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Why do students consider dropping out of doctoral degrees? Institutional and personal factors

Higher education, 2017-12, Vol.74 (6), p.1053-1068

2017

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Identity positioning of experienced school principals when facing critical incidents

Heliyon, 2024-08, Vol.10 (16), p.e36025, Article e36025

2024

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Spanish and UK post-PhD researchers: writing perceptions, well-being and productivity

Higher education research and development, 2017-09, Vol.36 (6), p.1108-1122

2017

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Researchers' Perceptions of COVID-19 Impact on Responsible Research and Innovation (RRI)-Based Practices and Society's View of Science in the First Months of the Pandemic

Tuning Journal for Higher Education, 2022-11, Vol.10 (1), p.241-262

2022

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Los retos actuales de la alfabetización académica: estado de la cuestión y últimas investigaciones

Enunciación, 2015-03, Vol.19 (2), p.346

Castelló, Montserrat

2015

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Learning philosophical thinking through collaborative writing in secondary education

Journal of writing research, 2015-06, Vol.7 (1), p.157-200

2015

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What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies

Higher education, 2021-03, Vol.81 (3), p.567-590

2021

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Faculty feelings as writers: relationship with writing genres, perceived competences, and values associated to writing

Higher education, 2016-05, Vol.71 (5), p.719-734

Galego Castano, Liliane Del Pilar

2016

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Escritura e identidad en contextos de investigación

Literatura y lingüística, 2022-01 (46), p.29

Castelló, Montserrat

2022

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Exploring writing processes in authentic writing tasks: A multimodal mixed-method approach

Journal of second language writing, 2023-09, Vol.61, p.101038, Article 101038

2023

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Teacher identity as inquirer: voices of teacher educators

European journal of teacher education, 2024-01, Vol.47 (1), p.140-158

2024

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From teacher to school principal. Analysis of an identity transition process / De profesor a director de escuela. Análisis de un proceso de transición identitaria

Infancia y aprendizaje, 2024-09, Vol.47 (3), p.515-544

2024

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Refining virtual cross-national research collaboration: drivers, affordances and constraints

Journal of Work-Applied Management, 2022-10, Vol.14 (2), p.302-315

2022

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Post-PhD Researchers’ Trajectories and Networking: The Mediating Role of Writing Conceptions

Written communication, 2021-10, Vol.38 (4), p.479-511

2021

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Tourism for all. Educating to foster accessible accommodation

The journal of hospitality, leisure, sport & tourism education, 2022-06, Vol.30, p.100370, Article 100370

2022

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What do PhD graduates in non-academic careers actually do?: Interaction between organisation mission, job specifications and graduate lived experience

Learning and teaching, 2024-03, Vol.17 (1), p.77-106

2024

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How do doctoral students experience supervision?

Studies in continuing education, 2019-09, Vol.41 (3), p.293-307

2019

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Exploring the relationship between doctoral students' experiences and research community positioning

Studies in continuing education, 2017-01, Vol.39 (1), p.16-34

2017

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What influences PhD graduate trajectories during the degree: a research-based policy agenda

Higher education, 2020-12, Vol.80 (6), p.1011-1043

2020

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Characterisation of the professional identity of school principals (Caracterización de la identidad profesional de los directores de escuela)

Infancia y aprendizaje, 2022-11, Vol.45 (4), p.804-841

2022

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Writing in doctoral programs: examining supervisors' perspectives

Higher education, 2018-09, Vol.76 (3), p.387-401

2018

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Writing regulation processes in higher education: a review of two decades of empirical research

Reading & writing, 2018-04, Vol.31 (4), p.757-777

2018

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Formación doctoral en Paraguay: situación actual y retos pendientes

Revista iberoamericana de educación superior, 2024-10, p.73-91

2024

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Researcher Identity in Transition: Signals to Identify and Manage Spheres of Activity in a Risk-Career

Frontline learning research, 2015, Vol.3 (3), p.39

2015

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In pursuit of sustainable co-authorship practices in doctoral supervision: Addressing the challenges of writing, authorial identity and integrity

Innovations in education and teaching international, 2022-01, Vol.59 (1), p.82-92

2022

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Why do students consider dropping out of doctoral degrees? Institutional and personal factors

Identity positioning of experienced school principals when facing critical incidents

Spanish and UK post-PhD researchers: writing perceptions, well-being and productivity

Researchers' Perceptions of COVID-19 Impact on Responsible Research and Innovation (RRI)-Based Practices and Society's View of Science in the First Months of the Pandemic

Los retos actuales de la alfabetización académica: estado de la cuestión y últimas investigaciones

Learning philosophical thinking through collaborative writing in secondary education

What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies

Faculty feelings as writers: relationship with writing genres, perceived competences, and values associated to writing

Escritura e identidad en contextos de investigación

Exploring writing processes in authentic writing tasks: A multimodal mixed-method approach

Teacher identity as inquirer: voices of teacher educators

From teacher to school principal. Analysis of an identity transition process / De profesor a director de escuela. Análisis de un proceso de transición identitaria

Refining virtual cross-national research collaboration: drivers, affordances and constraints

Post-PhD Researchers’ Trajectories and Networking: The Mediating Role of Writing Conceptions

Tourism for all. Educating to foster accessible accommodation

What do PhD graduates in non-academic careers actually do?: Interaction between organisation mission, job specifications and graduate lived experience

How do doctoral students experience supervision?

Exploring the relationship between doctoral students' experiences and research community positioning

What influences PhD graduate trajectories during the degree: a research-based policy agenda

Characterisation of the professional identity of school principals (Caracterización de la identidad profesional de los directores de escuela)

Writing in doctoral programs: examining supervisors' perspectives

Writing regulation processes in higher education: a review of two decades of empirical research

Formación doctoral en Paraguay: situación actual y retos pendientes

Researcher Identity in Transition: Signals to Identify and Manage Spheres of Activity in a Risk-Career

In pursuit of sustainable co-authorship practices in doctoral supervision: Addressing the challenges of writing, authorial identity and integrity

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