International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue XI, November 2019|ISSN 2454-6186

Expectations of the Student-Supervisor Relationship

in Doctoral Studies
Cornelius Kipleting Rugut
Abstract: - Postgraduate supervision and particularly the supervisor are expected engage each other professionally with
student-supervisor relationship in doctoral studies has recently respect and in an open mind (Hodza, 2007).
become a topic of great discussion in the academic arena. The
relationship between the student and the supervisor is central to Statement of the Problem
the successful completion of doctoral studies. As such, the focus
of this study was to explore the nature of the student-supervisor
In the recent years, the student-supervisor relationship has
relationship in the completion of educational doctoral studies in been highlighted as a critical aspect in postgraduate
two African universities, namely, Nelson Mandela University in supervision and the achieving of higher degree certification.
South Africa and Moi University in Kenya. The relationship of the student and the supervisor is now seen
as central to the successful completion of postgraduate studies
Aqualitative approach was used, located within an interpretivist
paradigm and positioned as an intrinsic interpretive case study.
(Jones, 2013).
Convenient and purposive sampling was utilized to select Africa is in need of more researchers who can be involved in
participants who had recently completed their doctoral studies knowledge creation to solve African problems. However,
in education within the last five years. An individual semi-
statistics shows that the completion rate of doctoral studies in
structured interview and drawings were used to generate the
data with ten participants, five from each of the two Universities.
Africa is still very low (Cloete, Sheppard, Bailey &
The data was analysed thematically and the model for MacGregor, 2015).
interpersonal supervisor behaviour of Mainhard, Roeland, While a number of studies have been undertaken on
Tarkwijk and Wubbels (2009), was used to make meaning of the
postgraduate student-supervisor relationship elsewhere, there
findings. The conclusions from the findings were used to
generate implications which could be helpful to university are few documented studies that have established the nature of
management in improving postgraduate supervision and in so the relationship in the context of African universities. What
doing, promote the success rate of doctoral studies in African forms the best practices for student-supervisor relationship
universities. elsewhere may not be the case in the context of African
universities because of resource constraints, culture, and other
Keywords: - Student-supervisor relationship, Supervisor, CUE:
Commission for University Education
factors. There could be some commonalities but also
differences within the student-supervisor relationship as
I. BACKGROUND OF THE STUDY compared to other parts of the world that should be
understood.
A relationship exists between the research student and
his/her supervisor during the entire period of research to
the time the student is awarded the degree, often times
Exploring the nature of the student-supervisor relationship in
an African university context and from an African
continuing after the awarding of the degree. The supervisor perspective, could enable the formulation of context specific
works with the student by guiding and directing the entire recommendations that could be used to enhance the student-
process of knowledge production. In this study, the student- supervisor dynamics in doctoral studies hence improving the
supervisor relationship refers to the relationship between the completion of doctoral studies in education in Africa. This
supervisor and a doctoral candidate. study is therefore focused on the nature of the student-
supervisor relationship in the completion of educational
Supervision refers to a process where the supervisor oversees
doctoral studies in two African universities.
a research project (Lee, 2008). During this process the
supervisor works with the research student through the II. RESEARCH APPROACH
provision and guidance of academic reading, developing
The research approach taken in this study is qualitative.
logical and critical thinking, as well as providing guidance
Qualitative research aims at gathering rich descriptive data
pertaining to the various writing requirements associated with
related to a particular phenomenon or context in order to
the academic writing (Halse, 2011; Hodza, 2007). Despite the
develop an understanding of what is being studied
importance of postgraduate supervision, it is a pedagogy
which appears to be poorly understood (Jones, 2013). The Doctoral students’ expectations of the student-supervisor
relationship between the doctoral student and the supervisor is relationship
key to successful completion of doctoral studies within the
Doctoral students have a lot of expectations of their
expected time (Jones, 2013). This relationship is seen as a
relationship with their supervisors. The expectations concern
two-way interaction process, where the student and the

