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Using Astin's I-E-O model to explain the supervisor's role in doctoral outcomes at a highly selective Russian university.

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Title: Using Astin's I-E-O model to explain the supervisor's role in doctoral outcomes at a highly selective Russian university.
Authors: Bekova, Saule1 (AUTHOR) saule.bekova@uts.edu.au, Maloshonok, Natalia2 (AUTHOR)
Source: European Journal of Higher Education. Jun2026, Vol. 16 Issue 2, p220-245. 26p.
Subject Terms: *Doctoral degree, *Academic achievement, *Longitudinal method, *Mentors, *Higher education, Mentoring
Abstract: Previous studies have demonstrated that supervisors play a crucial role in doctoral student academic progress. Various supervisory characteristics have been identified as significant factors in student outcomes. However, these findings are often inconsistent and not grounded in strong theoretical frameworks. This study aims to explain the role of supervisors in shaping doctoral student outcomes in the Russian context, where students typically work with only one supervisor and rely heavily on them for both academic and personal support. Using Astin's Input–Environment–Output (I-E-O) model, we propose a framework that connects supervisory characteristics with doctoral completion through the concept of supervisor involvement. We apply this framework using quasi-longitudinal data from a highly selective Russian university (n = 610). The results help us better understand how supervisor involvement functions in a system with limited support structures and offer useful insights for improving supervision where students strongly depend on a single supervisor. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Using Astin's I-E-O model to explain the supervisor's role in doctoral outcomes at a highly selective Russian university.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Bekova%2C+Saule%22">Bekova, Saule</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> saule.bekova@uts.edu.au</i><br /><searchLink fieldCode="AR" term="%22Maloshonok%2C+Natalia%22">Maloshonok, Natalia</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Higher+Education%22">European Journal of Higher Education</searchLink>. Jun2026, Vol. 16 Issue 2, p220-245. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Doctoral+degree%22">Doctoral degree</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Previous studies have demonstrated that supervisors play a crucial role in doctoral student academic progress. Various supervisory characteristics have been identified as significant factors in student outcomes. However, these findings are often inconsistent and not grounded in strong theoretical frameworks. This study aims to explain the role of supervisors in shaping doctoral student outcomes in the Russian context, where students typically work with only one supervisor and rely heavily on them for both academic and personal support. Using Astin's Input–Environment–Output (I-E-O) model, we propose a framework that connects supervisory characteristics with doctoral completion through the concept of supervisor involvement. We apply this framework using quasi-longitudinal data from a highly selective Russian university (n = 610). The results help us better understand how supervisor involvement functions in a system with limited support structures and offer useful insights for improving supervision where students strongly depend on a single supervisor. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of European Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1080/21568235.2025.2554060
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      – Code: eng
        Text: English
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        PageCount: 26
        StartPage: 220
    Subjects:
      – SubjectFull: Doctoral degree
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Mentors
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      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Mentoring
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      – TitleFull: Using Astin's I-E-O model to explain the supervisor's role in doctoral outcomes at a highly selective Russian university.
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              Text: Jun2026
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