Supervision has been a cornerstone of my academic journey as a doctoral student. The support, knowledge, and compassion shown by my supervisors have profoundly shaped my experience and success throughout this research endeavour. 

At the start of a PhD program, students need guidance, support, and resources not only from their supervisors but also from the broader university community. Supervisors act as mentors who provide direction, orientation, and emotional support during the often-isolating process of completing a PhD. When I approach my supervisors, I naturally expect empathy, understanding, and expert knowledge. As Lee (2012) suggests, effective supervision extends beyond mere academic advice; it encompasses a genuine understanding of the personal and professional challenges faced by students, with the ability to guide them towards relevant support services when necessary.

The relationship between supervisor and student is reciprocal and thrives on mutual respect, understanding, and the establishment of clear boundaries. While I expect my supervisors to be accessible, approachable, and well-informed, I also recognize that they deserve my respect and consideration in return. Wisker (2012) emphasizes that clear communication and defined roles are vital for nurturing a positive and productive relationship.

My PhD study has been an isolating and demanding process at times. I have spent countless hours reading, writing, and performing tasks that often required solitude and self-motivation. Research by Stubb et al. (2011) highlights how isolation, combined with academic pressure, can contribute to stress, anxiety, and even nervous breakdowns. In some cases, students abandon their courses due to overwhelming challenges.

A skilled and attentive supervisory team can identify early signs of mental distress and signpost students to appropriate resources. I have learned that universities must provide training and resources for supervisors to recognize these symptoms and act accordingly. The availability of mental health services, financial support, and academic resources is crucial for helping students navigate challenges such as financial difficulties, housing problems, and family responsibilities.

As a doctoral student, I aspire to contribute meaningfully to society by addressing knowledge gaps, influencing policies, and seeking solutions to complex problems in a world marked by challenges like poverty, hunger, and social conflict. PhD students are not just researchers; they are innovators driven by curiosity and a desire to make a difference (Hockey (1996).

I must recognise that I have skilled and committed supervisors. I feel I can approach them with any query, and they are always there to support me. The idea is not that they do the work for me; the idea is to work collaboratively because, at the end of the day, as a research student, it is me who must do the work. I am proud of this hard work and grateful to have a good team supporting my studies and me. Supervision in PhD courses is a critical factor in student success. Effective supervision requires empathy, communication, and an understanding of the multifaceted challenges students face. By fostering strong supervisory relationships, universities can ensure that students not only survive but thrive during their PhD journey.

The completion of my PhD thesis is a shared success for me, my supervisors, and the academic institution. When supervisors provide the necessary support, I feel encouraged to persevere through difficulties. 

References 

Hockey, J., 1996. Strategies and tactics in the supervision of UK social science PhD students. International Journal of Qualitative Studies in Education, 9(4), pp.481-500.

Lee, A., 2012. Successful Research Supervision: Advising students doing research. London: Routledge.

Stubb, J., Pyhältö, K. and Lonka, K., 2011. Balancing between inspiration and exhaustion: PhD students' experienced socio-psychological well-being. Studies in Continuing Education, 33(1), pp.33-50.

Wisker, G., 2012. The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations. 2nd ed. London: Palgrave Macmillan.

Wisker, G., & Kiley, M. (2012). Professional learning: lessons for supervision from doctoral examining. International Journal for Academic Development, 19(2), 125–138. https://doi.org/10.1080/1360144X.2012.727762