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International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue XI, November 2019|ISSN 2454-6186

progressing well throughout the period of the study. This important factor that provides a blend of ideas to strengthen
could vary at certain points, as each student has unique needs the student’s research project (James & Gabrielle, 1999).
and personality. However, it is important that the critique should not become
destructive or discourage the student (James & Gabrielle,
Candidates joining the doctoral programme expect to receive
1999).
an induction to the institution and the programme (Pole,
Sprukkereef, Burges & Lakin, 2006). Supervisors can save While also looking at timely feedback, Grant (2005) realised
students a lot of time and expenses by making sure that they that whenever students sent their written drafts to the
are inducted into the general processes of conducting the supervisors, they wait for the feedback with anxiety. During
research. This involves induction into the departmental this time of anxiety and waiting, students rarely do anything
policies and availability of resources for fieldwork. It may constructive to add to their work (Grant, 2005; Galt, 2013). It
also include the ethical clearance and timeframes or is the feedback that enables them to progress.
procedures for extension of the study period and other
Students also expect their supervisors to provide them with
concerns throughout the study (Spear, 2000).
adequate materials for learning during the research process
It is prudent for supervisors to advise students on appropriate (Malfroy, 2005; Sayed et al., 2006). Provision of literature
topics and the anticipated time that it could take to research materials on the field of study is crucial for the student in
that particular topic (Friedrich-Nell & Mackinnon, 2014; developing their thesis (Sayed et al., 2006). Students expect
Nulty et al., 2009). This is crucial because some funding that their supervisors will expose them to a variety of learning
agencies make it a requirement, or encourage timely materials and academic forums like seminars and conferences,
completion of doctoral studies (McCallin & Shoba, 2012). which offer appropriate and special avenues for intellectual
development (Lessing & Schulze, 2003). Many students
Doctoral students have also indicated that they expect
would consider their participation in major conferences as
direction and guidance from their supervisors on what the
critical opportunities for their academic development (Lessing
PhD entails (Gill & Burnard, 2008; Pole et al., 2006). In a
& Schulze, 2003).
study by Pole et al. (2006) doctoral students were asked
directly what they expected from their supervisor during their There is also an expectation by students that their supervisors
research. Most of the students admitted that they knew very should advise and negotiate with them in respect of any joint
little about the PhD and its requirements. While explaining publication during or at the end of the doctoral study (James
their uncertainty and confusion, many of the students’ major & Gabrielle, 1999; Sambrook, Stewart & Roberts, 2008). For
expectation from the supervisors was direction and clear any given publication, it is important to recognise the
guidance (Pole et al., 2006). They look to their supervisors to contribution of both the research student and the supervisor
provide direction for the learning process, especially on (James & Gabrielle, 1999).
specific tasks to be undertaken and how to do them (Gill &
Supervisor expectations of the student-supervisor relationship
Burnard, 2008).
Supervisors have several expectations from their students
It also appears that if supervisors show interest in the
regarding the student-supervisor relationship, this pertains to
student’s work, they inspire them to work smartly in their
the doctoral students being in a position to carry out their
research projects (McClure, 2005). Some supervisors have
research and completing their studies.
little or no interest in the students’ work, instead, they tend to
give a higher priority and interest to their own research work Friedrick-Nel and Mackinnon (2014) found that supervisors
compared to the students’ research projects (McClure, 2005). expect the doctoral students to be self-motivated and have the
qualities that promote the student-supervisor relationship for
Nita (2015) found that students expect to have regular contact
the success of the research. The qualities expected of the
with their supervisors during their study period. Erratic or
students include being problem solvers, disciplined,
infrequent contact with supervisors is one of the complaints
innovative, motivated and comfortable in discussing their own
that is common among doctoral students (Nita, 2015). This is
issues with their supervisors (Friedrick-Nel & Mackinnon,
due to the busy schedules of supervisors who have other
2014; Halse, 2011). Supervisors believe that students with
responsibilities like teaching, administration, or many students
these qualities are able to work independently and produce
to supervise or even engaged with other tasks outside the
quality work with minimal guidance from their supervisors
university (Spear, 2000; Nita, 2015). Students look to their
(Adkins, 2009).
supervisors to provide timely and constructive criticism of
their written drafts (Sayed, Kruss & Badat, 2006). Most Supervisors expect that doctoral students should be in a
students have complained that their supervisors are slow in position to come up with the research problem, formulate the
reading the submitted work (Galt, 2013). According to Galt research question and design the methodology (Halse, 2011).
(2013) some supervisors take a lot of time to read and give Once the student has produced the first draft, supervisors take
feedback on the students’ work. Furthermore, it is the the responsibility to guide and shape the research project
expectation of many students that supervisors provide critical (Halse, 2011). In addition, the supervisor also requires that
feedback (Sayed et al., 2006). The supervisors’ critique is an doctoral students should be ready to read widely and explore

