Current issues in doctoral supervision practice in the UK

ABSTRACT

Doctoral study remains the most popular form of research degree globally. The student and supervisor relationship is an integral part of the postgraduate researcher (PGR) experience. Supervisory relationships can be complex and multi-faceted, with differing expectations from both supervisor and PGR. However, comparing different perspectives of the PGR supervisory journey is relatively unexplored. This study aimed to explore how both PGRs and supervisors perceive the evolution of supervisory relationships throughout the doctoral journey. Employing a mixed methods design, the findings indicate that there is a transition in the dynamics of the relationship between the supervisor and the student which changes during this process. The role of the supervisor moves from being a more knowledgeable other operating in an advisory capacity, described by one participant as a ‘balance of expertise’ that ‘swings’ as the relationship evolves. Drawing upon Jindal-Snape’s multiple and multi-dimensional transitional theory, the results suggest that managing expectations, supporting the transition to doctoral study, the role of peer support for PGRs and supervisors are fundamental to a positive supervisory experience. The global pandemic affected the supervisory relationship and research journey posing some challenges for data collection; however, it facilitated opportunities to adapt and evolve supervisory practice.

KEYWORDS:

• Supervision
• doctorate
• postgraduate research
• supervision styles
• doctoral support
• COVID-19

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The 12 pillars identified by Jindal-Snape (2023, 540) are: Multiple and Multi-dimensional Transitions Habits of Mind, Multiple and Multi-dimensional Transitions Habits of Heart; Attitudes and beliefs about transitions; Percpetion of ability and skills to navigate transition; experience and outcomes of other multiple and concurrent transitions; discourse about transitions at homes, school, workplace, in the wider community, media; Social Capital; Significant others’ ability to support transitions; Significant others’ experiences and outcomes of their own transitions; Opportunities to discuss transitions in everyday life; Experience of diverse pedagogical/andragogical approaches/work practices; Organizational, familial and community culture.

Additional information

Notes on contributors

Amanda Thomas

Amanda Thomas is a senior lecturer in early years education and initial teacher education at the University of South Wales. She is interested in educational transitions and play-based pedagogies. Amanda has published several books on early years education and child development.

Rhiannon Packer

Rhiannon Packer is a senior lecturer in Additional Learning Needs (ALN) at Cardiff Metropolitan University. She is interested in educational transitions from early years to HE and has published a book in this area and several papers. Other research interests are additional learning needs (neurodiversity), bilingualism, and well-being.