Palabras clave
Supervisor de Tesis
All but Dissertation
Tesis
Estudios doctorales
Cómo citar
Resumen
El objetivo de este artículo es contribuir a la clarificación de la actividad de dirección de tesis y promover la profesionalización de la función del director de tesis. La supervisión de tesis doctorales es siempre una tarea docente que se lleva a cabo en el lugar de trabajo. Está poco codificada y regulada y, por tanto, se deja a la interpretación individual. A pesar de ello, o quizás debido a ello, numerosos estudios de enseñanza superior de todo el mundo han demostrado que la relación entre el director y el doctorando es uno de los principales factores asociados al éxito o al fracaso del estudiante, especialmente en el proceso de doctorado y sobre todo en la fase de tesis, lo que ha dado lugar al término "all but the dissertation" (coloquialmente "ABD"). Por lo tanto, este artículo pretende registrar y organizar el conocimiento existente sobre el tema, utilizando metodologías combinadas, cualitativas y cuantitativas, tratamos de ver los orígenes del tema, los principales temas investigados y su dinámica y la distribución por países de estos temas.
Citas
Ahern, K., & Manathunga, C. (2004). Clutch-Starting Stalled Research Students. Innovative Higher Education, 28(4), 237-254. https://doi.org/10.1023/B:IHIE.0000018908.36113.a5
Aitchison, C., Kamler, B., & Lee, A. (2010). Introduction: Why publishing pedagogies? Publishing Pedagogies for the Doctorate and Beyond, 1-11. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071772495&partnerID=40&md5=4f43577af6a8e10f2331293f33d1930d
Alcántara, A., Malo, S., & Fortes, M. (2008). Doctoral Education in Mexico. En M. Nerad & M. Heggelund, Toward a Global Ph. D.? Forces and Forms in Doctoral Education Worldwide (pp. 146-168). University of Washington Press.
Alexander, D. E., & Davis, I. R. (2019). The PhD system under pressure: An examiner’s viewpoint. Quality Assurance in Education, 27(1), 2-12. Scopus. https://doi.org/10.1108/QAE-04-2018-0033
Archbald, D. (2008). Research versus problem solving for the education leadership doctoral thesis: Implications for form and function. Educational Administration Quarterly, 44(5), 704-739. Scopus. https://doi.org/10.1177/0013161X07313288
Barsky, O., & Davila, M. (2010). Las carreras de posgrado en la Argentina y su evaluación. Editorial Teseo. http://digital.casalini.it/9789871859351
Bastalich, W. (2017). Content and context in knowledge production: A critical review of doctoral supervision literature. Studies in Higher Education, 42(7), 1145-1157. Scopus. https://doi.org/10.1080/03075079.2015.1079702
Batdorf, R. L. (1973). A Proposed Internship Model for Students in Counselor Education or Supervision. Counselor Education and Supervision, 12(4), 271-277. https://doi.org/10.1002/j.1556-6978.1973.tb01565.x
Becher, T. (1989). Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines. Society for Research into Higher Education & Open University Press.
Becher, T. (1993). Las disciplinas y las identidades académicas. Pensamiento Universitario, 1(1), 56-77.
Becher, T., & Kogan, M. (1992). Process and Structure in Higher Education. Routledge.
Bell-Ellison, B. A., & Dedrick, R. F. (2008). What do Doctoral Students Value in their Ideal Mentor? Research in Higher Education, 49(6), 555-567. https://doi.org/10.1007/s11162-008-9085-8
Bengsten, S. S. (2014). Review of the handbook literature on doctoral supervision. Aarhus University.
Boote, D. N., & Beile, P. (2005). Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation. Educational Researcher, 34(6), 3-15. Scopus. https://doi.org/10.3102/0013189X034006003
Borders, L. D. (1994). The Good Supervisor. Distributed by ERIC Clearinghouse,. https://eric.ed.gov/?id=ED372350
Bowen, W. G., & Rudenstine, N. L. (1992). In pursuit of the PhD. Princeton University Press.
Carlino, P. (2005). ¿Por qué no se completan las tesis en los posgrados? Obstáculos percibidos por maestrandos en curso y magistri exitosos. Educere, 9(30), 415-420.
