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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 supervised during the PhD. At the end of the paper, the author relates the findings of her retrospective analysis to her own being, becoming, and praxis as a supervisor and academic developer involved with the professional learning of supervisors. The discussion builds on current doctoral education and higher education praxis literature by highlighting, among other things, the role of supervision experiences—as both supervisor and supervisee—in supervisor becoming, and how, supervision practice as praxis can be both enacted and nurtured within a supervision team.
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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 supervisors. Findings also show that PhD scholars emphasized alignment of research area, good fit, and accessibility for good and timely feedback particularly in cases where supervisory relationships may be characterized as toxic. PhD scholars had mixed supervisory experiences during their PhD study. Some PhD scholars deemed their supervisors as “ideal”; however, there were cases of toxic supervision. The study emphasizes the need for universities to provide academic assistance and guidelines, as well as to create a conducive environment for PhD scholars and supervisors by enhancing communication, support systems, and training opportunities. The study contributes to the understanding of these challenges and aims to provide insights for improving the doctoral education process in and beyond Pakistan.
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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, affirming, and extending established models. The paper argues that supervised implementation of these contextualized practices can enrich mentoring relationships and outcomes. It concludes with implications for reforming supervision policies, supervisory self-auditing, and student self-advocacy.
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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, controlling for other important factors, namely, the supervisor's and student's traits, and the characteristics of the context. We employ survey responses from 971 Ph.D. students at two public, research-oriented and internationally renowned universities in Hong Kong and South Korea.FindingsThe results show the importance of meeting the supervisor at least once per week. Students are more satisfied of the relationship with their supervisor when they have similar research interests, whereas a key finding is that similarity in terms of gender or nationality does not matter. We also found remarkable differences between disciplines in the level of satisfaction (up to 30%), and that students are more satisfied when the supervisor is strongly involved in international research, whereas satisfaction is negatively affected by the number of Ph.D. students supervised.Originality/valueThe article's findings suggest that students are not more satisfied of their relationship with their supervisors when they have the same gender or nationality, whereas it is other traits of their interaction, such as the frequency of meetings and the similarity of research interest, which matter.
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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 that supervisors usually adopt the same supervisory practice and style as the one they experienced themselves as research students (Pearson and Brew, 2002; Lee, 2008; Wright et al., 2008), notwithstanding additional factors that might influence the effectiveness of supervision. Pearson and Brew (2002) argue that new supervisors should have an ability to critically reflect on their past experience as research student in light of the theoretical conceptions and research findings in the literature on supervision, a process called “a critical reflective journey” by Tait (2009, p.193). The methodology for this research is based on the framework for effective supervision adopted by Engebretson et al. (2008) who establish eleven characteristics of an effective supervision. Parallel to the examination of each of those individual characteristics, I provide my insight into each characteristic by reflecting on my own experience. The structure of the paper is as follows. Section 1 introduces the importance of an effective supervision in the modern educational environment, as well as the value that critical reflection brings to the learning. Section 2 provides a literature review of the characteristics of a good supervisor, along with a personal experience related to each of them. Section 3 concludes. Key words: Reflection, Learning, Supervision, Students, Oversees
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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 offered to supervisors, especially at the beginning of their supervision careers, so as to avoid frequent mistakes in the supervisor-PhD candidate relationship. Hence, the idea is to shift from experience-based supervision to professionalization, believing that such an approach would reduce the risk of poor supervision. At present, many universities offer formal education of supervisors. The practice of organized education of supervisors at University of Belgrade Faculty of Medicine started in 2019 with the aim of preparing future supervisors to establish productive and responsive relationships with PhD candidates. After a break due to the COVID-19 pandemic, a revised supervision course was organized in 2022. The survey conducted among the attendees of the two organized courses supported the need for better education of university teachers in terms of supervision skills and leading of PhD candidates. Indeed, considering the fact that PhD outcomes are largely dependent on the supervisor and the successful supervisor-PhD candidate relationship, supporting supervision through formal training and education may be an important step in improving PhD experience and outcomes for both supervisors and PhD candidates.
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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 challenging relationships, many relationships between PhD supervisor(s) and students progress into mentorship through joint publications and grant applications, career advice, and support establishing wider collaborative networks. Drawing from the wider experiences of the authors, this article highlights the responsibilities, opportunities, and sometimes the challenging nature of being a PhD supervisor. This reflection will inform good practices for PhD supervisors in countries including Nepal, where the numbers of PhD students in the field of Public Health is steadily increasing.
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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 students, supervisors and institution [1-5].
 In the present research, the focus is on supervisor perception. It is important to know supervisor opinion, to attempt and captures their perceptions regarding the doctoral supervision process. When the supervisor thinks and responds to surveys regarding supervision, he/she is presenting an image of himself/herself.
 This study occurred among the PhD supervisor population at a Science engineering school (Faculdade de Ciências Tecnologia) at Universidade Nova de Lisboa, a Portuguese Higher education institution, with a footprint in the research area. It was possible to capture the image that reflected in the mirror when the supervisor looked. The unexpected image reflected is of a researcher and not a supervisor. When they look to their doctorates, they generally see future technicians/ qualified workers and not a future researcher. Nonetheless, they consider that to finish the PhD, doctorates have to acquire the research profile. This mismatch is consistent with the reality, where attrition exists and many students think to live the academy after the enrollment in the PhD.
