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Case study 2.4: Productive strategies for relationship development

Bo Wen Orcid Logo, Scott Foster Orcid Logo

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

Swansea University Author: Bo Wen Orcid Logo

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DOI (Published version): 10.4337/9781035340286.00010

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 Supervision: Selected Case Studies
ISBN: 9781035340279 9781035340286
Published: Cheltenham, UK Edward Elgar Publishing 2026
URI: https://cronfa.swan.ac.uk/Record/cronfa71866
first_indexed 2026-05-07T14:29:18Z
last_indexed 2026-06-03T06:26:09Z
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spelling 2026-06-02T16:16:33.7145665 v2 71866 2026-05-07 Case study 2.4: 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 Supervision: Selected Case Studies 52 60 Edward Elgar Publishing Cheltenham, UK 9781035340279 9781035340286 Higher Education; Doctoral Supervision; PhD; University; Doctorate; Supervisor; Supervisory Relationships 14 4 2026 2026-04-14 10.4337/9781035340286.00010 Case study in book chapter 2, 'Supervisory relationships with doctoral students.' COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University Not Required 2026-06-02T16:16:33.7145665 2026-05-07T15:19:23.9349404 Faculty of Humanities and Social Sciences School of Management - Human Resource Management Bo Wen 0000-0001-5239-9971 1 Scott Foster 0000-0001-8659-963X 2
title Case study 2.4: Productive strategies for relationship development
spellingShingle Case study 2.4: Productive strategies for relationship development
Bo Wen
title_short Case study 2.4: Productive strategies for relationship development
title_full Case study 2.4: Productive strategies for relationship development
title_fullStr Case study 2.4: Productive strategies for relationship development
title_full_unstemmed Case study 2.4: Productive strategies for relationship development
title_sort Case study 2.4: Productive strategies for relationship development
author_id_str_mv eaba06eb627d37047139753baf26f55b
author_id_fullname_str_mv eaba06eb627d37047139753baf26f55b_***_Bo Wen
author Bo Wen
author2 Bo Wen
Scott Foster
format Book chapter
container_title Innovative Approaches to Doctoral Supervision: Selected Case Studies
container_start_page 52
publishDate 2026
institution Swansea University
isbn 9781035340279
9781035340286
doi_str_mv 10.4337/9781035340286.00010
publisher Edward Elgar Publishing
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Human Resource Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Human Resource Management
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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 2026-04-14T06:02:18Z
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score 11.109323

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