By Claire Aitchison
Many of our readers work with doctoral candidates in support roles either as researcher educators, academic literacy advisors, or academic developers, often in addition to being doctoral candidate supervisors. In this two-part blog, I draw on my own experiences, to explore the differences and interfaces between these roles, and what this means for the doctoral candidate.
I am thinking out loud – this is a work in progress designed to invite comment on my nascent reflections about the practices that mark our work with doctoral writing. Continue reading