Acompañar para formar: Guía para orientar la dirección de Tesis en programas de postgrado desde el Modelo Educativo de la Universidad de Chile

56 Acompañar para Formar: Guía para orientar la dirección de tesis en programas de postgrado desde el Modelo Educativo de la Universidad De Chile 3 Christelle Devos et al., «Doctoral Supervision in the Light of the Three Types of Support Promoted in Self-Determination Theory», In- ternational Journal of Doctoral Studies 10 (2015): 439-64, https://doi. org/10.28945/2308. 4 Lynn McAlpine et al., «What Influences PhD Graduate Trajectories during the Degree: A Research-Based Policy Agenda», Higher Education 80, n.o 6 (2020): 1011-43, https://doi.org/10.1007/s10734-019-00448-7. 5 Anna Sverdlik et al., «The PhD Experience: A Review of the Factors Influencing Doctoral Students’ Completion, Achievement, and Well-Be - ing», International Journal of Doctoral Studies 13 (septiembre de 2018): 361-388, https://doi.org/10.28945/4113 ; Marla Woolderink et al., «The voice of PhD candidates and PhD supervisors. A qualitative exploratory study amongst PhD candidates and supervisors to evaluate the relatio- nal aspects of PhD supervision in the Netherlands», International Journal of Doctoral Studies 10 (2015): 217.