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Journal articles on the topic 'PhD supervisor'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Mahon, Kathleen. "Doctoral supervision as and for praxis." Journal of Praxis in Higher Education 5, no. 2 (2023): 118–39. http://dx.doi.org/10.47989/kpdc318.

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In this paper, the author revisits empirical material generated in her PhD research in light of (a) her recent experiences and conversations as course coordinator of the supervision course at the centre of the Special Issue, and (b) current supervision practice. Part of her PhD research included examination of her own supervisors’ pedagogical praxis while they were supervising her doctorate. This examination occurred, rather uniquely, in dialogue with her supervisors in supervision meetings and interviews, and also through analysis of reflective notes made about her experiences of being superv

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Zahid, Muhammad, and Qaisar Khalid Mahmood. "Exploration of doctoral students’ supervisory experiences in Pakistani universities." Masyarakat, Kebudayaan dan Politik 38, no. 1 (2025): 30–43. https://doi.org/10.20473/mkp.v38i12025.30-43.

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Doctoral education and PhD completion are influenced by various factors, including student-related, institution, and supervisor. This study explores PhD scholars’ considerations in selecting supervisors and documents their experiences regarding accessibility, supervisory meetings, and feedback. PhD scholars from four universities were interviewed. The data were analyzed using the Braun and Clarke thematic analysis approach. The findings reveal that Pakistani PhD scholars meticulously select their PhD supervisor keeping in view research related factors, professional and personal factors of supe

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Masood, Sajid, Fareeha Khawaja, and Yasira Waqar. "The Road to Doctoral Success: A Model for High-Quality PhD Supervision in Education." Global Educational Studies Review VIII, no. II (2023): 660–72. http://dx.doi.org/10.31703/gesr.2023(viii-ii).59.

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This paper explores effective PhD supervision pedagogies in Education through qualitative interviews with 5 current doctoral students and 3 faculty supervisors in Pakistan. The findings reveal key best practices including dual supervision in theory and methodology, regular student-supervisor meetings, collaborative publishing and conference participation, multifaceted written and verbal feedback, and an open supervisory relationship balancing mentorship with professionalism. These experientially derived insights contribute localized empirical guidance on optimizing Education PhD training, affi

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4

Seeber, Marco, and Hugo Horta. "No road is long with good company. What factors affect Ph.D. student’s satisfaction with their supervisor?" Higher Education Evaluation and Development 15, no. 1 (2021): 2–18. http://dx.doi.org/10.1108/heed-10-2020-0044.

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PurposeHow frequently may be advisable for a supervisor to meet a PhD student? Are PhD students more satisfied if supervised by someone of the same gender, nationality or with common research interests? Thus far, we lack quantitative evidence regarding similar crucial aspects of managing PhD supervision. The goal of this study is hence to investigate what factors affect Ph.D. students' satisfaction about the professional and personal relationships with their supervisors.Design/methodology/approachWe focus on the characteristics of the interactions between the student and the supervisor, contro

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Blazevski, Nikica Mojsoska. "Learning through a Reflection: Becoming an effective PhD supervisor." International Journal of Learning and Development 2, no. 5 (2012): 67. http://dx.doi.org/10.5296/ijld.v2i5.2339.

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The aim of this paper is to learn how to be a better or more effective supervisor through a critical reflection on my own supervisory experience. The importance of the effective supervision is highlighted in view of the established link between effective supervision and greater completion rates of postgraduate degrees, where the latter is main focus of higher education institutions/authorities in the last decade. The reflection is used to not only to justify the way we were supervised, but to challenge it and find ways how we can improve our effective supervision. Several researchers argue tha

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Milovanović, Petar, and Tatjana Pekmezović. "Supervisor education and quality of PhD studies: Current status and future challenges." Medicinska istrazivanja 55, no. 3 (2022): 1–6. http://dx.doi.org/10.5937/medi55-40099.

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Supervision is a specific relationship, where an experienced senior researcher provides guidance, support, and advice to navigate a junior colleague through the barriers to becoming an independent researcher. While supervision is clearly a rewarding duty, it is also associated with a number of challenges. It is clear that supervision involves many responsibilities, which means that the supervisor needs to possess a certain set of skills. While many of these skills are learned in the direct interaction with PhD candidates, it would be beneficial if a more formal and structured training was offe

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Regmi, Pramod R., Amudha Poobalan, Padam Simkhada, and Edwin Van Teijlingen. "PhD supervision in Public Health." Health Prospect 20, no. 1 (2021): 1–4. http://dx.doi.org/10.3126/hprospect.v20i1.32735.

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Roles of PhD supervisors are diverse, ranging from providing in-depth discipline-specific Public Health knowledge and technical (e.g., methodological) support to the students, encouraging them towards publications or conference presentations, offering pastoral support for student wellbeing, and finally preparing them to defend their thesis by conducting a mock viva. Effective supervision plays a vital role in a PhD journey reflecting on the quality of the PhD work, positive PhD experience, and supervisor-student relationship. While some student-supervisors team may encounter conflicting and ch

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Van der Pol, Tom P. A. "Navigating supervision strictness in higher education: Directed towards freedom." Högre utbildning 15, no. 2 (2025): 1–13. https://doi.org/10.23865/hu.v15.7212.

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In an academic environment that increasingly values research supervision, but at the same time asks for rich scientific output and flashy results, determining the strictness of supervision offered to a PhD student is not straightforward. Both free and directive supervision come with benefits and pitfalls, which necessitates striking a delicate balance. The supervision dilemma is further complicated by the changing needs of both supervisee and supervisor during their education and career, respectively. In this in-depth discussion, explicitly taking into account the (young) supervisor viewpoint,

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Coutinho, Isabel Ribau. "When we look at the supervisor image in the mirror, what do we see? The supervisors' mirror image regarding doctoral supervision." Advances in Social Sciences Research Journal 8, no. 2 (2021): 398–410. http://dx.doi.org/10.14738/assrj.82.9714.

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Studies regarding doctoral education can focus the PhD student, the supervisor, higher education institution (policy, curriculum, professional career support, culture, among others). PhD students, supervisors and higher education institution, constitute three keys for the same door (doctoral education), and without one of them, the door can´t be well open. Choose which of them should be analyzed is the researcher responsibility, as present data and look carefully to it. During the last years' doctoral education and the doctoral supervision process at UNL as been studied, looking to PhD student

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Le, Mai, Long Pham, Kioh Kim, and Nhuong Bui. "The impacts of supervisor – PhD student relationships on PhD students’ satisfaction: A case study of Vietnamese universities." Journal of University Teaching and Learning Practice 18, no. 4 (2021): 269–85. http://dx.doi.org/10.53761/1.18.4.18.

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This study focuses on investigating impact of supervisor – PhD student relationship on PhD students’ satisfaction with their supervisors’ supervisory styles and their skill development. A survey was conducted among 430 respondents who both finished or were doing their doctoral study at universities in Northern, Central and Southern cities in Vietnam in social science, economics and business management majors. Findings revealed that the leadership, helping, understanding and responsibility relationship between supervisors and PhD students were positively associated with PhD students’ satisfacti

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Helfer, Fernanda, and Steve Drew. "Students’ Perceptions of Doctoral Supervision: A Study in an Engineering Program in Australia." International Journal of Doctoral Studies 14 (2019): 499–524. http://dx.doi.org/10.28945/4368.

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Aim/Purpose: The overall aim of this study was to improve our understanding of engineering student satisfaction and expectations with PhD supervision and their perceptions of the roles in a supervisory relationship. Background: Studies on PhD supervision quality are highly valuable, mainly when they provide information on supervision experiences from students’ perspectives, rather than from supervisors’ perspectives. Understanding how PhD students think, their preferences and their perceptions of roles in a supervision process can help enhance the quality of supervision, and consequently, form

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Broegaard, Rikke Brandt. "PhD supervision strategies in a cross-cultural setting: Enriching learning opportunities." Dansk Universitetspædagogisk Tidsskrift 13, no. 25 (2018): 18–36. http://dx.doi.org/10.7146/dut.v13i25.104330.

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Recent research findings highlight the importance of supervisors’ feedback aimed at helping students how to learn by themselves to develop their thinking. Responding to the current focus on internationalization of universities, this article explores how PhD supervisors can help fostering critical thinking. Based on qualitative interviews with four African double degree doctoral students, as well as participant observation, the article highlights reflections regarding different supervisory strategies a PhD supervisor faces in a cross-cultural academic setting, and the importance of meta-communi

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L. Orellana, Martha, Antònia Darder, Adolfina Pérez, and Jesús Salinas. "Improving Doctoral Success by Matching PhD Students with Supervisors." International Journal of Doctoral Studies 11 (2016): 087–103. http://dx.doi.org/10.28945/3404.

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A key aspect of the effective supervision of PhD research is the supervisor-student relationship. This interaction is affected by the characteristics and needs of students and institutional conditions, as well as the skills, attitudes, and roles of supervisors and their supervisory styles. When supervision is carried out at a distance, it entails an additional challenge, mainly concerning interaction. The purpose of this study is to improve the research process, supervision, and design of virtual environments in order to support this supervision. The study identifies the supervisory relationsh

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Monaheng Sefotho, Maximus. "Carving a Career Identity as PhD Supervisor: A South African Autoethnographic Case Study." International Journal of Doctoral Studies 13 (2018): 539–57. http://dx.doi.org/10.28945/4159.

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Aim/Purpose: This article demonstrates how experiences of a supervisee can become foundational in carving a career identity of PhD supervisors. The purpose of the article is to analyze how South African emerging supervisors could carve a career identity as PhD supervisors. Background: This article uses an autoethnographic case study to address the problem of experiences of poverty, marginalization and scarcity towards resilience in academia. Methodology: The article followed a qualitative methodology anchored on the constructivist-interpretive paradigm. The design of the study was a single eth

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Masha, Anthony Kambi, and Nana Yaw Brenya Agyeman. "Uninvited office visits: Supervising students in uncharted territories and orphaned contexts." Inovasi Kurikulum 22, no. 1 (2025): 421–34. https://doi.org/10.17509/jik.v22i1.79822.

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Much of the focus on doctoral success emphasizes the epistemological aspects of the doctoral process that prioritize the doctoral candidate. However, since both the supervisor and the candidate play important roles in the supervision process, more research is needed to recognize supervisors' efforts toward the success of postgraduate students. Therefore, this study examines the perspectives of supervisors who implement effective supervisory practices while guiding PhD students, who often navigate unfamiliar territory and may feel unsupported. The study employed a case study design using a qual

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Pokharel, Sharmila. "Exploring the Perceptions of Female PhD Scholars on Selecting a Supervisor: A Narrative Inquiry." Pragya Darshan प्रज्ञा दर्शन 5, no. 2 (2023): 21–25. http://dx.doi.org/10.3126/pdmdj.v5i2.59595.

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This narrative inquiry explored the experiences of PhD students in their relationships with their supervisors. The study identified three themes that emerged from the data analysis. The first theme highlights the importance of compatibility between the supervisor and student. Participants emphasized the need to find a supervisor who shares similar research interests, communication styles, and personality traits. They also discussed the negative consequences of not having a compatible relationship with their supervisor, including decreased motivation, lack of support, and difficulties with comm

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Areskoug Josefsson, K. "Meeting The Demands Of PhD Supervision By Changing Supervision Practice - A Supervisor's Reflection On Didactic Change." Journal for New Generation Sciences 21, no. 1 (2023): 52–61. http://dx.doi.org/10.47588/jngs.2023.21.01.a4.

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This article presents a PhD supervisor’s reflections on a didactic change in supervision. The change included adding digital collaborative supervision activities to meet expectations, demands, and prerequisites for PhD supervision. Small-scale changes in supervisor didactic practices, such as online monthly group meetings and online retreats, can be useful for the progress of PhD students and for improving the working situation for supervisors. Collaboration is a key feature that ensures shared responsibility, meaningful focus, and better use of both traditional and new supervision meetings an

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M. Gjøtterud, Sigrid, and Athman K. Ahmad. "Transformative Power of Cross-Cultural PhD Supervision." International Journal of Doctoral Studies 13 (2018): 441–56. http://dx.doi.org/10.28945/4140.

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Aim/Purpose: The purpose of this paper is to explore the rich potential for transformative learning, for both supervisees and supervisors, that is embedded in cross-cultural supervision. Background: Our example is an analysis of experiences from a five-year long cross-cultural supervisory relationship between a Tanzanian PhD student and a Norwegian supervisor. Methodology: In the research, we followed an action research approach, informed by the following question: “How can we account for and improve our supervising–supervised practice?” We analyzed our supervision experiences with the aim to

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Coutinho, Isabel Ribau. "Let’s talk about doctoral education. A reflection regarding the changes on it." Advances in Social Sciences Research Journal 8, no. 12 (2021): 35–63. http://dx.doi.org/10.14738/assrj.812.11302.

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Doctoral education is the link between research and higher education, being a hybrid area. In this context, the doctoral research project must correspond to the demands of both areas. The PhD. supervisor must be a team leader and, at some time, a doctorate guide, and a teacher. The PhD students must learn how to be a part of the research team, and simultaneously develop their research skills and knowledge. But PhD continues to be an individual and solitary journey, being the justification for it, the originality of knowledge created during the PhD. In the last years, in Portugal, PhD stu

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Ali, Muhammad Sher Baz, Ashfaque Ahmad Shah, and Muhammad Sarwar. "Analysis of MPhil/PhD Supervisor's Relationship Development and Communication Competence." Global Social Sciences Review VI, no. I (2021): 429–38. http://dx.doi.org/10.31703/gssr.2021(vi-i).43.

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The purpose of this research was to analyse the relationship development and communication competence of MPhil/PhD supervisors. A confirmatory mixed-methods research design was used to conduct the study in two stages. For both phases, 360 MPhil/PhD graduates and 72 supervisors were selected from four public universities in Punjab using a multistage sampling technique. Data were collected electronically from 239 MPhil/PhD graduates during phase-I using an adapted questionnaire from ASHA's supervision model, while in phase-II, 72 MPhil/PhD supervisors were interviewed to cross-check the Phase-I

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Stracke, Elke. "Undertaking the Journey Together: Peer Learning for a Successful and Enjoyable PhD Experience." Journal of University Teaching and Learning Practice 7, no. 1 (2010): 111–21. http://dx.doi.org/10.53761/1.7.1.8.

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This paper deals with the challenge of supervising PhD students. Any supervision is likely to constitute a challenging experience for the supervisor, even more so when they are a new academic staff member with little experience in PhD supervision in the Australasian context. This paper shows how one supervisor addressed the challenge by fostering a more collaborative research culture in her programme (Applied Linguistics) through peer group work, and can serve as a starting point for action for supervisors who are looking for possibilities to integrate their students into learning communities.

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Abdul Hamid, Nor ‘Adha, Rosfazila Abd Rahman, Norfaezah Mohd Hamidin, Norziah Othman, and Nurkaliza Khalid. "MUTUAL CO-OPERATIONS AND IT TAKES TWO TO TANGO IN POSTGRADUATE SUPERVISION." International Journal of Education, Psychology and Counseling 7, no. 46 (2022): 583–93. http://dx.doi.org/10.35631/ijepc.746044.

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Having a supervisor who can work with students in an ideal way throughout the research process is something that is very helpful to students. PhD students or prospective students and their supervisors are a team. Although the parties who need to conduct research and complete the thesis report writing are the students, supervisors also have responsibilities and interests in the continuation of postgraduate studies. The precise cooperation of students and supervisors can usually be seen in the perfection and completion of an excellent theses. However, students need to first understand what the r

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Ribau, Isabel. "Supervisory Practices and the Profile of the Ideal Supervisor from the PhD Student’s Perspective." Advances in Social Sciences Research Journal 11, no. 11 (2024): 281–300. https://doi.org/10.14738/assrj.1111.17927.

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Implementing qualification frameworks in response to the Bologna process during the latter part of the 20th century prompted considerable change regarding Higher Education. Such alterations brought up apprehensions concerning the acquisition of competencies following each cycle of studies, as well as the means employed to oversee and assess teaching and learning procedures. The NOVA University of Lisbon (UNL) has recently researched Doctoral Education, focusing on supervisory practices. Since 2018, surveys regarding doctoral supervision have been conducted across multiple schools at UNL. This

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KIMANJE, ENOCH, and OLIVE LUNYOLO. "PhD Studentship and Research Supervisors during the COVID-19 Pandemic at a Premier University in Uganda." Uganda Higher Education Review 10, no. 1 (2022): 164–96. http://dx.doi.org/10.58653/nche.v10i1.11.

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Keeping in close touch with a research supervisor is often vital for any university student. Unfortunately, this is hardly possible during the period of a pandemic. In this study, we explored the supervisory challenges that the doctoral students and their research supervisors at a school in a premier university in Uganda experienced and the coping strategies they utilised during the COVID-19 pandemic. We were provoked to undertake the study due to the persistent undocumented complaints from graduate students about their inability to get in touch with their research supervisors because of the c

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Baligidde, Samuel Herbert. "Postgraduate supervision and the early stages of the doctoral journey." Journal of Science and Sustainable Development 6, no. 2 (2019): 29–51. http://dx.doi.org/10.4314/jssd.v6i2.3.

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This article looks at two previous study reports on postgraduate supervision, views, and experiential as well as academic advice from other scholars. It presents the various perspectives on the central phenomenon relationship between the supervisor and the doctoral student at the initial stages of the PhD programme, arguments, suggestions and insights into the nature and substance of PhD supervision, early articulation of expectations and clarifying them; commitment to establishment of clear goals; and developing a study plan and time-table that are consistent with work. It also explores knowl

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Hussain, Mudassir, and Hashim Ali. "How to Supervise International PhD Students: A Narrative Inquiry Study." International Journal of Higher Education 8, no. 5 (2019): 143. http://dx.doi.org/10.5430/ijhe.v8n5p143.

