Abstract
Completion mindsets and completion contexts are essential elements within the PhD endeavour. In short, what is vital is a shared focus between candidate and the supervisory team on completion of the research and thesis, as well as a supportive environment related to resources and the research culture. What we mean by the completion mindset is clarified and the implications for supervisory practice are highlighted. The chapter looks at changing supervisory models, the notion of ‘effective’ supervision, and the systemic pressures that candidates and supervisors endure. The pressure on candidates to perform (‘complete or retreat’) poses risks for doctoral standards, but also for the well-being of the PhD candidate. The chapter looks at supervision spaces (the RIP model to RIPE): relational, intellectual, physical and emotional, and raises issues to be addressed within each space. When supervisory teams and candidates work together towards shared mindsets that focus on completion, the likelihood of enhanced focus and commitment towards success is increased, and matters of integrity are kept in sight. Working together in such ways, in negotiated spaces or spaces of influence (action, explicit discourse, learning, practice development and trust), enables mindful approaches to doctoral work and enhances the possibility of new ways of problem-solving, as well as the emergence of fresh insights. These spaces contribute to the growth of completion contexts that offer support when plans go astray (as they do at times), and that provide pathways to PhD success.
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Bowden, J.A., Green, P.J. (2019). Completion mindsets and contexts in doctoral education: Pursuing efficiency and quality with integrity. In: Playing the PhD Game with Integrity. Understanding Teaching-Learning Practice. Springer, Singapore. https://doi.org/10.1007/978-981-13-6990-2_5
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