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International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue XI, November 2019|ISSN 2454-6186

the relevant literature on the research problem at hand publish their research (Abiddin et al., 2009; Friedrick-Nel &
(Litalien, 2015). They also expect the doctoral students to Mackinnon, 2014). Many supervisors tend to work with their
become independent and mature researchers who are able to students to publish some articles which they can present in
carry out the research on their own (Phillips & Pugh, 2000). academic meetings like conferences and workshops (Lessing
& Schulze, 2003). This is important in training the doctoral
Most supervisors look forward to working with doctoral
students to be able to develop research ideas and disseminate
students who make efforts to publish their research (Abiddin
it, as part of career development (Abiddin et al., 2009). The
et al., 2009). Even though many institutions expect doctoral
hard working students usually exceed the expectation of one
candidates to publish one or two articles before graduation, it
or two articles and they graduate with several publications
is also the expectation of some supervisors that their students
(Abiddin et al., 2009).

RESEARCH DESIGN SUMMARY

III. FINDINGS AND DISCUSSION them and they expected their supervisors to orient and mentor
them through regular guidance of what was expected of a
Purpose-Focused Relationship
PhD, assisting them to shape their work and even directing
Participants in this study expected that they would have a them on what to do. This is evident from the following
relationship with their supervisors that is focussed on the quotations:
purpose of doing the doctoral study. They expected that their
“My two supervisors were very well qualified
doctoral relationship with their supervisors would lead to
and I expected them to be my mentors, they
development in their research field through learning and
were people who could understand their work
gaining new skills that would enable them to complete their
well” (Interview, Winny, line 563, {2016-12-
studies within the expected time. According to the participants
17}).
the purpose-focussed relationship involved three processes,
namely, (i) the supervisor providing effective mentoring, (ii) “You see the advantage that I had was that I
providing support towards getting the PhD done, and (iii) the was a supervisor also, but not at their level of
induction of the PhD candidate into scholarship and into course and so I expected them to be my
scholarly networks. mentors” (Interview, Careen, line 213{2016-
12-22}).
Effective mentoring
“I can say I expected them to do “panel
Mentoring refers to the work of a trusted advisor with
beating”, you know, to shape my work to the
experience, knowledge and wisdom to advise and guide
required standard” (Interview, Careen, line
another, in this instance, a supervisor guiding and advising the
207 {2016-12-22}).
doctoral student. Participants in this study expected their
supervisors to be mentors, who would provide effective The above quotations explain the doctoral graduates’
mentoring for the success of their doctoral studies. The expectations of a supervisor as a mentor in the student-
doctoral graduates found the doctoral studies as a new area for supervisor relationship. According to De Boone (2014) the

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International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue XI, November 2019|ISSN 2454-6186

