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During the lengthy process of PhD studies, supervisory changes commonly occur for several different reasons, but their most frequent trigger is a poor supervisory relationship. Even though a change in supervisors is a formal bureaucratic process and not least the students’ rights, in practice it can be experienced as challenging. Therefore, the purpose of this study is to explore how doctoral students experience a change in supervisory arrangements.

This study highlights the voices of 19 doctoral students who experienced at least one supervisory change during their doctoral studies.

The findings were structured chronologically, revealing the students’ experiences prior, during and after the changes. In total, 12 main themes were identified. Most of the interviewed students experienced the long decision-making processes as stressful, difficult and exhausting, sometimes causing a lack of mental well-being. However, once the change was complete, they felt renewed, energized and capable of continuing with their studies. It was common to go through more than one change in supervisory arrangements. Further, the students described both the advantages of making a change yet also the long-lasting consequences of this change that could affect them long after they had completed their PhD programs.

The study fulfills an identified need to investigate the understudied perspective of doctoral students in the context of change in supervisory arrangements. A change in the academic culture is needed to make any changes in supervisory arrangements more acceptable thus making PhD studies more sustainable.

The purpose of this paper is to explore how an environmental threat (possible quotas for female supervisory directors) might change supervisory board gender composition in SBF120 French company boards between 2008 and 2010.

From a census of supervisory board membership of SBF120 companies in France in January 2008 and December 2010, data were obtained to test hypotheses relating to changes in gender composition of boards and demographic differences between new and earlier director appointees. The authors drew on institutional theory to inform the discussion of this paper’s findings.

The authors reveal significant increases over 2008-2010 in SBF120 board female representation and significant cohort differences between recent and earlier appointees. Newer female appointees differed from male peers and from earlier appointed females and males, bringing youth and international experience. New females were more likely to gain CAC40 seats than their male peers. There was an increase in boards with multiple female directors.

Actual motivations for increase in female appointments are unknown, but institutional theory provides possible explanations, as suggestion of coercive forces loomed. Chairmen of larger firms may have made strategic choices to attract younger and English-speaking foreign women, before the rush. Limitations include the descriptive nature of the paper, but it sets a benchmark for later studies to monitor progress in depth.

The talent pool for female directors has widened to include foreign English-speaking women, bringing a range of new insights and experience of international governance practice to traditional French boardrooms. However, this could be seen as further discriminatory practice that requires female appointees to bring more human and social capital than that required of their male peers.

This is the first paper charting the changes in supervisory board composition during the three-year period of environmental unrest as quotas were proposed and legislated in France and comparing new and existing cohort French director demographics.

This study drew upon conservation of resources and organizational support theory to develop a deeper understanding of the antecedents of affective and behavioral reactions to change processes. The purpose of this paper is to construct a theoretical framework based on previous findings of change management research to suggest that the relationship between organizational support and resistance to change is mediated by ego-resilience. This framework was then validated empirically.

To test this model, the mediation relationship was examined using regression analysis with bootstrapping. The sample consisted of 323 employees from private and public organizations.

The results confirmed that the relationship between organizational support and affective and behavioral reactions to imposed change is mediated by ego-resilience. The theoretical model was thus validated for use in future research.

This study’s findings have implications for organizations regarding how managers guide their employees through change processes. The research’s limitations arise from the use of convenience non-probability sampling and cross-sectional, self-reported data, which only allow for a tentative generalizability of the results.

The findings show that organizational change processes are affected by factors on both the individual (i.e. ego-resilience) and organizational level (i.e. organizational support). This study’s results thus provide empirical support for the conclusion that ego-resilience mediates the indirect relationship between organizational support and employees’ resistance to change.

A longitudinal research design was used to investigate the effects of a TQM intervention on teamwork in a manufacturing setting. Indicates that TQM intervention did not have a significant direct effect on teamwork. However, one aspect of the intervention, supervisory reinforcement, had a significant indirect effect on teamwork through its impact on changes in trust in colleagues. Overall, employee assess‐ment of the intervention was found to be a better predictor of teamwork than participation in the intervention per se.

Doctoral candidates are now located within a research context of performativity where the push to successfully complete in a timely manner is central. The purpose of this paper is to develop a model of completion mindset within a completion context to assist research students and supervisors.

The research was undertaken using qualitative interviews involving both PhD candidates and research supervisors, with transcripts analysed both manually and using NVivo. The paper addresses two questions: How can supervisors create a supportive completion context and help candidates to develop an effective completion mindset? What approach does a candidate need to take and what environment does a supervisor need to create in order to facilitate timely successful completion? These key questions are addressed through examples of individual success stories as well as through the development of a series of supervisory models.

The need to complete “on time” often clashes with concerns for the quality of the final outcomes. The paper shows, both from analysis of the data and theoretical reflection, that a “completion mindset” is an essential element in the pursuit of doctoral success. It is argued that “mindfulness” is part of this mindset, which needs to be located in a “completion context”.