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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’ satisfaction with supervisors’ supervisory style while the uncertain, dissatisfied and admonishing types of relationships were negatively associated with PhD students’ satisfaction. The strict relationship did not negatively affect PhD students’ satisfaction with their supervisors’ supervisory styles. Furthermore, PhD students’ satisfaction with their supervisors’ supervisory styles positively influenced their satisfaction with academic skill development during their PhD candidature. Implications and future research directions were then discussed.
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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 better researchers and produce better research outcomes. Methodology: The method employed in this investigation was based on a student survey with scaled and open-ended questions of 30 full-time engineering PhD students from a research institution in Australia. Contribution: Studies that provide a better understanding of how engineering PhD students think and how they expect a supervisory relationship to be are limited. This study can be used to derive recommendations for improving supervisory relationships, particularly in engineering schools and institutions. Findings: The majority of the students perceived most of the supervisor and student roles in close agreement with the roles described in the literature and existing codes of practice for the supervision of higher degree research students. The main reasons for dissatisfaction with supervision were identified as being the lack of involvement of supervisors in the research projects, particularly in the writing process, and the lack of supervisor’s knowledge in the field being supervised. Recommendations for Practitioners: It is recommended that the roles of each party in a supervision process be discussed and clarified at the beginning of any PhD candidature to avoid false student expectations. The right supervisory fit should be ensured early in the candidature, and additional supervisors should be added to the team if the expertise of supervisors is deemed insufficient. The use of supervisory panels as opposed to individual supervisions to ensure that responsibilities are shared and to increase the range of advice and support available to each student is highly recommended. Recommendation for Researchers: It is recommended that this type of research be expanded to other disciplines. It is also recommended that specific actions be taken to improve supervision and these be correlated to satisfaction rates and/or student performance.
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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-communication in addressing them. Results showed that most of the students appreciated the more informal student-supervisor relationship, highlighted through collaborative fieldwork experiences, as well as the use of visual tools for stimulating creative and critical thinking. However, results also showed that a coaching supervision style was experienced as unclear and scary by one student, highlighting that the supervision process is a mutual learning process in need of recurrent adaptation.
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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 relationships that affect doctoral research conducted at a distance from the student’s academic institution. It also describes how students and their supervisors perceived the characteristics of supervision and the skills and attitudes students perceived in and expected from their supervisors. For data collection, semistructured interviews were used. The results indicate important differences between supervisors’ perceptions concerning their own role and students’ needs regarding supervision, and they demonstrate the importance of attending to student needs and, on the part of supervisors, exercising responsibility in the development of research competencies in students, as is the case of independence of criteria and autonomy.
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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 ethnographic case study. This was an autoethnographic non-traditional inquiry of the author’s PhD journey. For a period of six years, the author used autoethnography to inquire about personal experience of PhD supervision. Central to the methods used were reflexive critical and narrative analysis, and observation as action research of the culture of PhD supervision. Contribution: This article contributes insight into PhD supervision and carving a career by using real time experiences of a PhD Supervision journey as a student, as a supervisor and trainee in a formalized supervision program. Findings: The article’s major actual findings were: Need for training in philosophy and educational research and in-service PhD supervision training. Recommendations for Practitioners: The study indicates that universities could examine whether they should intensify their efforts to train PhD supervisors towards developing supervision as a career. Emerging supervisors could be encouraged to consider engaging in training and carving careers out of PhD supervision. Recommendation for Researchers: Autoethnographic research could be intensified as it is positioned to provide first-hand information and provide dialogic spaces for silenced voices in less transformed universities. Impact on Society: PhD supervision is recommended to be geared towards developing home-grown models and theories for resolving teaching and learning problems as well as making in-roads into socio-economic development. Future Research: This study demonstrates the usefulness of individual experiences in selecting benchmarks for context appropriate models. The study suggests that future research could rely more on qualitative methods in addition to the widely used quantitative ones. A mixed methods approach seems to be a promising direction.
