A Theoretical Perspective on How Doctoral Supervisors Develop Supervision Skills

Abstract

Aim/Purpose: The paper establishes how doctoral supervisors develop the supervision skills needed to handle the doctoral supervision process in the contemporary world. Background: While the existing literature confirms that PhD holders can supervise doctoral students, there is a need to provide supporting evidence that the skills they possess qualify them to do this. Methodology: Using the qualitative research approach, the study established the knowledge and skills that are needed to supervise doctoral students in the contemporary world. Through thematic analysis of 82 scholarly publications, the study established, in order of preference, five mechanisms through which doctoral supervisors develop supervision skills, i.e. the supervision process, doctoral education, institutional guidelines, institutional training courses and individualized learning. Contribution: The study contributes to the ongoing research on the supervision of doctoral studies in the 21st century. Findings: Findings show that a well-structured doctoral education, including the related processes, imparts the knowledge and skills needed for doctoral supervision. Likewise, a combination of the mechanisms and an individual’s commitment, in terms of time and engagement, develop the skills that are relevant for doctoral supervision. Recommendations for Practitioners: Higher Education Institutions need to make supervisors aware of the potential of these mechanisms for developing the skills necessary for doctoral supervision and encourage them to use them Recommendation for Researchers: Further research on the development of doctoral supervision skills should broadly consider the role of different programmes in developing doctoral supervision skills in different contexts. Impact on Society: The study has implications for doctoral supervisors and universities as regards the need to ensure that both mechanisms are instituted to enable doctoral supervisors to develop doctoral supervision skills. Future Research: Since the study was done theoretically, it might be important to conduct further research using mixed-methods research with a phenomenological design to establish the skills possessed by doctoral supervisors and the mechanism they used to develop the supervision skills in any context.

Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious Review of the Literature

“…Such an exercise would directly push faculty to engage with the first tenet of critical consciousness and self-awareness (Linder, 2018), while providing a space to reflect and outline action steps regarding all tenets. Moreover, the practice would facilitate self-assessment and departmental assessments of doctoral programs (Fulgence, 2019;Roberts et al, 2019).…”

“…There are also different types of mentoring that individuals rely upon advisors to provide across their doctoral careers such as career and research training. Thus, in addition to serving in an advisor role, faculty often hold many different roles in a doctoral student's life that include principal investigator, mentor, advisor, teacher, and employer (Fulgence, 2019). A good advisor can open doors to success for an advisee; a bad advisor can stymie progress, limit possibilities, and even cause a student to depart altogether.…”

“…Despite the crucial role that doctoral advisors play, there is no formal structure in U.S. doctoral education to train faculty on how to be advisors. Indeed, faculty often heavily draw upon their own experiences as students to advise others (Fulgence, 2019). However, earning a doctoral degree "does not mean that [faculty] have the skill, or the will, to transfer that knowledge to students through mentoring, teaching, and socialization activities" (Williams et al, 2018, p. 273).…”

“…Having an advisor as a graduate student is completely different than being an advisor. To supplement this lack of training, faculty rely on trial and error, institutional guidelines, and individual research (Fulgence, 2019;Rukundo, 2020). This is not unique to the U.S. For example, Rukundo (2020) found that Ugandan doctoral supervisors have three probably pathways to learning to be a doctoral supervisor: 1) on-the-job training and supervised experience; 2) formal training during their doctoral education; or 3) no training or apprenticeship combined with a reliance on trial and error.…”

“…Depending on the institution, advising may be viewed as part of teaching or service and may or may not be rewarded or assessed in evaluations such as tenure and promotion. Amidst expectations of high research productivity and rigorous course loads, faculty in the U.S. and elsewhere may have limited time and capacity to engage as advisors (Fulgence, 2019;Krauss & Ismail, 2010).…”