How do Danish humanities PhD school leaders constitute their roles? Interactions of biography, place and time

2024-9-14

Advancing doctoral student professional development through a strengths-based cohort program

2024-9-2

Understanding how socio-historical contexts inform approaches to improving racial climate in stem graduate education within the United States

2024-8-28

Developing writing productivity in a graduate support community

2024-8-16

“We can work on this”: exploring supervisor approaches to feedback in the context of writing for a professional doctorate

2024-8-1

Exploring graduate students’ perceived helplessness, self-efficacy, social support and satisfaction

2024-7-19

PhD Progression: a micro-credentialing program motivates and supports PhD students’ professional development at a US University

2024-7-18

Recording and researching doctoral supervision meetings: reconceptualising authenticity in supervision research

2024-7-9

The paradoxes of U.S. graduate assistantships in education: navigating competing tensions and the impact of stress on graduate wellbeing

2024-7-9

Mothers in doctoral education: Who cares? An ecological-systems analysis of support for PhD mums

2024-7-9

After the PhD: the role of advisors and social connections in the job search process

2024-6-27

More than words: PhD students and critical reading

2024-6-26

Creating a shared vision of preparing scholarly practitioners: an EdD faculty collaborative autoethnography

2024-6-21

“That does not apply”: graduate students’ (mis)perceptions of the racial climate in STEMM

2024-5-28

Retrospective perceptions of support for career development among PhD graduates from US and New Zealand universities

2024-4-30

Guest editorial: Revitalising the doctorate post-pandemic

2024-4-30

Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development

2024-4-2

The influence of supervisors and peers on PhD students’ sense of belonging and their success at Kenyan universities

2024-3-29

Living with the impact agenda – humanities academics negotiating and resisting the impact agenda as researchers and doctoral supervisors

2024-3-11

Graduate education and government policy in times of crisis: a case study of the United States during the COVID-19 pandemic

2024-2-29

Building a community of practice through a doctoral research group

2024-2-28

Tapping into early PhD aspirations to advance gender equity in computing: predicting PhD interest among upward transfer students

2024-2-7

From rhetoric to reality: shaping doctoral education in China for global higher education

2024-1-31

Decolonising doctoral education in an era of pandemic

2023-12-11

The entangled becoming in humanities doctoral education

2023-12-5

International students’ experiences in graduate programs during COVID-19 and recent sociopolitical climate in the USA

2023-11-25

Addressing structural mentoring barriers in postdoctoral training: a qualitative study

2023-11-25

Editorial: Studies in Graduate and Postdoctoral Education during a decade of change

2023-11-10

Supporting STEM graduate students in strengthening their professional identity through an authentic interdisciplinary partnership

2023-10-9

Learning and (dis)connection: graduate students’ experiences seeking diversity, equity and inclusion education and engagement opportunities

2023-9-29

Differences in support within the social science graduate admissions pipeline

2023-9-20

The internationalisation of doctoral education and the strategies to achieve it: the perspectives of Portuguese universities and doctoral students

2023-9-7

Applying theory and research toward reducing suicidality among graduate students and postdoctoral scholars

2023-9-5

Supervisors’ experiences of doctoral supervision in times of change

2023-8-31

Research café: an informal learning space to promote research learning experiences of graduate students in a private university of Pakistan

2023-8-14

Standards needed? An exploration of qualifying exams from a literature review and website analysis of university-wide policies

2023-7-25

Train for the job you want (or will be asked to take): envisioning the doctorate as preparation for equity-minded leadership in higher education

2023-7-19

Studies in Graduate and Postdoctoral Education

2023-7-11

Dispositions towards learning: the importance of epistemic attributes for postgraduate learners

2023-6-12

Personal interest, supervisory and research community support and dropout intentions among Finnish PhD candidates

2023-5-31

Through many doors at once: rethinking the multiverse of graduate student professional development

2023-4-21

Beyond technical mastery: inequality in doctoral research skill development in the biological sciences

2023-4-10

Mystory as an international graduate student: a socialization autoethnography

2023-4-3

Black doctoral women’s socialization experiences in agricultural science and education departments

2023-3-28

“A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time

2023-2-28

Experiences of overseas doctoral researchers in Australian business schools: implications for stakeholders

2023-2-28

Social support resilience as a protective mental health factor in postgraduate researchers’ experiences: a longitudinal analysis

2023-1-31

Good critical friends are hard to find: promoting peer review among doctoral students

2023-1-6

Demographic characteristics of participants in graduate college professional and sociocultural development programming

2023-1-6

Exploring motivation and satisfaction in part-time PhD students

2023-1-2