Authors

Joshua Wang Queensland University of Technology https://orcid.org/0000-0002-9458-5665

DOI:

https://doi.org/10.20343/teachlearninqu.12.14

Keywords:

scholarship of supervision, doctoral education, higher education studies

Abstract

Book review of The Pernicious PhD Supervisor, written and narrated by Tara Brabazon.

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Author Biography

Joshua Wang, Queensland University of Technology

Joshua Wang (AUS) works within QUT's Learning and Teaching Unit. He recently completed a PhD in neuroplasticity and holds an MEd specialising in adult education. In 2022, he was a co-recipient of an AAUT Citation for Outstanding Contributions to Student Learning.

References

Brabazon, Tara, and Steve Redhead. 2017. “The Rescue Doctorate.” Liberated Syndication. December 30. https://tarabrabazon.libsyn.com/the-rescue-doctorate.

Brabazon, Tara. 2024. “The Pernicious PhD Supervisor” [Audiobook]. Author’s Republic.

Dineen, Katy, Sarah Thelen, and Anna Santucci. 2024. “Whose Knowledge is it Anyway? Epistemic Injustice and the Supervisor/Supervisee Relationship.” Teaching & Learning Inquiry 12. https://doi.org/10.20343/teachlearninqu.12.3.

Goddiksen, Mads Paludan, Mikkel Willum Johansen, Anna Catharina Armond, Christine Clavien, Linda Hogan, Nora Kovács, Marcus Tang Merit et al. 2023. “‘The Person in Power Told Me To’—European PhD Students’ Perspectives on Guest Authorship and Good Authorship Practice.” PLoS One 18 (1): e0280018. https://doi.org/10.1371/journal.pone.0280018.

Grant-Smith, Deanna, Bernd Irmer, and Robyn Mayes. 2020. “Equity in Postgraduate Education in Australia: Widening Participation or Widening the Gap?” National Centre for Student Equity in Higher Education, Curtin University. https://www.ncsehe.edu.au/publications/widening-participation-or-widening-the-gap-equity-in-postgraduate-study/.

Larcombe, Wendy, Tracii Ryan, and Chi Baik. 2022. “What Makes PhD Researchers Think Seriously About Discontinuing? An Exploration of Risk Factors and Risk Profiles.” Higher Education Research & Development 41 (7): 2215–30. https://doi.org/10.1080/07294360.2021.2013169.

Lovitts, Barbara E. 2001. Leaving the Ivory Tower: The Causes and Consequences of Departure from Doctoral Study. Lanham: Rowman & Littlefield.

Moss, Sherry, and Morteza Mahmoudi. 2021. “STEM the Bullying: An Empirical Investigation of Abusive Supervision in Academic Science.” EClinicalMedicine 40: 1011–21. https://doi.org/10.1016/j.eclinm.2021.101121.

Schmidt, Manuela, and Erika Hansson. 2021. “‘I Didn’t Want to be a Troublemaker’ – Doctoral Students’ Experiences of Change in Supervisory Arrangements.” Studies in Graduate and Postdoctoral Education 13 (1): 54–73. https://doi.org/10.1108/SGPE-02-2021-0011.

Stevens, Dannelle D., and Micky M. Caskey. 2023. “Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation.” Innovative Higher Education 48 (3): 433–55. https://doi.org/10.1007/s10755-022-09624-7.

Wang, Joshua, Kristy Winter, and Hayley Moody. “An Unrecognized Avenue for Academia’s Most Vulnerable: Conceptualising Rescue Supervision in the Third Space.” In Handbook of Academic Mental Health, edited by Edwards, Marissa, Angela Martin, and Neal Ashkanasy. Edward Elgar Publishing Limited.

Woolston, Chris. 2019. “PhDs: The Tortuous Truth.” Nature 575 (7782): 403–06. https://doi.org/10.1038/d41586-019-03459-7.