supervisor is largely responsible for mentoring the research Scholarly induction

student, using their accumulated knowledge and experience in
Studying towards a PhD also calls for being inducted into the
the academic field to mentor their students. A study by
world of scholars, scholarliness, and scholarship, within a
Cadman (2010) showed that students pay tribute to the
research context such as higher education institutions.
commitment of their supervisors and acknowledge them as
Participants in this study expected that their supervisors would
mentors in the doctoral learning process. Supervisors clearly
provide them with such an induction which would enable
play a significant role in mentoring and coaching the research
them to develop into independent scholars through sharing
students (McCallin & Shoba, 2012). It requires that the
their knowledge of how research works in higher education
supervisor meets with the student regularly to discuss ideas,
institutions, guiding them on publishing and exposing them to
concepts, readings and progress in the writing of the thesis.
their research networks. They looked forward to gaining
This ensures that the research student progresses towards
research skills from their supervisors which would guide them
timely completion of the research project (De Boone, 2014).
to own the research process and become independent
The purpose of effective mentoring is to complete the PhD
researchers. The following quotations from the participants
and this will be highlighted in the next category.
reflected the above:
Getting the PhD done
“Yes, I was working at a level where I
Participants described how they looked forward to having a expected my supervisors to assist me generate
relationship that is focussed on the completion of the study. knowledge, not to absorb knowledge, but
This involves supervisors assisting the doctoral students to generating the knowledge together with
complete their studies within the expected time frame set them” (Interview, Winny, line 599, {2016-12-
down for part-time or full-time study in the policies of their 17}).
respective universities. They are expected to form a
“I knew that I would have to do a fair amount
productive relationship with their supervisors with which they
of independent work.” (Interview, Dan, line
would work together for the success of completing their study.
322, {2016-11-16).
The above was highlighted when the participants responded as
The quotations above outline the doctoral graduates’
follows:
expectations of an induction to become independent scholars
“I expected that together we will work to in academia. Supervisors not only supervise or promote
complete the journey within the shortest time doctoral studies, but play an important role in developing the
possible” (Interview, Newton, line 441, research students to become independent scholars (McCallin
{2016-12-22}). & Shoba, 2012) and to find their own space in the academia.
Induction into scholarship is best done when supervision is
“He was always there for me in terms of our
practiced as a pedagogy (Emilsson & Johnsson, 2007), where
personal relationship, and this led him
the teaching element is emphasised in the research process.
towards getting me through the system as
According to Radloff(2010) it is the role of the research
quickly as I wanted” (Interview, Dan, line
supervisor to train, empower and facilitate the research
348, (2016-11-16).
student to become an independent researcher. Supervisors also
The quotations above confirm that the completion of doctoral expect the doctoral students to become independent
studies was a key expectation of the doctoral graduates. Grant researchers who are able to think critically about their own
(2005) noted that doctoral students expect their supervisors to work and who could work on their own (Halse, 2011). A
support them to complete their studies in time. It however study by Cadman (2010) also suggests that supervisors prefer
seems that this expectation is sometimes not met for some working with students who were ready to explore new areas in
candidates. According to Grossman and Crowther(2015) most research and to push the boundaries of knowledge production.
doctoral students in African universities fail to complete their These are the students who work together with their
studies within the expected time. A study by Mouton (2011) supervisors to co-author articles which they can publish and
also found that there is a limited number of PhDs produced in present in academic forums.
sub-Saharan Africa. One of the reasons pointed out by
Another expectation of the student-supervisor relationship
Grossman and Crowther (2015) for the low number of PhDs
pointed out by the participants is a collaborative relationship,
in sub-Saharan Africa is the problem of lack of supervision
which is discussed as the second theme.
capacity and therefore lack of mentoring capacity, which
slows down the completion rate or increases the attrition rate 2. Collaborative relationship
of the doctoral students in the region. The next category
A collaborative relationship is where both the student and the
focusses on inducting the doctoral student into scholarship
supervisor work in unity, that is, working together for the
and into scholarly networks.
success of the research project. The doctoral graduates
expected that they would have a collaborative relationship
with their supervisors, which encompasses the following,

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International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue XI, November 2019|ISSN 2454-6186