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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 qualitative approach, targeting four doctoral supervisors from a university in the Eastern Cape province of South Africa. Purposive sampling was utilized to select these participants. In-depth interviews were conducted to gather their insights, and the data were analyzed through narrative analysis, with responses recorded verbatim following the research questions. The findings indicated that guiding students during supervision is crucial for effective supervisory practices. The study recommends that supervisors actively engage in the supervisory process to foster a positive relationship with their students. Ultimately, it concludes that supervisors need to adopt key practices during supervision, acknowledging the significance of their actions in helping students become knowledge producers. AbstrakSebagian besar fokus pada keberhasilan doktoral menekankan aspek epistemologis dari proses doktoral yang memprioritaskan kandidat doktoral. Namun, karena baik supervisor maupun kandidat memainkan peran penting dalam proses pengawasan, penelitian lebih lanjut diperlukan untuk mengakui upaya yang dilakukan supervisor terhadap keberhasilan mahasiswa pascasarjana. Oleh karena itu, penelitian ini memeriksa perspektif supervisor yang menerapkan praktik pengawasan yang efektif sambil membimbing mahasiswa PhD, yang seringkali menavigasi wilayah yang tidak dikenal dan mungkin merasa tidak didukung. Penelitian ini menggunakan desain studi kasus dengan pendekatan kualitatif, menargetkan empat supervisor doktoral dari sebuah universitas di provinsi Eastern Cape, Afrika Selatan. Sampling bertujuan digunakan untuk memilih peserta ini. Wawancara mendalam dilakukan untuk mengumpulkan wawasan mereka, dan data dianalisis melalui analisis naratif, dengan tanggapan dicatat secara verbatim sesuai dengan pertanyaan penelitian. Temuan menunjukkan bahwa membimbing mahasiswa selama proses pengawasan sangat penting untuk praktik pengawasan yang efektif. Penelitian ini merekomendasikan agar supervisor secara aktif terlibat dalam proses pengawasan untuk memupuk hubungan positif dengan mahasiswa mereka. Pada akhirnya, disimpulkan bahwa supervisor perlu mengadopsi praktik-praktik kunci selama pengawasan, mengakui pentingnya tindakan mereka dalam membantu mahasiswa menjadi produsen pengetahuan.Kata kunci: institusi pendidikan tinggi; pascasarjana; penelitian; pengawasan; supervisor
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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 communication. The second theme focuses on the role of support from the supervisor. Participants emphasized the importance of having a supportive supervisor who is available and responsive, and who provides guidance and mentorship throughout the PhD process. They also discussed the negative consequences of not having a supportive supervisor, including feelings of isolation and frustration, and difficulties in completing their PhD. The third theme highlights the influence of power dynamics on the student-supervisor relationship. Participants discussed the potential for power imbalances in the supervisor-supervisee relationship, and the impact of these imbalances on their research experiences. The study highlights the importance of compatibility, support, and power dynamics in the student-supervisor relationship for successful outcomes in PhD programs.
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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 explore the transformative power of cross-cultural supervision. Contribution: Studies on supervision collaboration between Scandinavia and Southern Africa are scarce; hence, our study adds insight into the value of collaboration across continents and economic divides. Furthermore, we argue for greater research into the impact of cross-cultural supervision on supervisors as well as supervisees. Findings: We have identified seven factors as central to mutual transformative learning in cross-cultural supervision: shared unhomeliness, shared uncertainty and trust building, otherness, shared second language, cultural differences relating to hierarchy, being in context together, and finally, flourishing. For the mutual transformative processes to unfold, building trust in openness to differences seems to be a crucial foundation. Hence, we believe that the qualities in the cross-cultural supervision relationship that we highlight can serve as a reminder to become aware of differences as a valuable source for mutual learning and expanded horizons. Recommendations for Practitioners: Our recommendation to practitioners is that they are receptive to and welcoming of differences, find common ground, and explore the value of learning from and with each other in supervisory relationships. Recommendation for Researchers: Equally, we recommend that researchers inquire into how differences in gender, race, religion, and professional fields in supervisory and collaborative relationships can hold potential for valuable knowledge creation. Impact on Society: Academic’s awareness of the value of otherness as addressed in this paper might foster new ideas for dealing with challenges in our turbulent time through transculturation. Future Research: More studies are needed on the potential for growth and the impact of mutual knowledge creation arising from cross-cultural doctoral supervision.
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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 and activities. Furthermore, PhD students appear to have positive outcomes regarding social life, academic belonging, academic skills, academic leadership, and academic friendship. The findings from this small, pragmatic quality improvement project provide useful insights for PhD supervision. Reflections on a supervisor’s experience from a didactic change with digital, collaborative supervision can provide useful learning relevant to other PhD supervisors, PhD students, and graduate schools.
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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 students and PhD supervisors were auscultated. The supervisors’ rules were captured, doctorate experiences were collected, and supervision processes were analysed and deepened knowledge about doctoral education. But still, this vision is incomplete not only because few supervisors took part in the research (first because the sample population were limited to one Portuguese University (NOVA Lisbon University) and secondly, because most of the PhD supervisors didn´t respond to the surveys.
 The data presented in this paper is part of a larger study that started at UNL before the pandemic. It examines the supervisor’s opinion regarding the PhD curriculum, constraints faced in day-to-day supervisor life, changes that may improve doctoral education (completion rates, decrease in attrition, curriculum, team supervision). But he also captures the doctorate perceptions regarding the doctoral research monitorization activities and instruments, constraints, and positive aspects during the PhD journey and, changes to be made in the PhD curriculum.
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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 findings. According to MPhil/PhD graduates, their supervisors have relationship development and communication competence. During interviews, most MPhil/PhD supervisors refute their supervisees' claims and offer suggestions to improve supervisors' competence. Based on supervisor suggestions, the Higher Education Commission of Pakistan should revise the supervision structure, provide Postdoctoral fellowships to all supervisors, and promote international conferences. This study may be helpful to supervisors in self-evaluation as well as understanding relationship development and communication competence.
