You are here:

Preparing for Doctoral Supervision at a Distance: Lessons from Experience

, , University of Southern Queensland, Australia

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


An ageing academic workforce and increasing demand for tertiary education are combining to create an acute shortage of university teachers across almost every discipline in Australian universities. Distance education at the doctoral level has an increasing role to play in preparing a new generation of university teachers but brings new challenges for existing academics responsible for that preparation. This study collected data from doctoral students and associated staff in two faculties at a regional Australian university with a growing number of doctoral students studying at a distance. Analysis of the data has produced insights into what currently works well for students and academics and what changes might be desirable. The paper presents selected data and lessons that can be applied to improve distance doctoral education.


Albion, P. & Erwee, R. (2011). Preparing for Doctoral Supervision at a Distance: Lessons from Experience. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 82-89). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .

View References & Citations Map


  1. Albion, P.R. (2006). Building momentum in an online doctoral studies community. In M. Kiley & G. Mullins (Eds.), Quality in Postgraduate Research 2006: Knowledge Creation in Testing Times (pp. 87-96).
  2. Golde, C.M. (2005). The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments. Journal of Higher Education, 76(6), 669-700.
  3. Hugo, G., & Morris, A. (2010). Investigating The Aging Academic Workforce: Stocktake: University of Adelaide.
  4. James, R., Bexley, E., Devlin, M., & Marginson, S. (2007). Australian University Student Finances 2006: Final report of a national survey of students in public universities. Canberra: Universities Australia.
  5. Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
  6. Lin, L., Cranton, P., & Bridglall, B. (2005). Psychological Type and Asynchronous Written Dialogue in Adult Learning. Teachers College Record, 107(8), 1788-1813.
  7. Neumann, R. (2003). The Doctoral Education Experience: Diversity and complexity. Canberra: Commonwealth of Australia Department of Education Science and Training.
  8. Pearson, M. (1999). The Changing Environment for Doctoral Education in Australia: implications for quality management, improvement and innovation. Higher Education Research and Development, 18(3), 269-287.
  9. Terrell, S.R., Snyder, M.M., & Dringus, L.P. (2009). The development, validation, and application of the Doctoral Student Connectedness Scale. The Internet and Higher Education, 12(2), 112-116.
  10. University of Melbourne (2009). Study reveals looming crisis for Australian academia. Retrieved October 4, 2010, from Upham, S. (2003). Can there be a renaissance of the PhD? Journal for Higher Education Strategists, 1(3), 243-260.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact

View References & Citations Map

Cited By

  1. Factors to consider when designing writing groups for off- campus doctoral candidates

    Olga Kozar & Juliet Lum, Macquarie University

    ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 498–502

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact