Sofie Kobayashi

Sofie Kobayashi
University College Copenhagen · Further Education

PhD

About

28
Publications
3,676
Reads
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154
Citations
Citations since 2017
18 Research Items
137 Citations
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Publications

Publications (28)
Article
Full-text available
We explore how norms of science are given attention through laughter in life science doctoral supervision. Four supervision sessions were observed and video recorded. All laugh units were identified, and instances of humour were coded in relation to norms of science. Our analysis reveals tensions around how to do valid research, governance vs. admi...
Chapter
Through the lens of a doctoral learning ecology model, doctoral researchers can be expected to encounter four foundational needs within an expanded doctoral pedagogy. Each need arguably requires a specific mode of support. Firstly, doctoral researchers require professional support to help achieve the required academic quality of their work via writ...
Chapter
A doctorate is an individual endeavour into deep learning about the self and one’s subject of choice. Doctoral researchers have diverse past and ongoing lives, personal and professional motivations for embarking on a doctoral journey, and different aspirations for post-PhD careers. Recognising these preferences, priorities, and time pressures will...
Chapter
International learners’ background, learning orientation, language, practices, and values can inform experience of studying abroad, making it more exciting as well as challenging. These experiences can be intensified by such factors as experiencing a dual sense of loneliness, enormous pressure to succeed, or physical distance from important social...
Chapter
Responsibility for doctoral researcher development is a shared endeavour across different roles and functions among higher education (HE) staff. Avoiding conflicting messages or competition for students’ time requires these players (supervisors, researcher developers, convenors, administrators) to work in tandem towards coherent and aligned goals....
Chapter
This chapter discusses development initiatives that leverage the hidden curriculum via a peer dialogue approach. In response to student-centred learning and development tailored to individual contexts, researcher developers increasingly consider new ways of development experiences by using spaces they create. The outcome is a reduction of deficit-m...
Chapter
Doctoral education carries with it its own rewards as well as a unique set of shared concerns arising from its challenging nature. Beyond the doctoral-specific challenges, there are added expectations (e.g. career, life post-PhD) that often greatly affect how the doctoral study experience is viewed. In this context, we take a closer look at prevail...
Chapter
Formal, informal, and non-formal domains of doctoral researchers’ learning journeys are interlinked, but often institutionally unacknowledged and pedagogically unrecognised. Given the PhD’s nature, various opportunities arise, for which a selective pursuit leads to unique experiential trajectories. A travel grant allows doctoral researchers to cond...
Chapter
Forming bonds and creating communities across academic, professional, and societal contexts is an ongoing experience for doctoral researchers. Intellectual energy, momentum, and support for the research process can be strengthened by personal and social lifeworlds beyond the campus walls. Supervisors, peers, academic friends, and the wider social n...
Chapter
Using one of our earlier papers entitled ‘Hidden treasure: successful international doctoral researchers who found and harnessed the hidden curriculum’ as a catalyst, we present a conceptual understanding of the hidden curriculum within the doctoral studies context. We also aim to crystallise and provide examples for the ‘process’ and the ‘product’...
Book
This book explores the concept of the ‘hidden curriculum’ within doctoral education. It highlights the unofficial channels of genuine learning typically acquired by doctoral students independent of the physical and metaphorical walls of academia. The doctorate is a huge and complex undertaking which requires a range of support beyond academic found...
Article
Full-text available
PhD supervision is generally deemed a rewarding experience as supervisors and students embark on an academic journey together. Pursuing a PhD in a ‘foreign’ context inevitably brings forth distinct opportunities and challenges for students and their supervisors. Using Interpretative Phenomenological Analysis, this qualitative study of supervisors a...
Article
In a PhD course for new PhD students peer feedback was introduced to reduce teacher time on feedback and to enhance the learning environment. The results of the changes to the course are not conclusive with regards to teacher time, since there were also oth-er changes made to the programme, but overall teacher time on giving feedback has been reduc...
Article
Full-text available
This article explores how the metaphor of quest can be used to conceptualise PhD experience and be employed in PhD supervision practice. As part of a small-scale study of the PhD experience of international students in Denmark, whose numbers have significantly increased in recent years, we conducted narrative interviews with nine doctoral students....
Article
Full-text available
This study contributes towards a better understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction between supervisors and PhD students, using the notion of experiencing variation as a key to learning. Empirically, we have based the study on four video-recorded sessions, with fo...
Chapter
Full-text available
The quality of teaching and the pedagogical development of teaching staff is a key issue in higher education. However, university faculty, particularly in research-intensive universities, mostly identify themselves as researchers, and this understanding will to a large degree be supported and reinforced by the universities influenced by league tabl...
Article
Det er en udbredt forestilling, at forskningskompetence og videnskabelig produktion vejer tungere end undervisningskompetencer ved ansættelse af videnskabeligt personale ved universiteterne. Krav til medsendelse af undervisningsportfolio er et forsøg på at udligne balancen. Der er imidlertid ikke lavet systematiske undersøgelser af, hvordan vurderi...
Article
I denne artikel kortlægger vi kompetenceudviklingsaktiviteter for ph.d.-vejledere i Danmark, hvilket ikke tidligere er gennemført systematisk. Syv ud af de otte danske universiteter udbød kompetence­udviklingsaktiviteter for ph.d.-vejledere. I alt identificerede vi 14 kurser/aktiviteter gennemført i 2015. Undersøgelsen er dels baseret på data fra e...
Article
In this paper we focus on individual coaching carried out by an external coach as a new pedagogical element that can impact doctoral students’ sense of progress in doctoral education. The study used a mixed-methods approach in that we draw on quantitative and qualitative data from the evaluation of a project on coaching doctoral students. We explor...
Conference Paper
Full-text available
Within the current higher education context, early career researchers (ECRs) face a ‘risk-career’ in which predictable, stable academic careers have become increasingly rare. Traditional milestones to signal progress toward a sustainable research career are disappearing or subject to reinterpretation, and ECRs need to attend to new or reimagined si...
Article
Research into doctoral supervision has increased rapidly over the last decades, yet our understanding of how doctoral students learn scientific thinking from supervision is limited. Most studies are based on interviews with little work being reported that is based on observation of actual supervision. While joint supervision has become widely used,...
Article
Full-text available
Within the current higher education context, early career researchers (ECRs) face a 'risk-career' in which predictable, stable academic careers have become increasingly rare. Traditional milestones to signal progress toward a sustainable research career are disappearing or subject to reinterpretation, and ECRs need to attend to new or reimagined si...
Article
Artiklen bidrager med nogle bud på, hvordan ph.d.-vejledere kan gøre brug af coaching for at fremme en mere smidig og læringsfremmende vejledningsstil gennem en skærpet refleksiv forholden sig til de positioneringer, der opstår i samtalen. Litteraturen om ph.d.-vejledning og vejlederudvikling beskriver vejledningsstil som en relativt statisk større...
Article
Full-text available
This article gives a brief overview of some preliminary results of an in-progress illuminative evaluation (Parlett and Hamilton, 1972) of 'Writer Development' courses. The courses, which run at several European universities, were conceived and set up as a reaction to the perceived need for process-based scholarly writing instruction to complement r...
Article
This paper presents a case of a single PhD supervision session with multiple supervisors from a life science faculty. The aim is to identify how learning opportunities are created. The supervisors and PhD student were interviewed about their experiences of the supervisory process. The session was analysed using positioning theory. Learning opportun...

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