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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. The paper provides the theoretical rationale for peer learning in doctoral education and emphasizes the desirability for its implementation into supervisory practice from an educational perspective. The description of practice of one particular peer group allows for interesting insights into the genesis, activities, and self-evaluation of this group that emphasized the value of learning with and from each other through exchange, insight into the PhD process, feedback, moral support in a friendly, supportive environment, and research training. The paper concludes by discussing implications, and challenges of this study for practice, policy, and research, as well its limitations.
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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 real role of supervisors so that students and supervisors can work well together. Among the role of the supervisor are to provide effective supervision, act as a mentor and guide and serve as an additional knowledge reference centre. Supervisors should also be able to play the role of advisor and provide guidance to students for more accurate sources of reference. The objective of this study is to discuss the mutual co-operations and it takes two to tango in postgraduate supervision and the responsibilities of both the supervisor and supervisee in creating a positive environment and an effective supervisory process for the effectiveness in the postgraduate studies. The three (3) sample of common issue and case studies in addressing the issues encountered in supervision and the possible solutions to such problems are simulated as an option in creating better solutions and minimizing among the challenges faced. The study found that it takes two of them to tango and play their roles and understand their respective responsibilities for successful postgraduate supervision process.
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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 research report presents an overview of the national numbers regarding doctoral education enrollment, and the results of a study conducted at four schools within the UNL: the National School of Public Health (ENSP), Technological Institute of Chemistry and Biochemistry (ITQB), NOVA Medical School | FCM NOVA, and NOVA School of Science and Technology | FCT NOVA. The study presents data regarding part-time PhD students' and full-time PhD students' views of the supervisor rule and focuses on examining the characteristics of an ideal supervisor and the supervision practices experienced by doctoral students throughout their PhD programs. The findings suggested that supervision practices were slightly different considering the type of attendance, the enrolment year (during all doctoral research projects), and the schools' culture and field (Health or Science and Technology). Furthermore, the supervisor's role (mentor or coach) was similar within the school field, but the “ideal” supervisor varied depending on the school attendance type.
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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 closure of the university that was brought about by the pandemic. Taking the interpretive approach, we used a phenomenological research design and collected data by interviewing PhD students and their research supervisors, whom we purposively selected. We analysed the data using the thematic content analysis technique that we based on the factors influencing doctoral research supervision, namely student factors, supervisor factors and institutional factors. Our study findings revealed key research supervisory challenges. At the students’ level, we found loneliness, ICT challenges, unexpected study costs and family disturbances. While at the supervisor’s level, we found inadequate supervisor support and ineffective communication. Yet at the institutional level, we noted unclear institutional research policies and ineffective communication. We therefore concluded that several supervisory challenges negatively affected the students’ doctoral studies during the pandemic. However, there were varied but unclear strategies participants utilised to address these challenges. Hence, we recommend to university leaders to formulate clear institutional graduate training strategies for mitigating disruptions occasioned by any future pandemic.
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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 knowledge and a warm, supportive relationship; planning from the beginning, including research mapping and concept charting; proper time-management; and internalising the criteria for examination of a PhD thesis, capacity to relate the research topic to the discipline; encouraging the use of writing as a voyage of discovery. It argues that all these are vital to sustaining the momentum and completion of a PhD by research. It concludes that postgraduate supervision requires that supervisors and doctoral students by research clarify and discuss their expectations at the beginning and on a continuous and regular basis; that differences in perception or procedure can present the supervisor and the student with debilitating challenges that can impede progress and eventually fail to get the coveted PhD.
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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 represented the respective component of MUSIC model of academic motivation (Jones, 2009). The findings illustrated that International PhD students are satisfied with work and life. The supervisors used effective strategies to motivate international PhD supervisees to enhance academic outcomes. The study uncovered students’ expectations which included: formal meetings, feedback, guidance, and team work. Based on study findings and results, the MUSIC model can be used as supervision strategy. It is a comprehensive model where all of its five components cover the supervisees’ expectations.
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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, mainly due to inadequate funding and irregular, delayed supervisor feedback. Significant sources of stress and anxiety included thesis writing, supervisor relationships, and socioeconomic issues. However, adequate supervision, timely feedback, and purposeful guidance were found to mitigate these challenges. The study concludes that online supervision during the pandemic has intensified the difficulties faced by PhD students, negatively impacting the quality of their research and completion rates. To improve the supervision process, students recommended enhancing communication, increasing supervisor accessibility, and providing prompt feedback to support timely dissertation completion.
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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 universities to come up with PhD supervision development programmes, as well as to consider alternative supervision models so as to facilitate mentorship of new doctoral supervisors, to ensure the attainment of PhD standards. The limitations of this paper are that, the researcher and subject, are one and the same person, hence there may be concerns of objectivity.
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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 important to consider your own goals and preferences. Do you want a supervisor who is hands-on and involved in your research, or do you prefer more autonomy? Do you prefer a supervisor who is more laid-back or one who is more demanding? Other factors to consider may include the supervisor's funding, their reputation within the academic community, and their mentoring style.</em> <strong><em> </em></strong>
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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 information sources via the Web. Details are available on www.iah.bbsrc.ac.uk/TAPPS and www.iah.bbsrc.ac.uk/supervisor‐training. This paper explores the rationale for the existence of the schemes; considers their operation – first generally and then with respect to the PhD examination; presents evidence of benefits to academics and students; and concludes with an outlook on the futures of the schemes.