In presenting both theoretical and practical positions, as well as the implications for quality, the paper contributes to the current debates surrounding research supervision. The paper extends Green's RIP (relational, intellectual, physical) model for supervisory practice to include emotionality as an explicit aspect.

Empirical evidence on how supervisors have perceived the changes and the implications of the COVID-19 pandemic on their supervision is scarce. This paper aims to examine how the changing landscape of doctoral education has affected supervision from the supervisors’ perspective.

This survey addressed change, challenges and impact in supervisory responsibilities due to COVID-19 pandemic. The survey was completed by 561 doctoral supervisors from a large multi-field research-intensive university in Finland.

Results show that supervisors estimated that their supervision had been negatively affected by the pandemic, but to a lesser extent than their doctoral candidates’ progress and well-being. In the changed landscape of supervision, the supervisors grappled with challenges related to recognising doctoral candidates’ need of help. Supervisors’ experiences of the challenges and the impact of changed circumstances varied depending on the field and the position of the supervisor, whether they supervised part- or full-time candidates, and the organisation of supervision.

The slowed-down progression and diminishing well-being of doctoral candidates reported by supervisors is likely to influence supervision in a delayed way. Supervisors may be anticipating some issues with stalled studying and stress, but the question is the extent to which they are prepared to handle these as they emerge in supervision encounters. The fact that the experiences varied across field, position, organisation of supervision and the type of candidates (full or part time) suggests that support provided for supervisors to overcome challenges needs to be tailored and engineered.

This study contributes to the literature on doctoral supervision by exploring the impact of transitioning to online supervision and the rapid changes in doctoral supervision as a consequence of the recent global pandemic.

This paper examines the introduction of self managing teams into a high technology workplace. The paper looks at the managerial and organizational implications of developing teams in what was considered a high technology environment where the physical restrictions of manufacture were assumed to dictate working practices. The case study evidence suggests that even in an atmosphere of clean rooms and clear communication difficulties, SMTs can prosper and suggests that it is only the physical boundaries which impede the development of more flexible forms of work organization.

This paper examines the introduction of self‐managing teams into a high technology workplace. The paper looks at the managerial and organizational implications of developing teams in what was considered a high technology environment where the physical restrictions of manufacture were assumed to dictate working practices. The case study evidence suggests that even in an atmosphere of clean rooms and clear communication difficulties, SMTs can prosper and suggests that it is only the physical boundaries which impede the development of more flexible forms of work organization.

The purpose of this paper is to describe a two‐level hierarchical control strategy for electrical energy transfers in multisource renewable energy systems. The aim of the control design is to perform the energy transfers, according to the sources power variations and the load characteristics.

The controller determines the operating mode of the multisource renewable energy system and the power ratio provided by each source to satisfy the load demand. The study is based on an accurate model of the DC/DC converters coupled on the DC bus. The performance of the controller is compared with the usual method based on the measurements of the system variables with sensors (solar radiation, shaft speed, voltages, and currents).

The proposed method does not need extra sensors to measure the available power for each source.

The method is developed for an hybrid system with two sources (photovoltaic and lead‐acid battery bank) and specific zero voltage switch full‐bridge isolated buck DC/DC power converters but can easily extended to more sources and other classes of DC/DC converters.

The method is assessed through computer simulations using a simple comprehensive model. An experimental device is also developed by the GREAH Research Group of University Le Havre (France). The GREAH also participates to a technologic centre with similar topology on the site of Fecamp (France).

The proposed autonomous control schema is suitable to control hybrid systems with several energy sources in remote areas.

The main contributions of this work are first to introduce a two stages controller and second to use the duty cycle value of the power converters as decision criteria to switch off/on the sources.

The research linking organizational change-oriented activities with employee voice behavior is still in its initial stages. This study aims to contribute to this line of research by proposing felt obligation for constructive change, an underlying mechanism through which supervisory delegation enhances teachers’ voice behavior.

This study tested the interactive effect of felt obligation for constructive change and voice climate on teachers’ voice behavior. The proposed model is supported by proactive motivation theory which states that environmental factors lead to motivational states which further result in employee proactive behaviors. In this study, 415 teachers with their 74 supervisors (head of departments) from educational institutes completed the surveys. Structural equation modeling was used to find the results.

The results supported the mediation and moderation hypotheses, which proved that felt obligation for constructive change mediates the relationship between supervisory delegation and teachers’ voice behavior, and voice climate moderates the relationship between felt obligation for constructive change and teacher voice behavior.

This paper will provide an insight to the practitioners about the role of supervisory delegation for engagement in employee voice. This paper will also help managers understand that the workplace effectiveness can be enhanced by creating opportunities for employees to voice their concern.

This study recommends that head of departments at the workplace should cultivate an environment that is conducive for their faculty for engaging in voice behavior for improved functioning of educational institutes. Findings provide an insightful approach on organizational strategies in the form of supervisory delegation to trigger voice behavior among employees to meet the uncertainty of the ever-changing business environment.