namely, (i) harmonious working relationship (ii) productive the feedback quickly… you know, ahaa… like
feedback, and (ii) a relationship of understanding. a young child who writes the work and wants
the teacher to put a tick quickly” (Interview,
Harmonious working relationship
Winny, line 585 {2016-12-17}).
In this study, the participants expected to form a harmonious
The above quotations speak strongly on the doctoral
working relationship with their supervisors. This means a
graduates’ expectation of productive feedback, which would
relationship without conflict, as well as a close working
advance their work. A study by Sayed, Kruss and Badat
relationship with common interest and values. The following
(2006) found that students expect their supervisors to provide
quotations highlight the above:
critical and timely feedback Often a student just needs some
“But working for the best quality possible productive feedback to move beyond the stagnation and to be
with no chance of fighting” (Interview, Eve, set on task again. When a supervisor takes a long time to
line 45, {2016-12-05}). respond to students’ work, as long as ten months to provide
the feedback, the student is at risk of not completing the study
“For the very very important thing was one
(Spear, 2000). As such, it is necessary that the student and the
that the supervisor and I had to connect in
supervisor work in a relationship of understanding, as is
terms of our values and our passions and our
elaborated on in the next category.
interests” (Interview, Alice, line 812, {2016-
11-15}). Relationship of understanding
The quotations above explain how the doctoral graduates In order to establish a collaborative relationship, both
expected a harmonious working relationship where their supervisor and doctoral student should engage with each other
supervisors work closely with them throughout the PhD in a way that understands. The participants in this study
journey without fighting. A harmonious working relationship described their expectation of a student-supervisor
forms the basis of a productive and conducive environment relationship that is governed by understanding. Students
for the student-supervisor relationship (Hodza, 2007). Both expected that their supervisors would understand the
the student and the supervisor should negotiate their challenges associated with PhD studies and work with them to
expectations to avoid conflict and to enable them to work in overcome these. They expected an understanding and caring
harmony (Watt & Chiappetta, 2011). It is important also to supervisor who will always show empathy and will be ready
note that there are instances in some relationships where to assist in situations of difficulty and at the same time
students have frequent disagreements with their supervisors motivate them to work better and harder towards completing
(Grevholm et al., 2005). Such relationships which are filled the PhD. The above was highlighted when the participants
with conflict, hampers collaboration and may negatively responded as follows:
affect the progress of the doctoral student (Grevholm et al.,
“I was expecting her to be a bit empathetic in
2005). A harmonious working relationship enables the
a way, you know, for instance, you know
supervisor to provide productive feedback and the doctoral
when it comes to personal issues, it is not
student to accept and engage with the feedback, which is the
easy, maybe my child is sick or anything, I
focus of the next category.
expected her to be able to understand that”
Productive feedback (Interview, Nelly, line 495, {2016-12-23}).
Productive feedback refers to critical and prompt feedback “I expected them to push me and even
provided by the supervisor to strengthen and support the motivate me, you know, PhD is a heavy task
research project. This can either be feedback about the you need to be motivated always” (Interview,
submitted work or verbal feedback about their thinking within Careen, line 249, {2016-12-22}).
the study. The feedback forms one of the crucial elements in
These quotations provide evidence of how doctoral graduates
the student-supervisor relationship. Participants in this study
expected their supervisors to have understanding, have
expected their supervisors to provide productive feedback on
empathy and at the same time motivate them. A study by
the drafts they submitted and critique related to their work in a
Lessing and Schulze (2003) found that doctoral students
positive way. The participants also emphasised their
celebrate and appreciate supervisors who show understanding
expectation of timely feedback. Some participants expressed
as this becomes a source of motivation and encouragement to
their disappointment on the delayed response from their
them. A relationship of understanding provides a supportive
supervisors. The above is shown by the following quotations:
working environment that enables the student and the
“So I needed somebody who mmmh would be supervisor to work better and faster for timely completion of
critical with my work” (Interview, Alice, line doctoral studies (Radloff, 2010; Krauss & Ismi, 2010). The
716 {2016-11-16}). participants, however, also expressed their expectation of
integrity in the relationship, which is discussed as the third
“Yah you are excited and I expected that I theme.
will write my work and the supervisors give

