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Innovations in Education and Teaching International Volume 52, 2015 - Issue 1: Doctoral Education
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Fit matters in the supervisory relationship: doctoral students and supervisors perceptions about the supervisory activities

Kirsi PyhältöFaculty of Behavioural Sciences, The Centre for Research and Development of Higher Education, University of Helsinki, Helsinki, Finland;Faculty of Educational Sciences, University of Oulu, Oulu, FinlandCorrespondence[email protected]
,
Jenna VekkailaFaculty of Behavioural Sciences, The Centre for Research and Development of Higher Education, University of Helsinki, Helsinki, Finland
&
Jenni KeskinenDepartment of Teacher Education, University of Helsinki, Helsinki, Finland
Pages 4-16 | Published online: 21 Jan 2015

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Erika Hansson & Manuela Schmidt. (2023) “A small pawn in a big game”: an exploration of doctoral students’ experience of co-supervisory relationships. Journal of Further and Higher Education 47:9, pages 1169-1181.
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Ye Han & Yueting Xu. (2023) Emotional support from the perspective of extrinsic emotion regulation: insights of computer science doctoral supervisors. Teaching in Higher Education 28:7, pages 1725-1743.
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Timothy Laurie & Liam Grealy. (2023) Curious care: tacit knowledge and self-trust in doctoral training. Pedagogy, Culture & Society 0:0, pages 1-16.
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Henrika Anttila, Kirsi Pyhältö & Lotta Tikkanen. (2023) Doctoral supervisors’ and supervisees’ perceptions on supervisory support and frequency of supervision – Do they match?. Innovations in Education and Teaching International 0:0, pages 1-15.
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S. Rönkkönen, L. Tikkanen, V. Virtanen & K. Pyhältö. (2023) The impact of supervisor and research community support on PhD candidates’ research engagement. European Journal of Higher Education 0:0, pages 1-18.
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Cecilia Almlöv & Ann Grubbström. (2023) ‘Challenging from the start’: novice doctoral co-supervisors’ experiences of supervision culture and practice. Higher Education Research & Development 0:0, pages 1-15.
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Mariona Corcelles-Seuba, Núria Suñe-Soler, Anna Sala-Bubaré & Montserrat Castelló. (2023) Doctoral student perceptions of supervisory and research community support: their relationships with doctoral conditions and experiences. Journal of Further and Higher Education 47:4, pages 481-491.
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Rehan Ahmed Khan, Annemarie Spruijt, Usman Mahboob, Mohamed Al Eraky & Jeroen J. G. van Merrienboer. (2023) A mixed-method study on student and teacher perceptions of curriculum viability inhibitors. Innovations in Education and Teaching International 60:1, pages 91-100.
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Kirsi Pyhältö, Lotta Tikkanen & Henrika Anttila. (2022) Relationship between doctoral supervisors’ competencies, engagement in supervisory development and experienced support from research community. Innovations in Education and Teaching International 0:0, pages 1-15.
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Ngoc Thi Bich Nguyen & Ilana Mushin. (2022) Understanding equivocal feedback in PhD supervision meetings: a conversation analysis approach. Teaching in Higher Education 0:0, pages 1-17.
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Lynn McAlpine, Isabelle Skakni & Kirsi Pyhältö. (2022) PhD experience (and progress) is more than work: life-work relations and reducing exhaustion (and cynicism). Studies in Higher Education 47:2, pages 352-366.
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B. Liezel Frick & Kirsi Pyhältö. (2022) Experiences of the doctoral journey: A cross-national perspective. Innovations in Education and Teaching International 59:1, pages 70-81.
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Jonas Lindahl, Cristian Colliander & Rickard Danell. (2021) The importance of collaboration and supervisor behaviour for gender differences in doctoral student performance and early career development. Studies in Higher Education 46:12, pages 2808-2831.
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Kim Brown. (2021) Cultivating a ‘collegial turn’ in doctoral education. Teaching in Higher Education 26:6, pages 759-775.
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Kalypso Filippou, Johanna Kallo & Mirjamaija Mikkilä-Erdmann. (2021) Supervising master’s theses in international master’s degree programmes: roles, responsibilities and models. Teaching in Higher Education 26:1, pages 81-96.
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E. van Rooij, M. Fokkens-Bruinsma & E. Jansen. (2021) Factors that influence PhD candidates’ success: the importance of PhD project characteristics. Studies in Continuing Education 43:1, pages 48-67.
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Linlin Xu & Jiehui Hu. (2020) Language feedback responses, voices and identity (re)construction: Experiences of Chinese international doctoral students. Innovations in Education and Teaching International 57:6, pages 724-735.
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Kirsi Pyhältö, Jouni Peltonen, Montserrat Castelló & Lynn McAlpine. (2020) What sustains doctoral students’ interest? Comparison of Finnish, UK and Spanish doctoral students’ perceptions. Compare: A Journal of Comparative and International Education 50:5, pages 726-741.
