Reflections on doctoral supervision: drawing from the experiences of students with additional learning needs in two universities

Abstract

Supervision is an essential part of doctoral study, consisting of relationship and process aspects, underpinned by a range of values. To date there has been limited research specifically about disabled doctoral students’ experiences of supervision. This paper draws on qualitative, narrative interviews about doctoral supervision with disabled students. The key reflection is that supervisory relationship was more highly valued than process aspects of supervision. A good relationship was characterised by good communication, willingness to listen and flexibility; it enabled students with additional learning needs to navigate the process aspects of the doctoral journey. Flexibility was the most commonly requested support. Promoting a positive relationship that enables flexibility within the pressure for timely completions respresents a key dilemma for supervisors of disabled students

Keywords:

• doctoral supervision
• disabled students
• supervisory relationship
• dyslexia Ph.D.

Acknowledgements

The author wishes to thank the participants in this study for their time and narratives. Thanks also to the Disability Service Manager and team in University A and the Diversity and Equality Manager in University B for their support in making it possible to contact potential participants. Many thanks to Prof. Vanora Hundley for reviewing this manuscript and providing useful advice on earlier versions. Thanks also to Declan Reilly for reviewing the manuscript and the enthusiasm and practical support that made the research possible.

Disclosure statement

No potential conflict of interest was reported by the author.