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Productive Strategies for Relationship Development

Bo Wen Orcid Logo, Prof Scott Foster Orcid Logo

Innovative Approaches to Doctoral SupervisionSelected Case Studies, Pages: 52 - 60

Swansea University Author: Bo Wen Orcid Logo

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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)....

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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
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa71866
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last_indexed 2026-05-08T06:57:12Z
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spelling 2026-05-07T20:17:25.5652991 v2 71866 2026-05-07 Productive Strategies for Relationship Development eaba06eb627d37047139753baf26f55b 0000-0001-5239-9971 Bo Wen Bo Wen true false 2026-05-07 CBAE 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. Book chapter Innovative Approaches to Doctoral SupervisionSelected Case Studies 52 60 Edward Elgar Publishing UK 978 1 0353 4027 9 978 1 0353 4027 9 978 1 0353 4028 6 15 4 2026 2026-04-15 https://doi.org/10.4337/9781035340286 COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University Not Required 2026-05-07T20:17:25.5652991 2026-05-07T15:19:23.9349404 School of Management Human Resource Management and Organisational Studies Bo Wen 0000-0001-5239-9971 1 Prof Scott Foster 0000-0001-8659-963X 2
title Productive Strategies for Relationship Development
spellingShingle Productive Strategies for Relationship Development
Bo Wen
title_short Productive Strategies for Relationship Development
title_full Productive Strategies for Relationship Development
title_fullStr Productive Strategies for Relationship Development
title_full_unstemmed Productive Strategies for Relationship Development
title_sort Productive Strategies for Relationship Development
author_id_str_mv eaba06eb627d37047139753baf26f55b
author_id_fullname_str_mv eaba06eb627d37047139753baf26f55b_***_Bo Wen
author Bo Wen
author2 Bo Wen
Prof Scott Foster
format Book chapter
container_title Innovative Approaches to Doctoral SupervisionSelected Case Studies
container_start_page 52
publishDate 2026
institution Swansea University
isbn 978 1 0353 4027 9
978 1 0353 4027 9
issn 978 1 0353 4028 6
doi_str_mv https://doi.org/10.4337/9781035340286
publisher Edward Elgar Publishing
college_str School of Management
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hierarchy_top_id schoolofmanagement
hierarchy_top_title School of Management
hierarchy_parent_id schoolofmanagement
hierarchy_parent_title School of Management
department_str Human Resource Management and Organisational Studies{{{_:::_}}}School of Management{{{_:::_}}}Human Resource Management and Organisational Studies
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description 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.
published_date 2026-04-15T06:05:33Z
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score 11.104242

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