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Current Issues in Doctoral Supervision Practice in the UK

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Title: Current Issues in Doctoral Supervision Practice in the UK
Language: English
Authors: Amanda Thomas (ORCID 0000-0003-4048-0347), Rhiannon Packer (ORCID 0000-0002-1976-8410), Gina Dolan (ORCID 0000-0003-3639-6505)
Source: Research in Post-Compulsory Education. 2024 29(1):158-188.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 31
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Doctoral Students, Doctoral Programs, Supervision, Supervisor Supervisee Relationship, Student Attitudes, Role, Expectation, Supervisory Methods, COVID-19, Pandemics, Supervisors, Attitudes
Geographic Terms: United Kingdom
DOI: 10.1080/13596748.2023.2285634
ISSN: 1359-6748
1747-5112
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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1411501
Database: ERIC
FullText Text:
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  Data: Current Issues in Doctoral Supervision Practice in the UK
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Amanda+Thomas%22">Amanda Thomas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4048-0347">0000-0003-4048-0347</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rhiannon+Packer%22">Rhiannon Packer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1976-8410">0000-0002-1976-8410</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gina+Dolan%22">Gina Dolan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3639-6505">0000-0003-3639-6505</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Post-Compulsory+Education%22"><i>Research in Post-Compulsory Education</i></searchLink>. 2024 29(1):158-188.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 31
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Programs%22">Doctoral Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisor+Supervisee+Relationship%22">Supervisor Supervisee Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisory+Methods%22">Supervisory Methods</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisors%22">Supervisors</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13596748.2023.2285634
– Name: ISSN
  Label: ISSN
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  Data: 1359-6748<br />1747-5112
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2024
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  Label: Accession Number
  Group: ID
  Data: EJ1411501
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1411501
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      – Type: doi
        Value: 10.1080/13596748.2023.2285634
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
        StartPage: 158
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Doctoral Programs
        Type: general
      – SubjectFull: Supervision
        Type: general
      – SubjectFull: Supervisor Supervisee Relationship
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Role
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Supervisory Methods
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Supervisors
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: United Kingdom
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      – TitleFull: Current Issues in Doctoral Supervision Practice in the UK
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