Supervision and the PhD Process: Perspectives of Research Assistants

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Supervision and the PhD Process: Perspectives of Research Assistants

The aim of this phenomenological study was to examine the supervisor-supervisee relationship in the PhD process based on Turkish PhD students‘ views. Eight PhD students who work as research assistants in educational sciences participated in the study. The data were gathered through semi-structured interviews with the participants, and analyzed by means of Interpretive Phenomenological Analysis. As a result of the analyses, three main themes, “My PhD”, “My Supervisor” and “My Expectations”, were revealed. The findings showed that the participants perceived doing a PhD as a means for actualizing themselves and their dreams. The PhD students described their supervisors as guiding, supportive and instructive. They spoke of the personal and professional characteristics that their supervisors should have and how these characteristics affect them. They expected the PhD education to be student-centered and more practice-based. They argued that their relationship with supervisors should have a balance, and it should not go beyond the professional dimension. Moreover, they underlined the necessity that their supervisors‘ intervention to the process should be limited to guidance

Keywords:

Supervision, PhD Education, Phenomenology Metaphor,

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