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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 current article. This article aims to summarise the role of a supervisor, the importance of maintaining a good relationship with your supervisory team, as well as providing helpful advice on why a change in supervisory team may be required and how to manage this process.
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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 their work compared to life science students. Over time, students developed a better understanding of the potential impacts of their work. The majority of students discussed their impact with their supervisors but did not discuss time, budget or monitoring plans for impact activities. The majority of students talked about a lack of supervisor support for impact work and a need for better supervisor training. Students identified motivators and barriers for doing impact work. The study suggests that there is a gap in training and support for doctoral students to develop the societal impact of their research. Impact work helps students to develop skills and experience valued by employers. However, PhD students may not receive impact training as part of their degrees. Supervisors may be unsupportive of PhD students doing impact work because it may distract from core research activities. Based on the study findings, the author has made recommendations for addressing this gap.
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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 exercise is considered as the methodology of our study. To achieve the objective, we took as indicators: the role of the supervisor, the skills of the supervisor, and the perception of what supervision is and the challenges of supervision. Through the testimonies of the teachers, we could conclude that there is evidence at the level of the implications for the supervisee, because the procedures employed, in their perception, are not the most suitable for the monitoring and development of the teaching work, since they understand supervision as an administrative practice, with a supervisory and punitive function. Hence, they do not consider it as an auxiliary instrument for their professional development. Thus, when the supervision takes the character of assistance to the class, this process has been considered an “event” and not a practical space/training moment for some supervisors and/or teachers.
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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.
Full textAbstract:

 
 
 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 the institution and the academy but also influence the way they see and felt the PhD journey and their beliefs. It is argued in this paper that an initial (de)formed perception of the real PhD journey and supervision, may influence the satisfaction of the students with it, and the disappointment impact the option to leave the academy or to continue.
 The current paper describes the change in the perception, motives, and of the curriculum quality and adequacy to doctoral personal journeys, during the doctorate. But it also reflects a PhD students’ personal journey and their perceptions concerning the PhD supervisors, host institutions, and the academy.
 
 
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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 disciplines, four patterns of practice were detected in the ways in which doctoral supervision and research activities were organised. This article characterises these patterns of practice and discusses their impact on the doctoral experience.
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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 support the different needs of students, supervisors and the science base, a flexible yet quality assured approach to PhD research training is required.
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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 analysis reveals that a large proportion of incidents involved power struggles. Other categories include lack of professional or emotional support and poor communication. Rational dialogue based on Habermasian principles might have avoided many of these problems. The analysis concludes with some practical suggestions as to how the use of communicative action theory and critical incident technique can improve supervision, supervision training and the PhD process.
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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 important; who should I be, and whose PhD is it?
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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 students participated in an opt-in online survey which invited students to provide descriptors of their supervisors’ qualities as well as those of their ideal supervisor. The survey was student centred in that it required them to nominate the qualities of their supervisor/s rather than asking them to respond to statements about supervisors/supervision on a Likert scale. Contribution: This research which was designed to allow students to characterise their actual supervisors and their ideal supervisor in an unconstrained and anonymous way demonstrated their dominant valuing of, firstly, human traits consistent with emotional intelligence and, secondly, the professional aspects of supervision especially in relation to research process. In providing a snapshot of the janus face of supervision, these uniquely student generated perspectives on supervisory qualities provide data not only supportive of previous studies with very different methodologies but also with implications for supervisor development programs and supervisor benchmarking within universities. Findings: The resultant student initiated perceptions of positive and negative qualities of supervisors support the findings of other studies which show that students value and seek cognitive and affective person related qualities in supervisors over discipline/research expertise qualities. For 25 percent of the sample there were no qualities in common between their principal supervisor and their ideal; this increased to 50 percent with one quality in common. Recommendations for Practitioners: In developing and honing individual philosophies of supervision, supervisors should reflect, for example, upon the ways in which they present to and interact with students as individuals, their availability to students, their interest in students' research and career development. Those delivering supervisor development programs should consider the balance in such programs between process- oriented material and human interaction strategies. Recommendation for Researchers: Research in the doctoral space has tended to be summative as in post completion evaluations of the experience or cross-sectional sampling of experience or what is valued as in the current study. Longitudinal research which samples perspectives both within and beyond candidature is needed. This should thus encompass the experiences of those who complete and those who do not over a period of perhaps six years. Impact on Society: Globally since the late 1990s, universities have initiated doctoral training programs and codes of conduct pertaining to the supervisory relationship yet evidence suggests that supervision issues remain vexatious. The sector thus needs to address the efficacy of such programs in ameliorating issues raised by students. The silent acknowledgement of late stage doctoral attrition – and the lack of follow up as to the complex interrelationship of factors prompting such a personally difficult and societally wasteful decision – remains a besetting problem for the sector. Future Research: Two critical issues would usefully guide future research in the doctoral education space. Firstly, the ultimate efficacy of supervisor development programs requires evaluation and follow up. Secondly, the perspectives of those who exit the PhD process virtually without trace need to be investigated and evaluated for policy implications. Further some respondents in this study had supervisory roles themselves and the qualities they attributed to self as supervisor were closer to the ideal than those of real supervisors. This suggests that a more extensive investigation of how supervisors see themselves in the supervisory role would be useful as such research would potentially impact on the nature of supervisor development programs in the future.
