How are doctoral students supervised? Concepts of doctoral research supervision

Abstract

Literature about doctoral supervision has concentrated on describing the ever lengthening lists of functions that must be carried out. This functional approach is necessary, but there has been little exploration of a different paradigm, a conceptual approach towards research supervision. This article, based on interviews with supervisors from a range of disciplines, aims to fill this gap. The main concepts identified are: functional – where the issue is one of project management; enculturation – where the student is encouraged to become a member of the disciplinary community; critical thinking – where the student is encouraged to question and analyse their work; emancipation – where the student is encouraged to question and develop themselves; and developing a quality relationship – where the student is enthused, inspired and cared for. Supervisors of doctoral students are also trying to reconcile the tensions between their professional role as an academic and their personal self, as well as encouraging students to move along a path towards increasing independence. The concepts are examined in the light of these tensions. Finally, the research illuminates the power of the supervisor’s own experience as a student, and suggests that supervisors need to be aware of both the positive and negative aspects of each of these conceptual approaches.

Acknowledgement

With thanks to Gerlese Åkerlind, who has generously shared her perceptions and experience with me, to my colleagues and with enormous gratitude to all those interviewees who gave their experience.