Davis, R. A. (1950). Writing a thesis in education. Peabody Journal of Education, 27(5), 285-295. https://doi.org/10.1080/01619565009536248
De Miguel, J. M., Sarabia Heydrich, B., G. Vaquera, E., & Amirah, H. (2004). ¿Sobran o faltan doctores? Empiria. Revista de metodología de ciencias sociales, 0(7), 115-158. https://doi.org/10.5944/empiria.7.2004.970
Deuchar, R. (2008). Facilitator, director or critical friend?: Contradiction and congruence in doctoral supervision styles. Teaching in Higher Education, 13(4), 489-500. Scopus. https://doi.org/10.1080/13562510802193905
Devos, C., Boudrenghien, G., Van der Linden, N., Azzi, A., Frenay, M., Galand, B., & Klein, O. (2017). Doctoral students’ experiences leading to completion or attrition: A matter of sense, progress and distress. European journal of psychology of education, 32, 61-77.
Ehrenberg, R. G., Jakubson, G. H., Groen, J., So, E. C., & Price, J. (2006). Inside the Black Box of Doctoral Education: What Program Characteristics Influence Doctoral Students’ Attrition and Graduation Probabilities? (SSRN Scholarly Paper 888267). https://papers.ssrn.com/abstract=888267
Ehrenberg, R. G., Zuckerman, H., Groen, J. A., & Brucker, S. M. (2010). Educating Scholars. Doctoral
Education in the Humanities. Princeton, Princeton University Press.
Elgar, Frank J. 2003. «PhD Completion in Canadian Universities». Final Report, Halifax, Nova Scotia: Graduate Students Association of Canada
Engebretson, Kath, Ken Smith, Denis McLaughlin, Carmel Seibold, Gill Terrett, y Elizabeth Ryan. 2008. «The Changing Reality of Research Education in Australia and Implications for Supervision: A Review of the Literature». Teaching in Higher Education 13 (1): 1-15. https://doi.org/10.1080/13562510701792112.
Farji-Brener, A. G. (2007). Ser o no ser director, esa es la cuestión: Reflexiones sobre cómo (no) debería ser el desarrollo de una tesis doctoral. Ecología Austral.
Fernández Fastuca, L. (2018). Pedagogía de la formación doctoral. Teseo.
Fossland, T. (2023). Becoming a professional supervisor: Doctoral supervisors’ development in a mandatory, large-scale development programme. Journal of Praxis in Higher Education, 5(2), 27-52. https://doi.org/10.47989/kpdc429
García de Fanelli, A. M. (2011). La educación superior en Argentina 2005-2009. En J. J. Brunner & R. Ferrada Hurtado, Educación Superior en Iberoamérica. CINDA-UNIVERSIA.
Grand, B., Nerad, M., Balaban, C., Deem, R., Grund, M., Herman, C., Kanjuoi, M., Porter, S., Routledge, J., & Strugnell, R. (2022). The doctoral-education context in the twenty-first century: Change at every level. En M. Nared, Towards a Global Core Value System in Doctoral Education.
Guerin, C., Xafis, V., Doda, D. V., Gillam, M. H., Larg, A. J., Luckner, H., & Xu, C. (2013). Diversity in collaborative research communities: A multicultural, multidisciplinary thesis writing group in public health. Studies in Continuing Education, 35(1), 65-81.
Halse, C., & Mowbray, S. (2011). The impact of the doctorate. Studies in Higher Education, 36(5), 513-525. https://doi.org/10.1080/03075079.2011.594590
Hidalgo, C., & Pasarella, V. (2009). Tesistas y directores; una relación compleja e irregular. En E. Arnoux, Escritura y producción de conocimiento en las carreras de posgrado. Santiago Arcos editor.
Jaramillo Salazar, H. (2009). La formación de posgrado en Colombia: Maestrías y doctorados. Revista Iberoamericana de Ciencia, Tecnología y Sociedad, 5(13), 131-155.
Jiranek, V. (2010). Potential Predictors of Timely Completion among Dissertation Research Students at an Australian Faculty of Sciences. International Journal of Doctoral Studies, 5.