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Erika Löfström & Kirsi Pyhältö. (2020) What Are Ethics in Doctoral Supervision, and How Do They Matter? Doctoral Students’ Perspective. Scandinavian Journal of Educational Research 64:4, pages 535-550.
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Gabriela González-Ocampo & Montserrat Castelló. (2019) Supervisors were first students: Analysing supervisors’ perceptions as doctoral students versus doctoral supervisors. Innovations in Education and Teaching International 56:6, pages 711-725.
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Gabriela González-Ocampo & Montserrat Castelló. (2019) How do doctoral students experience supervision?. Studies in Continuing Education 41:3, pages 293-307.
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Morag A. Gray & Lucilla Crosta. (2019) New perspectives in online doctoral supervision: a systematic literature review. Studies in Continuing Education 41:2, pages 173-190.
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Isabelle Skakni. (2018) Doctoral studies as an initiatory trial: expected and taken-for-granted practices that impede PhD students’ progress. Teaching in Higher Education 23:8, pages 927-944.
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Stuart Blythe. (2018) The research supervisor as friend. Practical Theology 11:5, pages 401-411.
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Jenna Vekkaila, Viivi Virtanen, Juha Taina & Kirsi Pyhältö. (2018) The function of social support in engaging and disengaging experiences among post PhD researchers in STEM disciplines. Studies in Higher Education 43:8, pages 1439-1453.
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Emily F. Henderson. (2018) Anticipating doctoral supervision: (Not) bridging the transition from supervisee to supervisor. Teaching in Higher Education 23:4, pages 403-418.
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Rosemarye T. Taylor, Thomas Vitale, Colton Tapoler & Kari Whaley. (2018) Desirable qualities of modern doctorate advisors in the USA: a view through the lenses of candidates, graduates, and academic advisors. Studies in Higher Education 43:5, pages 854-866.
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Lynn McAlpine, Kirsi Pyhältö & Montserrat Castelló. (2018) Building a more robust conception of early career researcher experience: what might we be overlooking?. Studies in Continuing Education 40:2, pages 149-165.
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Kirsi Pyhältö, Lynn McAlpine, Jouni Peltonen & Montserrat Castello. (2017) How does social support contribute to engaging post-PhD experience?. European Journal of Higher Education 7:4, pages 373-387.
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Montserrat Castelló, Lynn McAlpine & Kirsi Pyhältö. (2017) Spanish and UK post-PhD researchers: writing perceptions, well-being and productivity. Higher Education Research & Development 36:6, pages 1108-1122.
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Erika Löfström & Kirsi Pyhältö. (2015) ‘I Don't Even Have Time to be Their Friend!’ Ethical Dilemmas in Ph.D. Supervision in the Hard Sciences. International Journal of Science Education 37:16, pages 2721-2739.
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K. Pyhältö, L. Tikkanen & H. Anttila. The more the merrier? PhD supervisors’ perspectives in engaging in co-supervision. Innovations in Education and Teaching International 0:0, pages 1-12.
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Articles from other publishers (43)

Erika Löfström, Lotta Tikkanen, Henrika Anttila & Kirsi Pyhältö. (2023) Supervisors’ experiences of doctoral supervision in times of change. Studies in Graduate and Postdoctoral Education.
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Xolile C Thani, Jacobus S Wessels & Retha G Visagie. (2023) The supervisor as a ‘coastguard’ in the methodological preparedness of doctoral candidates. Teaching Public Administration, pages 014473942311802.
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Kelsey Inouye. (2022) Developing the PhD thesis project in relation to individual contexts: a multiple case study of five doctoral researchers. Higher Education 85:5, pages 1143-1160.
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Kirsi Pyhältö, Lotta Tikkanen & Henrika Anttila. (2022) Is there a fit between PhD candidates’ and their supervisors’ perceptions on the impact of COVID-19 on doctoral education?. Studies in Graduate and Postdoctoral Education 14:2, pages 134-150.
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Myroslava Hladchenko. (2023) Strategising PhD supervision in Ukrainian higher education. Tertiary Education and Management.
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Brian A. Burt, Blayne D. StoneJr.Jr., Yasja Hemmings, Jon Kleba, Dariana Glasco-Boyd & Brandon Washington. (2023) How a Principal Investigator Supervises a Student Research Group: An Autoethnographic Longitudinal Examination. Teachers College Record: The Voice of Scholarship in Education 125:2, pages 3-34.
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Catherine Adam & Cécile Plaud. (2023) Quand un projet de recherche international se fait accompagnateur d’un parcours doctoral : retours d’expériences des actrices. Revue internationale de pédagogie de l’enseignement supérieur 39:1.
