Doctoral Supervision: A Best Practice Review

Authors: Polkinghorne, M., Taylor, J., Knight, F. and Stewart, N.

Journal: Encyclopedia

Volume: 3

Issue: 1

Pages: 46-59

Publisher: MDPI

DOI: 10.3390/encyclopedia3010004

Abstract:

Unlike taught classroom-based degree courses, doctoral degrees in the UK are normally only, or mainly, focused upon a single intensive research study into a specific topic. Such degree courses facilitate the development of students into highly specialist autonomous researchers capable of independent thought. Typically, a blend of support is provided to each doctoral student which consists of an elective development program of research methods learning opportunities alongside dedicated supervisor support from one or more academic members of staff called “supervisors”. It is the expectation that each supervisor will act as a guide and mentor for the doctoral student, thereby enabling them to successfully complete their program of research. We recommend that the following dimensions of good supervisory practice should be considered, i.e., selecting the right doctoral student, considering the supervisor-doctoral student relationship, understanding the power dynamics between supervisor and doctoral student, integrating doctoral students into the research culture, protecting the mental health of doctoral students, supervising doctoral students, training supervisors, mentoring doctoral students, and assisting doctoral students to complete their studies.

https://eprints.bournemouth.ac.uk/37968/

https://www.mdpi.com/2673-8392/3/1/4

Source: Manual