The supervised as the supervisor

Abstract

Purpose

The relationship between doctoral students and their supervisors impacts on degree completion rates; faculty research performance; and postgraduate satisfaction with their alma mater. The purpose of this paper is to explore the relationship between the experience of supervision and subsequent supervision practices.

Design/methodology/approach

Totally, 40 supervisors who are doctoral students/graduates were approached to participate in the study, and 32 agreed. For each participant, data were collected to explore their development as a supervisor.

Findings

Supervisors seek guidance from textbooks, workshops, peers, colleagues and their doctoral supervisor to develop as a supervisor. Their supervision style emerges as a reaction to both positive and negative experiences of supervision. A recurring theme in the data is that if there is something missing in the supervision experience, the student will emphasise this element in their approach to supervision.

Practical implications

The changing nature of doctoral provision is changing the role of the supervisor. This paper explores the relationship between a student and their supervisor. The outcome is that insights are provided into how the experience of doctoral supervision is reflected in the supervisory practices of the supervised.

Originality/value

The impact of the supervisor on the doctoral student's/graduate's subsequent approach to supervision can be mapped against previous research. Additional research is needed to identify the different styles of supervision practised, and how each style is valued within the academic community.

Citation

Stephens, S. (2014), "The supervised as the supervisor", Education + Training, Vol. 56 No. 6, pp. 537-550. https://doi.org/10.1108/ET-10-2012-0095