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Claire Duchesne, Lucie Le Callonnec & Nathalie Gagnon. (2023) De doctorants à directeurs de recherche : accompagnement reçu et dispensé. Revue internationale de pédagogie de l’enseignement supérieur 39:1.
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Kirsi Pyhältö, Jouni Peltonen, Henrika Anttila, Liezel Liezel Frick & Phillip de Jager. (2022) Engaged and/or burnt out? Finnish and South African doctoral students’ experiences. Studies in Graduate and Postdoctoral Education 14:1, pages 1-18.
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Orsolya Kálmán, László Horváth, Dorottya Kardos, Borbála Kozma, Mebrate Bekele Feyisa & Zoltán Rónay. (2022) Review of benefits and challenges of co‐supervision in doctoral education. European Journal of Education 57:3, pages 452-468.
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Fadime GÖK, Zeynep DEVECİ, Eda KILINÇ & Asiye KARTAL. (2022) Hemşirelik Doktora Öğrencilerinde Akademik Erteleme Davranışı ve Etkileyen Faktörlerin İncelenmesi. Pamukkale University Journal of Education.
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E. Giudicelli, A. Syssau & N. Blanc. (2022) Quelles pistes pour un vécu positif du doctorat ? Apports de la littérature scientifique actuelle. Psychologie Française.
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Zain Haider & Rabia Dasti. (2021) Mentoring, research self-efficacy, work–life balance and psychological well-being of doctoral program students. International Journal of Mentoring and Coaching in Education 11:2, pages 170-182.
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Hannah K. Allen, Flavius Lilly, Kerry M. Green, Faika Zanjani, Kathryn B. Vincent & Amelia M. Arria. (2020) Graduate Student Burnout: Substance Use, Mental Health, and the Moderating Role of Advisor Satisfaction. International Journal of Mental Health and Addiction 20:2, pages 1130-1146.
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Manuela Schmidt & Erika Hansson. (2021) “I didn’t want to be a troublemaker” – doctoral students’ experiences of change in supervisory arrangements. Studies in Graduate and Postdoctoral Education 13:1, pages 54-73.
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Kanwarjeet Singh, Jane Southcott & Damien Lyons. (2022) Knowledge Meals, Research Relationships, and Postqualitative Offerings: Enacting Langar (a Sikh Tradition of a Shared Meal) as Pedagogy of Doctoral Supervision. International Journal of Qualitative Methods 21, pages 160940692210972.
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Gordana Gašo, Martina Dragija Ivanović & Sanjica Faletar Tanacković. (2021) The supervisory relationship in the doctoral process: How do Croatian LIS students see it?. Education for Information 37:4, pages 465-483.
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Maija Vähämäki, Essi Saru & Lauri-Matti Palmunen. (2021) Doctoral supervision as an academic practice and leader–member relationship: A critical approach to relationship dynamics. The International Journal of Management Education 19:3, pages 100510.
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Ali Ahmed, Craig Watterson, Karsten Lundqvist & Jennifer Ferreira. (2021) Online Student Supervision: A Reflective Study on Lessons and Challenges. Online Student Supervision: A Reflective Study on Lessons and Challenges.
Yusuke Sakurai & Kirsi Pyhältö. (2021) Disciplinary differences in doctoral student engagement in generic skills learning. Studies in Graduate and Postdoctoral Education 12:2, pages 230-246.
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Evgeniy Terentev, Saule Bekova & Natalia Maloshonok. (2021) Three challenges to Russian system of doctoral education: Why only one out of ten doctoral students defends thesis?. International Journal of Chinese Education 10:1, pages 221258682110070.
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A. V. Grigoryeva & E. A. Terentev. (2021) Doctoral Students’ Academic Supervision: A Systematic Review of Approaches to Conceptualization and Empirical Analysis. University Management: Practice and Analysis 25:1, pages 49-61.
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Shannon Mason, Julia E Morris & Margaret K Merga. (2020) Institutional and supervisory support for the Thesis by Publication. Australian Journal of Education 65:1, pages 55-72.
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Lynn McAlpine, Montserrat Castello & Kirsi Pyhaltö. (2020) What influences PhD graduate trajectories during the degree: a research-based policy agenda. Higher Education 80:6, pages 1011-1043.
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Ivan Gruzdev, Evgeniy Terentev & Zibeyda Dzhafarova. (2019) Superhero or hands-off supervisor? An empirical categorization of PhD supervision styles and student satisfaction in Russian universities. Higher Education 79:5, pages 773-789.
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David Hodgson. (2017) Helping doctoral students understand PhD thesis examination expectations: A framework and a tool for supervision. Active Learning in Higher Education 21:1, pages 51-63.
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Carol Johansson & Sridevi Yerrabati. (2017) A review of the literature on professional doctorate supervisory styles. Management in Education 31:4, pages 166-171.
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Sally Sambrook. 2016. Emerging Directions in Doctoral Education. Emerging Directions in Doctoral Education 61 87 .

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