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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 vejledningspraksis er under forandring: De tager mere ansvar for projekternes mål og rammer; de strukturerer mere; de bliver mere bevidste om problemstillinger i mødet mellem kulturer; de fokuserer mere på rekruttering og afvikling, og så inddrager de i højere grad end før andre i deres vejledning. Artiklen diskuterer til sidst forskelle på de to forskningsprogrammer og rejser nogle relevante forskningsspørgsmål om konsekvenser for ph.d.-uddannelsen som sådan. The numbers of PhD students are rising at the same time as demands for productivity and finishing on time are increasing. Additionally there are a growing number of students from international backgrounds on Danish PhD programmes. How do these factors affect the PhD supervisor? To try and answer this question we interviewed 12 experienced supervisors across two research programmes, based in the Faculty for Technology and Science at Aalborg University, Denmark. The majority of the supervisors noted that they were re-assessing their approach to PhD supervision in light of the changing conditions: they take more responsibility for the goals and the design of the projects; the projects are more structured; they need to be aware of the challenges of cross-cultural encounters; they focus more on recruitment and dismissal and they also involve the rest of their research groups in the supervision to a much greater extent. The paper concludes by discussing the differencies between the two research programmes that participated in the study, and raises questions in relation to contemporary PhD education in general.
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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 practice-related research, which in journalism would encompass PBR in the field. This paper shows how the action research paradigm is equally useful in describing and clarifying the supervisor’s role in these sorts of projects. Design/methodology/approach – The paper looks first at practice-related research and the main challenges for candidates and supervisors in trying to align PBR with academic paradigms. Using examples from the author’s experience in supervising journalism research, it then illustrates how the main supervision tasks of project management, research mentoring and the writing-up process fit into the action research model. Findings – In reflecting on the dynamics between candidates and supervisors in PBR, this paper shows how supervision of production-based PhDs is a dynamic research process in itself, presenting opportunities for pedagogical reflection. Originality/value – The paper helps to clarify the role of the supervisor in this specialist research area which is still trying to establish itself within academe. It provides one way for supervisors to conceptualise their experiences and so contribute to a corpus of knowledge on which others can draw and build. By showing how the action research methodology applies to the supervision process in production-based research (PBR), this paper articulates a way for supervisors to understand and manage their role in this still-evolving research area. Building on previous scholarship and applying this knowledge to journalism production, the paper shows how action research may provide a way of addressing many of the issues and dilemmas others have encountered and identified in their pedagogical practice.
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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 and methods. The authors used the results of pilot studies conducted in 2024: “Challenges of relationship between PhD students (individual PhD students) and supervisors” (questionnaire survey, sample of 244 people) and “Neural network in science. For or against” (questionnaire survey, sample of 228 people).Results. The main barriers in relationship were identified: irregular communication, lack of clear expectations, disagreements in research approaches, overburdened supervisors and lack of research training among PhD students. These factors not only slow down the performance of scientific tasks, but also reduce the likelihood of a successful dissertation defense. Recommendations were given to improve PhD studentsupervisor relationship. Most attention is paid to the need for regular and constructive communication, a clear coordination of expectations and tasks, an individual approach and improvement of digital literacy among the participants of academic process. The authors emphasize that an integrated approach of eliminating barriers and effectively using modern technologies improves the quality of scientific personnel training and strengthens scientific potential.
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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 science in here. In which the maximum 12 has been done in 2002,2004,2009,2014. The current trend of library and information science is Information seeking behavior, user study and Public Library. Year wise most 9 were done in 2001-2005.. And subject wise maximum 12 has been done on Information Seeking behavior (User Study), Public Library. supervisor wise distribution of most 14 PhD thesis done under the supervision of Dr. Brajesh Tiwari. in which the study problem of the researcher is related to more than one subject. The above study highlights the research activities in LIS.
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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 investigate to what extent did PhD students’ satisfaction with supervisor support changed over time. Method It uses two longitudinal two cohorts of wave 4 to 5 of the PhD Survey at a Belgian university. These cohorts are representative of two different ways the COVID-19 pandemic might have impacted doctoral research. Cohort 1 (n = 345) includes a pre-COVID measurement (April-May 2019) and a measurement immediately after the start of the abrupt lockdown in April-May 2020. Cohort 2 (n = 349) includes the measurement at the onset of the pandemic in 2020 and after a year with continuously changing containment policies (April-May 2021). The composite measure of satisfaction with supervisor support is based on six items with high internal consistency. Results No significant net effect of time was revealed. Instead within subject interactions with time showed that in cohort 1, PhD students at the start of their PhD trajectory and PhD students with family responsibilities reported lower supervisor satisfaction scores over time. In cohort 2, PhD students not pursuing academic careers reported lower satisfaction scores over time. Conclusion In times of crises, special attention needs to be paid to PhD students who are extra susceptible to uncertainties because of their junior status or personal situation, and especially those PhD students for whom doctoral research is not a trajectory to position themselves in academia.
