How can we develop supervisors for the modern doctorate?

Figures & data

Table

Functional	Enculturation	Critical thinking	Emancipation	Relationship development
Being proactive to keep in contact with candidates over a longer time frame	Supporting candidates to manage time and career pressures whilst learning how to do academic work	Engaging with the creation of new professional, transdisciplinary knowledge	Enabling candidates to cope with changes in identity from expert to student	Supporting the development of social (as well as intellectual) skills so they can become effective agents of change

Table 1. Most highly rated approaches to supervising research in academic advisors.

	Important (5)	Important + somewhat important (4 + 5)
Functional	66.32%	92.64%
Enculturation	28.42%	61.05%
Critical thinking	61.05%	88.42%
Relationship development	42.55%	81.91%
Transferrable skills	48.42%	84.21%

Table 2. Most highly rated approaches to supervising research in workplace advisors.

	Important (5)	Important and somewhat important (4 + 5)
Functional	50%	77.27%
Enculturation	43.94%	75.76%
Critical thinking	56.06%	80.03%
Relationship development	50.77%	81.84%
Transferrable skills	56.06%	76%

Table 3. What supervisors thought was most important for academic supervisors to offer.

	Extremely important (5)	Important and extremely important (4 + 5)
Functional	12	23
Enculturation	8	16
Critical thinking	17	22
Relationship development	10	21
Transferrable skills	10	19