Past studies on doctoral education have mostly focused on the critical role of supervisors in students' research experience. However, the role of peers has been relatively neglected. It is not clear how both supervisors and peers contribute to doctoral students' research experience. One possibility is that they are additive, which means that both…

This qualitative case study investigates two early-stage doctoral students' developing conceptions of research in their situated context. Drawing on data collected from in-depth interviews and informal conversations with the participants over two years, the study showed that the participants' research conceptions were in a symbiotic relationship…

Drawing on a five-ethical principles framework, this study examines how the thirteen recruited doctoral students across disciplines in Hong Kong interpret the idea of and experience "exploitative supervision". Findings reveal that doctoral students' lived experiences of exploitation are expressed in five different themes: autonomy…

The process of responding to supervisory feedback requires student writers to position themselves toward both the provider and content of that feedback, indicating their stance in the interaction and their evolving disciplinary competence. How positionings are discursively shaped, developed, and enacted to influence thesis revisions, however, has…

Feedback processes are crucial in doctoral supervision but require adaptation to meet the changing nature of the doctorate, and increasing impetus to publish during the candidature. This study builds on concepts of authentic feedback and feedback literacy to chart possibilities for the development of feedback socialization in doctoral education.…

Publication pressure is perceived to be filtering down into doctoral education worldwide. We explore the causes and effects of the perceived centrality of publishing among doctoral students, emphasising the impact of publication pressure on students' identity trajectories. We draw on a qualitative analysis of 90 mainland Chinese doctoral students…

Research experience is widely used in quality assurance exercises to benchmark postgraduate education at the institutional level. However, individual differences in students' research experience have been largely neglected. Furthermore, little is known about how differences in students' research experience are associated with skill development and…

Using the invariance test, this study compared the research experiences of students from two sibling cultural groups in a Hong Kong context. Data were collected from 304 Mainland Chinese and 225 local Hong Kong research students. Their research experiences were measured using the Student Research Experience Questionnaire (SREQ) and two scales…

The aim of this study is to explore the learning experiences of students enrolled on a Doctorate in Education programme in Hong Kong. The main questions are as follows. How do EdD students position themselves as doctoral candidates? How do EdD students experience their education in terms of scholarly expertise and scholarly identity? How do EdD…

This study aims to examine the approaches used in mentoring and investigate the interactions occurring between pre-service teachers and mentors during the mentoring process. The study is placed in the context of the implementation of Teaching Games for Understanding (TGfU). The theoretical framework of this study was based on situated learning…

This article describes the results of a qualitative multiple case study investigation of the experiences of preservice teachers during a teaching practicum in Hong Kong. The study uses in-depth interviews with pairs of student teachers and their school-based supporting teachers to understand how the former positioned themselves as particular types…

This article examines the existing training that a group of supervisors in Hong Kong provide for their PhD students in helping them publish during their doctoral studies, and preparing them for the publishing demands in the early phase of their academic careers. The supervisors were interviewed about the types of training they provided for their…

Although research reveals that pre-service student teachers often regard their relationships with their significant others as an important element of their initial teaching practice experience, much remains unknown about the influence of significant others on non-native English as a Second Language (ESL) student teachers' professional learning…

This research explores six language teacher educators' professional experiences in Hong Kong. Drawing on the data from their narrative frames, the study identified some distinct roles in the participants' professional lives, including teacher, supervisor, learner, researcher, scholar, and change agent. While some of the roles were satisfying and…

The two-pronged purpose of this study is to examine factors determining the teaching behaviour of pre-service physical education (PE) teachers towards a constructivist approach, likewise referred to as teaching games for understanding (TGfU). Theory of planned behaviour (TPB) was applied to guide the formulation of research purpose and design. Six…