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Fostering Inclusive and Effective Doctoral Supervisory Practice: The Let's Talk about Card Game

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Title: Fostering Inclusive and Effective Doctoral Supervisory Practice: The Let's Talk about Card Game
Language: English
Authors: Lydia Luise Bach, Emily May Armstrong, Matt Jones
Source: Journal of Learning Development in Higher Education. 2025 (36).
Availability: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
Peer Reviewed: Y
Page Count: 33
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Supervisory Methods, Supervisors, Doctoral Students, Interpersonal Relationship, Intervention, Expectation, Career Development, Policy, Program Effectiveness, Student Needs, Interpersonal Communication, Foreign Countries, Games
Geographic Terms: United Kingdom (Glasgow), United Kingdom (Bristol), United Kingdom (Scotland)
ISSN: 1759-667X
Abstract: The relationship between doctoral research supervisors and their students is crucial for success during doctoral study. Supervisors face increasing complexity in managing these relationships, compounded by job precarity and the pressure to ensure timely doctoral completion. Equally, doctoral students will navigate a competitive job environment with limited time and funding, exacerbated by structural disparities in gender, race, and class outcomes. Our study explores the need for formalised expectation setting and interpersonal familiarisation within supervisor-doctoral student relationships through the development of the Let's Talk About (LTA) conversation toolkit. LTA was designed with community input, gathering and refining questions from doctoral students and supervisors to explore key areas including expectations, career development, social dynamics, and policy. The toolkit was trialled with supervisor-student pairs, showing significant improvements in understanding and aligning expectations, particularly regarding personal commitments and required support. Results indicated an 81.8% increase in students' perception of their supervisors' awareness of their commitments and a 102.5% increase in supervisors' awareness of students' needs. These findings underscore the importance of structured and inclusive communication tools that foster supportive academic environments. The study highlights the effectiveness of formalised conversation prompts in enhancing communication and understanding in doctoral supervision, leading to stronger, more productive relationships. The integration of LTA into supervisory practices offers a promising solution to key challenges in doctoral education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480543
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Fostering Inclusive and Effective Doctoral Supervisory Practice: The Let's Talk about Card Game
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  Data: <searchLink fieldCode="AR" term="%22Lydia+Luise+Bach%22">Lydia Luise Bach</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+May+Armstrong%22">Emily May Armstrong</searchLink><br /><searchLink fieldCode="AR" term="%22Matt+Jones%22">Matt Jones</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+Development+in+Higher+Education%22"><i>Journal of Learning Development in Higher Education</i></searchLink>. 2025 (36).
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  Data: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
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  Data: The relationship between doctoral research supervisors and their students is crucial for success during doctoral study. Supervisors face increasing complexity in managing these relationships, compounded by job precarity and the pressure to ensure timely doctoral completion. Equally, doctoral students will navigate a competitive job environment with limited time and funding, exacerbated by structural disparities in gender, race, and class outcomes. Our study explores the need for formalised expectation setting and interpersonal familiarisation within supervisor-doctoral student relationships through the development of the Let's Talk About (LTA) conversation toolkit. LTA was designed with community input, gathering and refining questions from doctoral students and supervisors to explore key areas including expectations, career development, social dynamics, and policy. The toolkit was trialled with supervisor-student pairs, showing significant improvements in understanding and aligning expectations, particularly regarding personal commitments and required support. Results indicated an 81.8% increase in students' perception of their supervisors' awareness of their commitments and a 102.5% increase in supervisors' awareness of students' needs. These findings underscore the importance of structured and inclusive communication tools that foster supportive academic environments. The study highlights the effectiveness of formalised conversation prompts in enhancing communication and understanding in doctoral supervision, leading to stronger, more productive relationships. The integration of LTA into supervisory practices offers a promising solution to key challenges in doctoral education.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
    Subjects:
      – SubjectFull: Supervisory Methods
        Type: general
      – SubjectFull: Supervisors
        Type: general
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Career Development
        Type: general
      – SubjectFull: Policy
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Games
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      – SubjectFull: United Kingdom (Glasgow)
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      – SubjectFull: United Kingdom (Bristol)
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      – SubjectFull: United Kingdom (Scotland)
        Type: general
    Titles:
      – TitleFull: Fostering Inclusive and Effective Doctoral Supervisory Practice: The Let's Talk about Card Game
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            NameFull: Matt Jones
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