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This narrative inquiry study was undertaken, recruiting 06 successful PhD students in China. The participants were invited and semi-structured interviews were taken one-by-one. The study aimed to explore information about supervisor-supervisee relationship and factors that motivate international PhD students to enhance their research outcomes in a cross-cultural environment. The qualitative data were coded, using QDA miner lite software. After the formation of initial codes, five major categories were emerged included: empowerment, usefulness, success, interest and caring. Each category repres

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He, Chen Yu. "Navigating stress, anxiety, and mentorship: Challenges for students working on dissertations in the pandemic era." Journal of Professional Teacher Education 2, no. 1 (2024): 26–37. http://dx.doi.org/10.12928/jprotect.v2i1.856.

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PhD students often encounter significant challenges, stress, and anxiety throughout their academic journey, particularly in their final year. This study explores the common difficulties faced by PhD students conducting thesis research at Chinese universities, focusing on their experiences with online supervision during the COVID-19 pandemic. A survey was conducted with ten full-time PhD students from selected Chinese universities, utilizing a combination of scaled, closed, and open-ended questions. The results indicate that students faced considerable challenges during online supervision, main

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Makoni, Patricia Lindelwa. "Novice Doctoral Supervision in South Africa: An Autoethnographic Approach." International Journal of Higher Education 11, no. 2 (2021): 135. http://dx.doi.org/10.5430/ijhe.v11n2p135.

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This paper presents an autoethnographic, narrative analysis through self-reflection of my own personal transition from doctoral student to doctoral supervisor. An evaluation of the importance of the PhD in South Africa, the role of doctoral supervisors, and characteristics of good supervisors was undertaken; against which my personal experience was assessed. This paper was important in challenging whether institutions of higher learning in the country are adequately preparing young academics to become independent, effective doctoral supervisors. Some of my recommendations include the need for

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T., Aditya Sai Srinivas, and Bharathi M. "Navigating the Labyrinth: Choosing Your PhD Supervisor." Journal of Network Security and Data Mining 7, no. 1 (2024): 62–65. https://doi.org/10.5281/zenodo.10457534.

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<em>Choosing a PhD supervisor is a crucial decision that can greatly impact the success of your doctoral journey. A good supervisor can provide you with guidance, support, and mentorship, while a bad one can hinder your progress and leave you feeling lost and unsupported. When selecting a PhD supervisor, it is important to consider several factors. First, you should research the potential supervisor's background and expertise in your field of study. You should also consider their availability and communication style, as well as their expectations for your work and progress. It is also importan

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Cryer, Pat, and Peter Mertens. "The PhD examination: support and training for supervisors and examiners." Quality Assurance in Education 11, no. 2 (2003): 92–99. http://dx.doi.org/10.1108/09684880310471515.

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Two linked schemes have been developed to provide greater support for academics involved in the supervision of postgraduate students. One, the Training and Accreditation Programme for Postgraduate Supervisors (TAPPS), was originally designed and developed at the Institute for Animal Health (IAH) in collaboration with BBSRC. The other is a Web gateway on research supervision. The schemes provide advice, a forum for peer group discussion, training in specific aspects of supervision, recognition (accreditation) for the role and contribution of the supervisor and annotated links to relevant inform

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Wyn Griffiths, Alys, Heather Blakey, and Emma Vardy. "The role of a supervisor and the impact of supervisory change during your PhD." PsyPag Quarterly 1, no. 97-5 (2015): 68–72. http://dx.doi.org/10.53841/bpspag.2015.1.97-5.68.

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The most influential aspect of a PhD is choosing a supervisor as this shapes your PhD experience, subject area and research methods. Maintaining an effective relationship with your supervisor is essential to successful doctoral training (Zhao, Golde & McCormick, 2007). However, as anyone doing a PhD knows, it’s not necessarily a smooth ride from start to finish. While it is unlikely that students start their journey anticipating a change in supervisory team, this can happen, and for a variety of reasons. We cover some of these reasons, and also how to manage the process of change, in the c

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Suri-Ogilvie, Reetika. "Research impact training and development support for doctoral students." Journal of Research Management and Administration 3, no. 1 (2024): 202402131. http://dx.doi.org/10.18552/jorma.v3i1.916.