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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 respond to these challenges, a multiple-case study, including four cases, was designed. Each of the four cases consisted of one MA TEFL student who was guided by a supervisory team including two of the three supervisors. The team members held their consulting sessions for each student individually. Each of the students’ activities and interactions were considered and reflected on regularly by the supervisory team in order to explore the challenges the students and their supervisors encountered and then to propose responses to them. The students were regularly interviewed about the efficiency of the whole process of the supervision, particularly the suggested responses and changes, to detect its successes and failures. An ongoing thematic analysis was used to analyse the collected data. The process helped the researchers, who were also the participants, to develop a supervisory model which hopefully facilitates the process of writing an MA thesis. The findings could be immensely helpful for the syllabus designers and supervisory teams as well as MA and PhD students.Keywords: Supervisor-Student Relationship, Supervisory Model, EL Students, MA Research, Thesis Writing
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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 supervisors from the Business and Law Faculty. The second set of data involved naturalistic observations of three supervisory meetings per supervisor and their respective students. The final set of data was collected through the observation of five student annual progression panel proceedings, focusing on the same five students whose supervisory sessions were previously observed. Findings - The observations revealed five distinct pedagogical approaches to teaching within the supervisory context. Additionally, participants’ beliefs were found to be interconnected, allowing for the identification of orientations. Participants aligned with a particular orientation exhibited a unique set of beliefs. It was noted that a supervisor’s choice of orientation influences the overall pedagogical approach adopted during supervision. Each orientation incorporated an element of teaching, highlighting the integral role of teaching within supervisory practices. Significance - The findings have significant implications for faculty professional development, particularly for staff involved in doctoral supervision. They provide insights into the dynamics of student learning during interactions between staff and students throughout the doctoral journey. These insights can inform future supervision training programmes, offering valuable guidance to novice supervisors and enhancing the overall doctoral supervision experience.
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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 in-person engagement between supervisors and students portends a greater challenge. Therefore, the study sought to determine the influence of doctoral students’ gender on their thesis progression, the relationship between the frequency of engaging supervisors and thesis progression, the preferred mode of supervisor engagement and the level of student utilization of digital technologies in their doctoral work. The study sampled 109 students from a population of 150 PhD students of the University of Nairobi. Data were gathered through questionnaires and interviews that were administered to doctoral students and their supervisors respectively. The results showed a weak negative correlation between student and supervisor engagement and their stage in theses writing. The study also established low utilization of digital technologies in doctoral thesis supervision. Nonetheless, the results showed that student-supervisor engagement has an impact on their progression and that a significant number of doctoral students were comfortable with engaging their supervisors through a combination of face-to-face/in-person and virtual/online sessions. The study recommends that universities should adopt a blended doctoral supervision model to leverage the strengths of both in-person and virtual student-supervisor engagement. Further, there is a need to train both students and supervisors in the use of digital tools to enhance their engagement
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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 manage to balance autonomy and freedom and strive to meet the high and rigorous standards of obtaining a doctoral degree. The theoretical framework for this study consists of Berlin’s (1969) Two concepts of liberty and self-determination theory. Methodology: We use qualitative data from nine focus groups and three one-on-one interviews with PhD candidates (n=42). Data are analyzed using thematic content analysis. Contribution: Previous research highlighted the importance of autonomy in the doctoral trajectory and showed that autonomy can have different dimensions and characteristics. However, research on PhD candidates’ expectations regarding autonomy and how autonomy manifests itself in their trajectory is lacking, considering different dimensions of autonomy. This study contributes by exploring the expectations and experiences of autonomy among PhD candidates and variations herein across disciplines (i.e., life sciences and medicine, natural sciences and bioscience, engineering, and human sciences) and types of appointments (i.e., teaching assistants, personal mandate, or project funding). Literature also shows that autonomy in the work environment is not, by default, beneficial. A second contribution of this study is the identification of challenges and potential pitfalls associated with autonomy in the doctoral context. Findings: First, PhD candidates deem autonomy essential for their research, as it requires creating new knowledge, being able to adapt to unforeseen events, and learning how to become an independent scholar. PhD candidates mainly expect autonomy in their control over time, freedom to develop themselves, and a sense of ownership over the project. However, their experiences predominantly reflect operational autonomy (i.e., autonomy regarding the conduct and organization of research) rather than strategic autonomy (i.e., autonomy regarding the research agenda and content). Second, there are explicit challenges and pitfalls associated with autonomy. PhD candidates mainly encounter “negative freedom,” and often experience autonomy as chaos, citing a lack of clear expectations, lack of control, lack of interaction, and lack of supervisory support as significant pitfalls. Two key dynamics contributing to these issues are the specific supervisor-supervisee relationship and conflicting role perceptions. Additionally, the study identified systematic differences in these matters across and within disciplines. These insights provide a nuanced understanding of the autonomy experienced by PhD candidates and highlight the need for institutions to rethink how they support PhD candidates in managing autonomy. Recommendations for Practitioners: These findings indicate that institutions and supervisors should cultivate an environment wherein autonomy is experienced as positive freedom. Achieving this involves balancing academic freedom with accountability measures (such as training supervisors and co-supervisorship and providing regular feedback) to enhance the quality of supervision. Supervisors, in turn, can promote autonomy for PhD candidates by facilitating regular interactions, providing constructive feedback, and ensuring expertise alignment. Impact on Society: The “publish or perish” culture, characterized by standardization and decision-making based on fixed performance measures, diminishes strategic autonomy for PhD candidates. Excessive operational autonomy can be perceived as chaos, challenging equitable opportunities and outcomes among PhD candidates. Furthermore, it exacerbates feelings of self-doubt and contributes to the development of imposter syndrome. Future Research: Future research should explore how autonomy emerges from the dialogue between supervisors and PhD candidates. It should also investigate the support mechanisms supervisors require to be supportive of autonomy and examine how supervisors tailor their autonomy support to accommodate the heterogeneous group of PhD candidates. Furthermore, future research could focus on identifying and elaborating on additional dynamics that complicate dealing with autonomy within the doctoral context.
