How involved should doctoral supervisors be in the literature search and literature review writing?

Everitt, Julia (2022) How involved should doctoral supervisors be in the literature search and literature review writing? Teaching in Higher Education. ISSN 1356-2517

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Doctoral supervision is a subtle but complex form of teaching in higher education, where supervisor-to-candidate expectations including support around the literature are important, but supervisory practices and candidate starting points can be disparate and expectations are not always discussed. This paper uses autoethnographic reflections and a practitioner inquiry to explore: How involved should supervisors be in the literature search and writing the literature review? This issue arose following the transition from a postgraduate candidate to an academic involved in supervising and teaching postgraduate candidates, co-facilitating supervisor development programmes and researching doctoral supervision. This paper proposes that the involvement of supervisors in the literature search or review could be classed as operating on a conceptual model: the ‘sliding scale’. Readers are asked to consider the different tensions in this practice and invited to address them using the ‘sliding scale’ to encourage conversations with candidates in higher education supervision or teaching.

Item Type: Article
Identification Number:
9 October 2022Accepted
16 November 2022Published Online
Uncontrolled Keywords: doctoral supervision, doctoral education, expectations, literature review
Subjects: CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE)
Depositing User: Julia Everitt
Date Deposited: 13 Oct 2022 13:39
Last Modified: 18 Nov 2022 10:27

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