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This research-in-progress case study in one UK university setting looks at how supportive PhD supervisors are of impact work, what motivates PhD students to access impact support and whether there are barriers to PhD students from carrying out impact plans and what those barriers are. A mixed-method approach was used to collect quantitative data on student participation in impact training and qualitative data on their thoughts on impact work, supervisory support and motivators and barriers for doing impact work. Clinical science students found it easier to understand the direct impacts of thei

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Nicaquela, Wilson Profírio, and Adelino Inácio Assane. "A supervisão pedagógica e a formação contínua: mitos e percepções por meio de narrativas dos professores do Distrito de Monapo." Praxis Educativa 16 (2021): 1–17. http://dx.doi.org/10.5212/praxeduc.v.16.16810.014.

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What perceptions do teachers have about pedagogical supervision? This may be the founding question of a narrative research with teachers of Monapo district, in Nampula Province, Northern of Mozambique, which we developed within the scope of the PhD course in Educational Innovation, at the Faculty of Education and Communication of the Catholic University of Mozambique. The objective was to analyze teachers’ experiences on pedagogical supervision. For this, we asked teachers to produce texts narrating their experiences at school, as objects and/or subjects of the supervision process. This exerci

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Coutinho, Isabel Ribau. "A (de)formed perception of the pathway to be taken during the PhD. The influence of time in the students’ eyes perception in becoming a researcher." Advances in Social Sciences Research Journal 7, no. 11 (2020): 272–308. http://dx.doi.org/10.14738/assrj.711.9361.

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   The PhD journey is different from all other activities in higher education. It ́s a period of construction of the research and is also a time for integration in the academy, in the field of research, and at the higher education system. During the enrolment in the PhD, the person's growth and the live experience change the perception that the doctorate has of the PhD and the research journey. The experiences as a doctoral student and as a researcher under construction, who is supervised/oriented/ guided by a supervisor, shape the way of thinking and action regarding t

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Backhouse, Judy. "Patterns of practice in South African doctoral education: an empirical study." Acta Academica: Critical views on society, culture and politics, no. 1 (January 15, 2010): 1–22. https://doi.org/10.38140/aa.v0i1.1275.

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In South Africa, doctoral education is usually organised in a traditional supervision model, but the practice of supervision differs across academic units and supervisors. In her comparison of PhD experiences in British universities, Chiang identified two research training structures, namely teamwork and individualist. These different structures affected the research environment, the relationships between supervisor and supervisee, and the experience of doctoral study. Can such differences be observed in South African universities? In a qualitative study of four academic units from different d

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Frame, Iain A., and ILiz Allen. "A flexible approach to PhD research training." Quality Assurance in Education 10, no. 2 (2002): 98–103. http://dx.doi.org/10.1108/09684880210423582.

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The Wellcome Trust has reviewed the provision of PhD training from the viewpoint of the students and supervisors it funds; this paper presents evidence from these reviews. A number of factors affect the “success” of the PhD training experience; what is considered good (i.e. fit for purpose) PhD research training may be different for the student and the supervisor. Compares and contrasts the views of PhD students and PhD supervisors on a number of issues including reasons for doing a PhD, the purpose of PhD training and perceptions of the quality of PhD research training. Suggests that to suppo

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Mirwani, Ruqia, and Maroof Bin Rauf. "Assessing the Professional Development Needs of University Supervisors in Balochistan: A Quantitative and Exploratory Study." Knowledge 4, no. 2 (2025): 75–94. https://doi.org/10.55737/tk/2k25b.42057.

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The success of postgraduate research supervision is critical to the assessment of academic success, institutional credibility and overall research potential of a nation. This research uncovers the professional advancement demands, the supervisory measures and institutional barriers encountered by public and private universities in Balochistan, Pakistan’s PhD supervisors. The study uses mixed methods in which structured data from supervisors’ survey (453) and qualitative data from semi-structured interviews are used. Based on constructivist and positivist approaches, the research assesses five

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Christie, Michael, and Ramon Garrote Jurado. "Using Communicative Action Theory to Analyse Relationships Between Supervisors and Phd Students in a Technical University in Sweden." Högre utbildning 3, no. 3 (2013): 187–97. http://dx.doi.org/10.23865/hu.v3.800.

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In this paper the authors use the theory of communicative action (Habermas, 1984-6) to analyse problematic relationships that can occur between supervisors and PhD students, between co-supervisors and between the students themselves. In a situation where power is distributed unequally, instrumental and strategic action on the part of either party can complicate and disturb efficacious relationships. We use Flanagan’s critical incident technique (Flanagan, 1954) to analyse twenty-five incidents that are told from a supervisor perspective and twentyfive from a PhD student perspective. The analys

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Harrison, Liz, Sioux McKenna, and Ruth Searle. "‘I won’t be squeezed into someone else’s frame’: stories of supervisor selection." Acta Academica: Critical views on society, culture and politics, no. 1 (January 15, 2010): 175–200. https://doi.org/10.38140/aa.v0i1.1282.

