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The complexities of the doctoral candidate-supervisor relationship: : Voices of candidates at the University of Iceland

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dc.contributor.author Auðardóttir, Auður Magndís
dc.contributor.author Tietgen, Flora
dc.contributor.author Ólafsdóttir, Katrín
dc.date.accessioned 2022-06-11T01:03:16Z
dc.date.available 2022-06-11T01:03:16Z
dc.date.issued 2021
dc.identifier.citation Auðardóttir , A M , Tietgen , F & Ólafsdóttir , K 2021 , ' The complexities of the doctoral candidate-supervisor relationship: Voices of candidates at the University of Iceland ' , Tímarit um uppeldi og menntun , vol. 30 , no. 2 , pp. 45-65 . https://doi.org/10.24270/tuuom.2021.7
dc.identifier.issn 2298-8408
dc.identifier.other PURE: 50597500
dc.identifier.other PURE UUID: f9a0d2ec-d7a3-40ca-86eb-92b68e16eef3
dc.identifier.other ORCID: /0000-0002-3959-2731/work/105874403
dc.identifier.other WOS: 000743173700001
dc.identifier.uri https://hdl.handle.net/20.500.11815/3238
dc.description.abstract The aim of this study is to examine the complexities of the doctoral candidate–supervisor relationship within the doctoral programme at the University of Iceland through the voices of the doctoral candidates. Numerous studies suggest that doctoral candidates endure a stressful working environment and that one of the most important factors influencing this is the relationship with the supervisor. In this study we have chosen to focus on what doctoral candidates at the University of Iceland value most in communication with their supervisor and where they feel improvements can be made. Findings show that what doctoral candidates value the most is an available, encouraging and supportive supervisor who gives their candidates a sense of autonomy while still providing quality feedback on their work. Candidates who experience inactive, disorganised, dismissive and/or overly controlling supervisors indicate that these factors contribute to their dissatisfaction, anxiety and stress. These patterns are similar across all the University’s five schools. Based on these findings we suggest that doctoral candidates be allocated an ombudsman and that supervisors receive increased support and training.
dc.description.abstract The aim of this study is to examine the complexities of the doctoral candidate–supervisor relationship within the doctoral programme at the University of Iceland through the voices of the doctoral candidates. Numerous studies suggest that doctoral candidates endure a stressful working environment and that one of the most important factors influencing this is the relationship with the supervisor. In this study we have chosen to focus on what doctoral candidates at the University of Iceland value most in communication with their supervisor and where they feel improvements can be made. Findings show that what doctoral candidates value the most is an available, encouraging and supportive supervisor who gives their candidates a sense of autonomy while still providing quality feedback on their work. Candidates who experience inactive, disorganised, dismissive and/or overly controlling supervisors indicate that these factors contribute to their dissatisfaction, anxiety and stress. These patterns are similar across all the University’s five schools. Based on these findings we suggest that doctoral candidates be allocated an ombudsman and that supervisors receive increased support and training.
dc.format.extent 21
dc.format.extent 45-65
dc.language.iso en
dc.relation.ispartofseries Tímarit um uppeldi og menntun; 30(2)
dc.rights info:eu-repo/semantics/openAccess
dc.subject Doktorsnám
dc.subject Leiðbeinendur
dc.subject Eigindlegar rannsóknir
dc.subject Starfsumhverfi
dc.subject Samskipti kennara og nemenda
dc.subject Doctoral studies
dc.subject Supervisors
dc.subject Qualitative method
dc.subject Working conditions in academia
dc.subject Education
dc.title The complexities of the doctoral candidate-supervisor relationship: : Voices of candidates at the University of Iceland
dc.type /dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.24270/tuuom.2021.7
dc.relation.url https://doi.org/10.24270/tuuom.2021.7
dc.contributor.department Faculty of Education and Diversity
dc.contributor.school Education


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