Book chapter 7 views
Productive Strategies for Relationship Development
Bo Wen 
,
Prof Scott Foster
,
Prof Scott Foster
Innovative Approaches to Doctoral SupervisionSelected Case Studies, Pages: 52 - 60
Swansea University Author:
Bo Wen
Full text not available from this repository: check for access using links below.
DOI (Published version): https://doi.org/10.4337/9781035340286
Abstract
The supervisory relationship is a critical area of focus within Higher Education (HE) research, as it not only impacts the progress and outcomes of research, but also significantly affects the emotions, mental health, and overall well-being of doctoral students (Buirski, 2022; Nachatar Singh, 2022)....
| Published in: | Innovative Approaches to Doctoral SupervisionSelected Case Studies |
|---|---|
| ISBN: | 978 1 0353 4027 9 978 1 0353 4027 9 |
| ISSN: | 978 1 0353 4028 6 |
| Published: |
UK
Edward Elgar Publishing
2026
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa71866 |
| Abstract: |
The supervisory relationship is a critical area of focus within Higher Education (HE) research, as it not only impacts the progress and outcomes of research, but also significantly affects the emotions, mental health, and overall well-being of doctoral students (Buirski, 2022; Nachatar Singh, 2022). Despite the plethora of strategies proposed to enhance the supervisor-student relationship (Corcelles et al., 2019), many doctoral students continue to encounter challenges at different stages of their academic journey when attempting to cultivate productive relationships with their supervisors (Nachatar Singh, 2022). Factors influencing the development of these relationships may be attributed to diverse cultural backgrounds, previous educational experiences, communication skills, and differing academic expectations (Buirski, 2022; Nachatar Singh, 2022; Alebaikan et al., 2023). As such, exploring strategies for fostering productive supervisor-student relationships holds significant implications for HE institutions. Doctoral students, from my personal experiences, often face considerable hardships at various stages of their doctoral journey. These may include selecting a research topic and establishing research objectives in the early stages, navigating data collection and analysis in the middle phase, and completing the thesis in the later stages. These academic challenges not only hinder the formation of a strong supervisory relationship early on but can also weaken or even disrupt established relationships during the middle and late stages, thereby exacerbating students' mental health difficulties. Therefore, any discussion on developing supervisor-student relationships must consider the distinct challenges encountered at each stage of the doctoral journey. This case study seeks to offer effective strategies for fostering productive supervisor-student relationships, drawing on several lived experiences throughout the three stages of doctoral study. |
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| College: |
School of Management |
| Start Page: |
52 |
| End Page: |
60 |