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Using a collection of stories from a group of women who belong to a PhD support group, this article tracks the issue of choosing a supervisor. These women are all academics and therefore had some claim to an “insider” status but as novice researchers they were also “outsiders”. Their discussions around how and why they chose their supervisors highlight issues often underplayed or ignored in textbooks on postgraduate supervision. In particular, this article examines issues of knowledge, embodied subjectivity and power by following three questions that arise from the data: whose knowing is impor

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F Davis, Diana. "Students’ Perceptions of Supervisory Qualities: What do Students want? What do they believe they receive?" International Journal of Doctoral Studies 14 (2019): 431–64. http://dx.doi.org/10.28945/4361.

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Aim/Purpose: This paper explores students’ perceptions of qualities they believe their ideal supervisor should possess as well as those they see as characterizing their current and past supervisors. Background: Over more than three decades, multiple cultural contexts and diverse methodologies, research studies have demonstrated that what person related human qualities in postgraduate research supervision have greater valence for students than does discipline/research expertise. This paper probes why this might be so. Methodology: Across 15 Australian universities and all disciplines 698 studen

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Bøgelund, Pia. "Flere ph.d.-studerende med mere international baggrund - hvad betyder det for ph.d.-vejledningen?" Dansk Universitetspædagogisk Tidsskrift 9, no. 16 (2014): 144–54. http://dx.doi.org/10.7146/dut.v9i16.7845.

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Gennem de senere år er der kommet flere ph.d.-studerende på de danske universiteter samtidig med, at kravene til færdiggørelse og produktivitet er skærpet. En stadig større andel af de ph.d.-studerende har desuden en international baggrund. Hvad betyder disse tendenser for den enkelte vejleder? Det undersøger denne artikel på baggrund af en interviewundersøgelse udført på Det Teknisk-Naturvidenskabelige Fakultet på Aalborg Universitet. 12 erfarne ph.d.-vejledere på tværs af to forskningsprogrammer er blevet interviewet. For de fleste vejledere betyder de ændrede vilkår, at deres vejledningspra

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Phillips, Gail. "The production-based PhD: an action research model for supervisors." Quality Assurance in Education 22, no. 4 (2014): 370–83. http://dx.doi.org/10.1108/qae-10-2013-0043.

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Purpose – This paper aims to demonstrate how action research methodologies can help to define and clarify the pedagogical role of the supervisor in production-based research (PBR). A major challenge in supervising practice-related research is trying to disentangle and articulate the theory embedded within practical projects. In journalism, which is still a relatively new discipline in academe, supervisors and students are often operating in under-theorised areas with no pre-existing theoretical roadmap. Action research has shown itself to be a useful methodology for structuring and explaining

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Ananchenkova, P. I., M. Yu Kuznetsov, and E. V. Malinovich. "Challenges of Relationship with Supervisor: Perspective of PhD Students." City Healthcare 5, no. 4 (2024): 187–96. https://doi.org/10.47619/2713-2617.zm.2024.v.5i4p1;187-196.

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Background. The study investigates PhD student-supervisor relationship as a key element of postgraduate training of scientific workforce. Both sides of academic process should efficiently cooperate in order to successfully complete dissertation, develop research skills and professional competences in PhD students. Despite its great importance, in practice the relationship often faces various barriers significantly complicating scientific activity and affecting emotional component.Objective. To analyze the key factors determining the efficiency of PhD student-supervisor relationship.Materials a

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Iatrellis, Omiros, Areti Bania, Nicholas Samaras, Ioanna Kosmopoulou, and Theodor Panagiotakopoulos. "ChatGPT in Doctoral Supervision: Proposing a Tripartite Mentoring Model for AI-Assisted Academic Guidance." International Journal of Doctoral Studies 20 (2025): 009. https://doi.org/10.28945/5579.

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Aim/Purpose: The potential of Generative AI in education is expanding, yet its role in PhD mentoring and academic guidance remains underexplored. This study evaluates how ChatGPT-generated recommendations can support PhD research, particularly in fostering sustainable and resource-efficient doctoral education. Background: This study examines the ability of ChatGPT to provide structured guidance and actionable insights in PhD supervision. Using a real-world case study on disaster risk management, the research evaluates AI-generated recommendations across different prompt structures to determine

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Thakur, Sanjay. "Doctoral LIS Research Trends Analysis in Library and Information Science of Guru Ghasidas Central University Bilaspur Chhattisgarh - A Study." Journal of Ravishankar University (PART-A) 29, no. 2 (2023): 50–60. http://dx.doi.org/10.52228/jrua.2023-29-2-5.