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3: Integrity in the relationship mutual trust, openness and honesty. They also expected
confidentiality, keeping what happens in the student-
Integrity refers to the qualities of being honest and having
supervisor relationship to them, aspects which became evident
strong moral principles. The student and the supervisor should
when the participants articulated it as follows:
engage with each other with integrity, upholding the moral
principles in the entire research process. Doctoral graduates in “That is what I am saying in my mind it was
this study expressed their expectations of working with this person either understands my values and
integrity in the student-supervisor relationship. Their views ethics or they don’t work” (Interview, Alice,
accentuated the following; (i) commitment to the PhD work line 864 {2016-11-15}).
(ii) the need for an ethical relationship and (ii) managing of
“I expected that we will work within the
power in the relationship.
norms, to be respected as I respect them, to
Commitment to the PhD work maintain the respect for a good working
relationship” (Interview, Newton, line 409
Research projects require commitment where the student and
{2016-12-22}).
the supervisor devote themselves to the research project.
Participants in this study outlined commitment to the PhD The quotations above provide evidence that the doctoral
work as one of the major expectations in the student- graduates expected an ethical relationship where there is
supervisor relationship. This involves the expectation of mutual trust, honesty, confidentiality and openness. Radloff
frequent meetings with the supervisor, taking responsibility, (2010) concurs that there is a need for doctoral students and
supervisor support in the relationship and working with an their supervisors to develop an ethical relationship during the
available supervisor throughout the study. The above became research process. Nita (2015) also points out that the student-
evident from the following responses: supervisor relationship will usually work best when the
student and the supervisor are open and honest with one
“So I expected to walk with them throughout
another. Doctoral students seem to have more confidence to
my journey, to guide me step by step”
work on their research studies when they know that their
(Interview, Beatrice, line 1174, {2016-12-
supervisors trust them and there is respect in the relationship
20}).
(Nita, 2015). However, lack of honesty and trust between the
“So I expected that they will always be student and the supervisor create a strained relationship which
available for me” (Interview, Winny, line 576 might negatively affect the progress of the research student
{2016-12-17}). (Radloff, 2010). An ethical relationship also brings the notion
of managing power between the student and the supervisor,
From the quotations above it is evident how these doctoral which is the focus of the next category.
graduates expected a commitment to the relationship that
supports them throughout their research journey. According to Managing power in the relationship
Cadman (2010) students value the commitment of their
The supervisor, by virtue of being the supervisor, is positioned
supervisors and appreciate the frequent guidance and direction
as the expert professional who supervises the doctoral student
given by their supervisors during the research process.
and as such is in a position of power. How the power is used
However, it appears that sometimes some supervisors have no
in the relationship, can influence the quality of the
time for the students and they consider the students they
relationship. Participants in this study explained how power in
supervise as an afterthought (Spear, 2000). Spear (2000)
the student-supervisor relationship affects their doctoral
argues that some supervisors seem to have many pressing
studies. The participants expected that they would have a
responsibilities which often lead to little attention provided to
relationship with their supervisors where there are no power
the supervised students as these students are not their first
plays, where their supervisors relate to them without showing
priorityThe student therefore has to make every effort to take
that they have more power than them and as such, provide the
the responsibility of understanding the field and methods
necessary space to enable them to engage as emerging
necessary to carry out the research project (Abiddin et al.,
independent scholars. They also expected their supervisors to
2009). Commitment to the PhD work also requires that the
listen to them and consider their ideas. The above is shown by
student and the supervisor work in an ethical way, as
the following quotations:
elaborated on in the next category.
“And if I am coming with ideas, I wanted her
Maintaining an ethical relationship
to listen not to always regard me as a student,
An ethical relationship refers to a relationship where the you know” (Interview, Alice, line 836, {2016-
student and the supervisor uphold the moral principles in their 11-15}).
working relationship; ensuring that they engage in the right
The quotations above show that the doctoral graduates
practices in the research process and avoid any disreputable
expected to be recognised in the student-supervisor
issues. The participants in this study expected an ethical
relationship. The power relationship between the student and
relationship with their supervisors in which there would be
the supervisor has a great effect on the progress of the

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research student (Grant, 2005). Since the student and the The findings
supervisor have unequal power, it appears that there is always
The findings revealed the students’ expectation of a
a hierarchy in the student-supervisor relationship. However, to
supportive relationship and the importance of it in the
break the hierarchy, Grant (2005) proposes that the student
completion of doctoral studies. While some relationships
and the supervisor should always negotiate the balance of
contained tensions, it seemed that negotiation is a vital
power in the relationship The students’ research productivity
activity that needs to be continuous and done cordially, to
might be affected negatively in a relationship where the
maintain the relationship and to sustain the forward movement
supervisor controls everything without considering the
in the study. It was evident that the supervisor’s establishing
student’s opinion or ideas and as such hinders the
a nurturing and efficient relationship is central to the doctoral
development of the doctoral student. A power struggle
student’s success and when this is not established, the doctoral
between the student and the supervisor limits the chances of
study is in jeopardy.
success in the research process (Gurr, 2010).
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The thematic analysis and the summary above lead me to does it facilitate doctoral success? In Bitzer, A., Albertyn, R.,
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