Mentoring in Postgraduate Supervision

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


In recent years postgraduate courses have been subject to close scrutiny. This scrutiny has arisen due to the increased take up of postgraduate studies. In June 2016 the UK government introduced a taught loans system for postgraduate study making financial support accessible for students. A 2013 study by Lindley and Machin notes that many graduates are choosing to stay on in education to undertake further studies. Lindley and Machin (2013) have calculated that 11% of those in the workplace in Britain have a postgraduate qualification. This is an increase of 4% from 1996. Furthermore, the Higher Education Funding Council discovered in March 2017 that in England 90,600 students beganfull-time taught postgraduate courses; compared with the previous year this was an increase of 22%. There are wide-ranging reasons why a student would choose to study for a postgraduate qualification. These can vary from a general interest in a subject area, increased high-level based achievement and most importantly, to boost employment prospects. However, the increased take up in postgraduate courses brings new challenges to teaching and learning in the university sector. In this chapter, the authors critically explore the debates in the higher education sector and offer a mentorship framework for postgraduate studies.
Original languageEnglish
Title of host publicationMentorship, Leadership, and Research:
Subtitle of host publicationTheir Place within the Social Science Curriculum
EditorsMichael Snowden, Jamie Halsall
PublisherSpringer International Publishing AG
Number of pages10
ISBN (Electronic)9783319954479
ISBN (Print)9783319954462
Publication statusPublished - 1 Jan 2019


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