致谢
在此，我们对我们的同事Jennifer Evans 与Janet Metcalfe 深表谢意，他们参与了本章参考文献的系统评述。文本解释归作者所有。
参考文献
[1] Acker, S., (1999) Students and supervisors: the ambiguous relationship. Perspectives on the supervisory process in Britain and Canada, Review of Australian Research in Education, 5:75-94.
[2] Acker, S., Transken, S., Hill, T. and Black, E. (1994) Research students in education and psychology: diversity and empowerment, International studies in Sociology of Education, 4(2):229-251.
[3] Becher, T., Henkel, M. and Kogan, M. (1994) Graduate Education in Britain, London: Jessica Kingsley.
[4] Boud, D. and Lee, A. (2005) ‘Peer learning’ as pedagogic discourse for research education, Studies in Higher Education, 30(5):501-516.
[5] Brew, A. (2001) Conceptions of research: a phenomenographic study, Studies in Higher Education, 26(3):271-285.
[6] Brina, C., Parsons, S. and Early, R. (1999) Doing a higher degree, in S. Hatt, J. Kent and C. Britton (eds), Women, Research and Careers, Basingstoke: Macmillan.
[7] Bunting, C. (2003) Loneliness of the long distance runner, Times Higher Education Supplement, 17 January.
[8] Chiang, K. H. (2004) Relationship between research and teaching in doctoral education in UK universities, Higher Education Policy, 17(1):71-88.
[9] Coate, K. and Leonard, D.(2002) The structure of research training in England, Australian Educational Researcher, 29(3):19-41.
[10] Conrad, L. and Phillips, E. M. (1995) From isolation to collaboration: a positive change for postgraduate women?, Higher Education, 30(2):313-322.
[11] Deem, R. and Brehony, K. J. (2000) Doctoral students’ access to research cultures — are some more unequal than others?, Studies in Higher Education, 25(2):149-165.
[12] Delamont, S., Atkinson, P. and Parry, O. (2000) The Doctoral Experience: Success and Failure in Graduate School, London: Falmer Press.
[13] Delamont, S., Parry, O. and Atkinson, P. (1997) Critical mass and pedagogic continuity: studies in academic habitus, British Journal of Sociology of Education, 18(4):533-549.
[14] Dickinson, H. W., Connell, H. and Savage, J. (1997) Student experiences, in N. Graves and V. Varma (eds), Working for a doctorate: A Guide for the Humanities and Social Sciences, London: Routledge, pp.113-130.
[15] Elton, L. and Pope, M. (1989) Research supervision: the value of collegiality, Cambridge Journal of Education, 19:267-275.
[16] Fischer, R and Taithe, B. (1998) Developing university teachers: an account of a scheme designed for postgraduate researchers on a lecturing career path, Teaching in Higher Education, 3(1):37-50.
[17] Frame, I. A. and Allen, L. (2002) A flexible approach to Ph.D. research training, Quality Assurance in Education, 10(2):98-103.
[18] Green, B. (2005) Unfinished business: subjectivity and supervision, Higher Education Research and Development, 24(2):151-163.
[19] Gross, R. (1994) Accommodation of research students, Journal of Graduate Education, 1:21-24.
[20] Haggis, T. (2002) Exploring the ‘black box’ of process: a comparison of theoretical notions of the ‘adult learner’ with accounts of postgraduate learning experience, Studies in Higher Education. 27(2):207-220.
[21] Henderson, M. W. (1996) Support provision in higher educational institutions for non-UK postgraduate students, Journal for Further and Higher Education in Scotland, 20(1):18-22.(https://www.daowen.com)
[22] Hockey, J. (1994) New territory: problems of adjusting to the first year of a social science Ph.D., Studies in Higher Education, 19(2):177-190.
[23] Hockey, J. and Allen-Collinson, J. (2005) Identity change: doctoral students in art and design, Arts and Humanities in Higher Education, 4(1):77-93.
[24] Houghton, A. M. (2001) Do experienced educational travellers planning the Ph.D. journey of a lifetime need educational guidance?, in L. West, N. Miller, D. O’Reilly and R. Allen (eds), Travellers’ Tales: From Adult Education to Lifelong Learning… and Beyond Proceedings of the 31st annual conference of SCUTREA, 4-6 July, pp. 190-194, Standing Conference on University Teaching and Research in the Education of Adults, University of East London.
[25] Humphrey, R. and McCarthy, P. (1999) Recognising difference: providing for postgraduate students, Studies in Higher Education, 24(3):371-386.
[26] Lee, D. (1998) Sexual harrassment in Ph.D. supervision, Gender and Education, 10(3): 299-312.
[27] Leonard, D., Becker, R. and Coate, K. (2005) ‘To prove myself at the highest level’: the benefits of doctoral study, Higher Education Research and Development, 24(2): 135-150.
[28] Leonard, D., Metcalfe, J., Becker, R. and Evans, J. (2006) Review of the literature on the doctoral experienced for the Higher Education Academy London and Cambridge: Institute of Education and UK GRAD Programme.
[29] Okorocha, E. (1996) Cultural Clues to Student Experience, The Times Higher Education Supplement, 7 June, p.13.
[30] Parry, O., Atkinson, P. and Delamont, S. (1994) Disciplinary identities and doctoral work, in R. Burgess (ed.) Postgraduate Education and Training in the Social Sciences, London: Jessica Kingsley, pp.34-52.
[31] Pearson, M. and Brew, A. (2002) Research training and supervision development, Studies in Higher Education 27(2): 135-150.
[32] Pole, C. (1998) Joint supervision and the Ph.D.: safety net or panacea? Assessment and Evaluation in Higher Education, 23(3):259-271.
[33] Premia (2004a) Case histories of employed graduates with a research degree. Report produced through the HEFCE funded project Premia — making research education accessible (2003—2005), University of Newcastle upon Tyne, at: www.premia.ac.uk.
[34] Premia (2004b) Research Student Case Histories by Disability. Report produced through the HEFCE funded project Premia — making research education accessible (2003—2005).
[35] QAA (2004) Code of practice for the assurance of academic quality and standards in higher education, Section 1 Postgraduate research programmes, Quality Assurance Agency.
[36] QAA (2007) Review of postgraduate research degree Programmes in England and Northern Ireland, at: www.qaa.ac.uk/reviews/postgraduate/default.asp.
[37] Wareing, S. (1999) ‘Doing a research degree’, in: G. Wisker and N. Sutcliffe, Good Practice in postgraduate supervision, Birmingham, SEDA: 7-11.
[38] Wellcome Trust (2000) Review of Wellcome Trust Ph.D. Training: the student Perspective, London: Wellcome Trust.
[39] Wisker, G., Robinson, V. G., Trafford, M. V. and Warnes, M. (2002) Getting there in the end: contributions to the achievement of the Ph.D., in M. Kiley and G. Mullins(eds), Quality in Postgraduate Research: Integrating Perspectives, Canberra, CELTS, University of Canberra.
[40] Wright, J. and Lodwick, R. (1989) The process of the Ph.D.: a study of the first year of doctoral study, Research Papers in Education, 4(1):22-56.
[41] Wright, T. (2003) Postgraduate research students: people in context?, British Journal of Guidance and Counselling, 31(2):209-227.
【注释】
[1]根据1997 年举行的“第三次国际灰色文献会议”给出的定义，灰色文献（gray literature）是指不经营利出版者控制，而由各级政府、学术单位、工商业界所产制的各类印刷与电子形式的资料。——译者注