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The article emphasises PhD research education for senior adults, shaped by their motivation, extensive experiential knowledge, and the need for approaches distinct from mainstream PhD supervision. It highlights learner-centred customisation, practical application of research outcomes, workplace relevance, and a conceptual framework informed by adult learning processes and liberal adult education. 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Special Attention is focused on the Doctor of Philosophy (PhD) as a research education experience for adults occupying senior management roles. Their seniority and underlying motivation combined with extensive knowledge and practical experience required a dĭerent approach from supervising mainstream PhD students. Much that was learned advising them was readily transferred to younger PhD students􀀏 to con¿rm the validity of approach. The research education process was dedicated to extending the boundaries of knowledge in the long tradition of the PhD. One important dĭerence􀀏 however􀀏 was more emphasis on practical application of research outcomes. This key dĭerence will be explored further.  \nAttention is focused on the key features of a practical approach to advising such adult learners with strong industry backgrounds. It was very much a learner-centred, customised approach focused on what  \nAdvising senior management leaders on the doctoral research journey by applying traditional adult 127  \nlearning practices for industry contexts  \nthey wanted to know and their explanatory rationale. In addition to being academic scholarship it was also about how new knowledge was to be applied in workplace and industry settings.  \nThe antecedents of my approach to advising senior-level adult learners are also explained as conceptual background. My approach was informed by ideas about the adult learning process rather than as a subject discipline specialist. A background in liberal adult education shaped my practices advising doctoral researchers. The agreeable metaphor was to approach the PhD research process like going on a mutual and shared learning journey.  \nKeywords: senior management level research education, adult continuing education, adult learning theory, higher research degrees, the doctoral research learning journey  \nIntroduction  \nMany years of lived experience supervising PhDs and other researchEDVHG KLJKHU GHJUHHV SURYLGHV WKH FRQWH[WXDO EDFNJURXQG WR UHÀHFWLRQVon practice and conceptual underpinnings to a specialised branch of adult continuing education for professional managers within industry contexts. Special Attention is focused on the Doctor of Philosophy (PhD) as a research education experience for adults occupying senior management roles. Their seniority and underlying motivation combined with extensive knowledge and practical experience required a different approach from supervising mainstream PhD students. Much of what was learned while advising them was easily transferred to younger 3K' VWXGHQWV􀀏 FRQ¿UPLQJ WKH YDOLGLW\\ RI WKH DSSURDFK􀀑 7KH UHVHDUFK education process was dedicated to extending the boundaries of knowledge in the long tradition of the PhD. One important difference, however, was more emphasis on the practical application of research outcomes. This key difference will be explored further.  \nAttention is directed towards the key features of a practical approach to advising adult learners with strong industry backgrounds. It was fundamentally learner-centred and customised, focusing on their inquiries and explanatory rationale. Beyond academic scholarship, it also emphasised the application of new knowledge in workplace and  \n128 Barry Elsey  \nindustry settings.  \nThe antecedents of my approach to advising senior-level adult learners are also elucidated as conceptual background. Informed by ideas DERXW WKH DGXOW OHDUQLQJ SURFHVV UDWKHU WKDQ VSHFL¿F VXEMHFW GLVFLSOLQH expertise,","cbCailk4IxNQLPvD","https://ap.wps.com/l/cbCailk4IxNQLPvD","pdf",90862,18,"English","# Introduction\n# Advising senior management leaders and the doctoral research journey\n# Key features of a practical advising approach\n# Antecedents and conceptual background\n# Profiles of doctoral research students","[{\"question\":\"What distinguishes advising senior management adult learners in PhD programs from supervising mainstream PhD students?\",\"answer\":\"The approach needed to differ because senior leaders bring different motivations and extensive practical experience, requiring a tailored supervision style rather than a standard mainstream PhD approach.\"},{\"question\":\"How does the article define a practical approach to advising adult doctoral learners?\",\"answer\":\"It is learner-centred and customised, focusing on the learners’ inquiries and explanatory rationale, while also emphasising how new knowledge can be applied in workplace and industry settings.\"},{\"question\":\"What role does practical application of research outcomes play in this doctoral research education experience?\",\"answer\":\"A key difference is greater emphasis on practical application, extending the boundaries of knowledge while ensuring outcomes are usable in professional and organisational contexts.\"}]","Australian Journal of Adult Learning - Volume 64 - Number 1 - April 2024 - Advising senior management leaders on the doctoral research journey by applying traditional adult learning practices for industry contexts | PDF",1792076953,45]