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The whole Study based on PhD thesis (research output) of library and information science in Guru Ghasidas Central University Bilaspur Chhattisgarh during 1991-2020 by the supervisor, topic, year and, subject wise distribution of research output. To know the current research trends of LIS, there. It was established as a central university in Chhattisgarh Bilaspur in June 1983, Through the Central Universities Act 2009; Undergraduate, postgraduate and Ph.D. courses of Library and Information Science operate there. A total of 27 research PhD (thesis) has been done in libraries and information sci

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van Tienoven, Theun Pieter, Anaïs Glorieux, Joeri Minnen, Petrus te Braak, and Bram Spruyt. "Graduate students locked down? PhD students’ satisfaction with supervision during the first and second COVID-19 lockdown in Belgium." PLOS ONE 17, no. 5 (2022): e0268923. http://dx.doi.org/10.1371/journal.pone.0268923.

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Background Supervisor support is crucial for the successful and timely completion of the PhD and the largest contributor to PhD students’ overall job satisfaction. The COVID-19 pandemic affected PhD students’ life substantially through delayed experiments, missed timelines, running out of funding, change to online team- and supervisor meetings, mandatory working from home, and social confinement. Aim This contribution considers PhD students’ satisfaction scores to reflect the extent to which PhD students felt supported by their supervisor during the COVID-19 pandemic so far and aims to investi

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Rahmani Sangani, Hamid, Seyed Iman Bassir, and Latifah Jalali. "An Effective Supervisory Model to Help MA English Students in the Process of Writing Their Thesis." International Journal of Applied Linguistics and English Literature 6, no. 1 (2016): 11. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.11.

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Conducting a research project and writing up a thesis could be as nearly demanding as it is essential for MA students to achieve their academic goals, particularly in developing world contexts such as Iran. One main reason for this, as experienced by some of the students, is the insufficient and inefficient guidance which the students receive from their supervisors. Meanwhile, the initial review of the available documents and syllabi in our context, Iran, demonstrated that there are no transparent comprehensive guidelines recommended for the supervisor-student relationships. In order to respon

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Ahmed, Tasnim. "EXPLORING DOCTORAL SUPERVISION IN LAW EDUCATION: PERSPECTIVES IN TEACHING AND PEDAGOGY." Malaysian Journal of Learning and Instruction 22, no. 1 (2025): 1–22. https://doi.org/10.32890/mjli2025.22.1.1.

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Purpose - This paper explores the pedagogical practices employed in supervising law PhD students within law schools. The study adopts an auto-ethnographic approach to investigate the beliefs of both supervisors and students regarding teaching, learning, research and supervision. Methodology - An overarching auto-ethnographic method was used to examine the perspectives of students and supervisors on teaching, learning, research and supervision. Data collection spanned eight months and followed a multi-step process. The first set of data was obtained through a focus group comprising five supervi

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Kigwilu, Peter Changilwa, and Raphael Nyonje. "Utilization of Digital Technologies in Doctoral Thesis Supervision at the University of Nairobi: Implications for Quality Assurance." East African Journal of Education Studies 7, no. 1 (2024): 552–61. http://dx.doi.org/10.37284/eajes.7.1.1844.

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The utilization of online digital technologies in higher education teaching and learning has gained impetus in the post-COVID-19 era. A number of higher educational institutions have invested in capacity-building programmes related to the utilization of online digital technologies for teaching and learning. However, the utilization of these technologies in doctoral supervision is hampered by challenges related to access to digital devices, internet connectivity and the general attitude among digital technology users. Furthermore, despite supervisors’ efforts to reinforce mentoring, the lack of

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Glorieux, Anaïs, Bram Spruyt, and Theun Pieter van Tienoven. "Both a Blessing and a Curse: A Qualitative Study of the Experiences and Challenges of Autonomy During the Doctoral Trajectory in Belgium." International Journal of Doctoral Studies 20 (2025): 004. https://doi.org/10.28945/5464.

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Aim/Purpose: This study investigates how PhD candidates experience autonomy (i.e., self-governance and the capacity to make meaningful, self-directed choices) in their doctoral trajectory. It examines their expectations regarding autonomy, the various forms of autonomy they encounter during their doctoral trajectory, and the dynamics that make autonomy challenging. Background: PhD candidates, akin to the academic world at large, navigate a tension between exercising autonomy and conforming to standardization and regulatory frameworks. Within this context, this study explores how PhD candidates

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