Johnson, L., Lee, A., & Green, B. (2000). The PhD and the Autonomous Self: Gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25(2), 135-147. https://doi.org/10.1080/713696141
Kaufhold, K. (2015). Conventions in postgraduate academic writing: European students’ negotiations of prior writing experience at an English speaking university. Journal of English for Academic Purposes, 20, 125-134. https://doi.org/10.1016/j.jeap.2015.08.007
Kessler, M. M. (1963). Bibliographic coupling between scientific papers. American Documentation, 14(1), 10-25. https://doi.org/10.1002/asi.5090140103
Kiley, M. (2009). Identifying threshold concepts and proposing strategies to support doctoral candidates. Innovations in Education and Teaching International, 46(3), 293-304. https://doi.org/10.1080/14703290903069001
Kiley, M., & Mullins, G. (2004). Examining the examiners: How inexperienced examiners approach the assessment of research theses. International Journal of Educational Research, 41(2 SPEC. ISS.), 121-135. Scopus. https://doi.org/10.1016/j.ijer.2005.04.009
Lovitts, B. E. (2005). Being a good course‐taker is not enough: A theoretical perspective on the transition to independent research. Studies in Higher Education, 30(2), 137-154. https://doi.org/10.1080/03075070500043093
Lovitts, B. E. (2008). The Transition to Independent Research: Who Makes It, Who Doesn’t, and Why. The Journal of Higher Education, 79(3), 296-325. https://doi.org/10.1080/00221546.2008.11772100
Mainhard, T., van der Rijst, R., van Tartwijk, J., & Wubbels, T. (2009). A model for the supervisor–doctoral student relationship. Higher Education, 58(3), 359-373. https://doi.org/10.1007/s10734-009-9199-8
Manathunga, C. (2007). Supervision as mentoring: The role of power and boundary crossing. Studies in Continuing Education, 29(2), 207-221. Scopus. https://doi.org/10.1080/01580370701424650
Manathungaa, C., Pesetab, T., & McCormackc, C. (2010). Supervisor development through creative approaches to writing. International Journal for Academic Development, 15(1), 33-46. Scopus. https://doi.org/10.1080/13601440903529893
McMichael, P. (1993). Starting Up as Supervisors: The perceptions of newcomers in postgraduate supervision in Australia and Sri Lanka. Studies in Higher Education, 18(1), 15-26. Scopus. https://doi.org/10.1080/03075079312331382428
Meydan, B., & Koçyiğit, M. (2019). The supervisory relationship experiences of Turkish first-time and advanced supervisees. Qualitative Research in Education, 8(1), 89-121. Scopus. https://doi.org/10.17583/qre.2019.3942
Nerad, M., Bogle, D., Kohl, U., O’Carroll, C., Peters, C., & Scholz, B. (Eds.). (2022). Towards a Global Core Value System in Doctoral Education. UCL Press. https://doi.org/10.14324/111.9781800080188
Parry, O., Atkinson, P., & Delamont, S. (1997). The structure of Ph.D. research. Sociology, 31(1), 121-129. Scopus. https://doi.org/10.1177/0038038597031001009
Polanyi, M. (2012). Personal knowledge. Routledge.
Rogers, C. R. (1958). The Characteristics of a Helping Relationship. The Personnel and Guidance Journal, 37(1), 6-16. https://doi.org/10.1002/j.2164-4918.1958.tb01147.x
Rosas, A. K., Flores, D., & Valarino, E. (2006). Rol del tutor de tesis: Competencias, condiciones personales y funciones. Investigación y Postgrado, 21, 153-185.
Sheridan, P. M., & Pyke, S. W. (1994). Predictors of Time to Completion of Graduate Degrees. Canadian Journal of Higher Education, 24(2). https://doi.org/10.47678/cjhe.v24i2.188439
Sterkenburg, A., Barach, P., Kalkman, C., Gielen, M., & Ten Cate, O. (2010). When do supervising physicians decide to entrust residents with unsupervised tasks? Academic Medicine, 85(9), 1408-1417. Scopus. https://doi.org/10.1097/ACM.0b013e3181eab0ec
Sternberg, D. (1981). How to complete and survive a doctoral dissertation. St. Martin’s Griffin.
Taylor, S., Kiley, M., & Holley, K. A. (2021). Introduction. En The Making of Doctoral Supervisors: International Case Studies of Practice (pp. xii-xxiii). Routledge.
Wainerman, C. (2011). Introducción: Acerca de la formación de investigadores en ciencias sociales. En C. Wainerman & R. Sautu (Eds.), La trastienda de la investigación (4ra ed., pp. 15-40). Manantial.
Zainal Abiddin, N. (2005). The Role of an Effective Supervisor: Case Studies at the University of Manchester, United Kingdom (SSRN Scholarly Paper 962228). https://doi.org/10.2139/ssrn.962228
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Derechos de autor 2024 Catalina Wainerman, Luciano Levin