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Zile, Amy, Bryony Porter, Kenda Crozier, and Kristy Sanderson. "The Mental Health of UK Postgraduate Research Students following the COVID-19 Pandemic." Education Sciences 13, no. 11 (2023): 1106. http://dx.doi.org/10.3390/educsci13111106.
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The mental health of postgraduate research students (PGRs) is a growing area of interest to Higher Education Institutions (HEIs) and researchers and has important implications for PGR wellbeing, success, and attrition. This study aimed to explore PGR experiences of mental health during the pandemic, the supervisory relationship, and seeking support. Semi-structured interviews were conducted with 20 PGRs from across the UK. Questions invited PGRs to share their experience of supervision, the impact of supervision on their mental health, and any experience of discussing mental health with their supervisor(s). The experiences of supervision varied, as did the university responses to the pandemic and levels of supervisory support. A number of PGRs felt that their supervision experiences had negatively impacted their wellbeing and reported stigma and discriminatory practices. Themes identified included discourses, supervisory knowledge, university resources, and the research culture as key factors that impacted the mental health of PGRs. Supervisors often upheld perceptions of PhD life as being isolating, with negative impacts on wellbeing to be expected, setting expectations of overworking, anxiety, and stress. The move from pandemic to post-pandemic life posed both challenges and benefits. Issues of training on mental health awareness, university processes, and accessibility of services should be considered by HEIs.
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Kramer, Robin. "QuarterlyMeet the Supervisors." PsyPag Quarterly 1, no. 122 (2022): 48–49. http://dx.doi.org/10.53841/bpspag.2022.1.122.48.
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Our Meet the Supervisors section is aimed at connecting postgraduate psychology students with potential supervisors and any corresponding opportunities for PhD, RA or postdoctoral research projects they may have in the future. We want to showcase some of the amazing supervisors and research positions out there. We also aim to humanise the PhD/RA/postdoctoral application process a little! Wouldn’t you like to know a few fun facts about a supervisor before applying to work with them? We hope that our readers find this a useful opportunity to learn more and reach out to one another, building more connections and collaborations across the UK.
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Malik, Shahab Alam, and Shujah Alam Malik. "Graduate school supervisees’ relationships with their academic mentors." Journal of Applied Research in Higher Education 7, no. 2 (2015): 211–28. http://dx.doi.org/10.1108/jarhe-07-2013-0032.
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Purpose – The purpose of this paper is to observe different aspects of working relationships between supervisees/mentees with their academic supervisors/mentors from the mentees’ perspective. Respondents were asked about networking, instrumental, psychological help received from their mentors and their working relationships with their mentors. Design/methodology/approach – A descriptive study was carried out in the COMSATS Institute of Information Technology, a public university of Pakistan. Data were collected from its main campus of Islamabad only, the capital of Pakistan. Respondents were Master of Science (MS) and PhD level students actively engaged in research projects/theses with their mentors. A final sample of 104 respondents was used for data analysis, comprising of 65 MS and 39 PhD students, from six departments offering graduate programs. Descriptive analysis was mainly used here to observe mean differences (ANOVA) based on control variables of supervisees gender, academic program, supervisor designation, gender and selection. Findings – Major significant mean scores differences were observed between supervisees who selected supervisors themselves and those who were assigned supervisors by the concerned department. In academic programs (MS vs PhD), some significant differences in instrumental and psychological help were observed, whereas no significant differences were found on gender basis (both supervisees and supervisors), supervisor designation and supervisees’ category (full-time, part-time and faculty on leave). Originality/value – This study endeavored to observe relationships between supervisees and their supervisors in an academic environment using descriptive analysis. No such particular research in literature has been made earlier on national level and thus this study tries to fill that gap. This research’s outcomes can be useful to all the concerned parties i.e. the mentor, supervisees and the graduate school. Mentors can assess how supervisees rate the supervision style and contribution. Supervisees can benefit from the experiences of their fellows and the graduate schools can assess which aspects of relationship matter most to the supervisees at different levels.