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Article: Supervisors matter, but what about peers? The distinct contributions of quality supervision and peer support to doctoral students’ research experience

TitleSupervisors matter, but what about peers? The distinct contributions of quality supervision and peer support to doctoral students’ research experience
Authors
Keywordsdoctoral students
peer support
research satisfaction
skill development
Supervision
Issue Date13-May-2023
PublisherTaylor and Francis Group
Citation
Studies in Higher Education, 2023, v. 48, n. 11, p. 1724-1740 How to Cite?
Abstract

Past studies on doctoral education have mostly focused on the critical role of supervisors in students' research experience. However, the role of peers has been relatively neglected. It is not clear how both supervisors and peers contribute to doctoral students’ research experience. One possibility is that they are additive, which means that both supervisors and peers make distinct contributions to skill development and research satisfaction (additive hypothesis). The other possibility is a compensatory relationship, where low levels of supervisory support could be compensated for by the presence of peers (compensatory hypothesis). This study addressed this question using an explanatory sequential mixed methods design. In Study 1 (N = 421), structural equation modeling was conducted to examine which of the two hypotheses was supported. Quantitative results supported the additive hypothesis, indicating that both supervisors and peers were important in developing students’ skills and enhancing satisfaction with the research experience. Study 2 was a qualitative study that involved interviews with 10 PhD students. The qualitative findings provided a nuanced understanding of the additive hypothesis and demonstrated the importance of research support and socio-emotional support provided by supervisors and peers. Overall, this study demonstrated that the greatest benefits would emerge when both quality supervision and peer support are present. The identification of factors affecting supervision and peer support shed light on the future directions for institutions, supervisors, and doctoral students to enhance the quality of doctoral education.


Persistent Identifierhttp://hdl.handle.net/10722/338073
ISSN
2023 Impact Factor: 3.7
2023 SCImago Journal Rankings: 1.614
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorWang, FM-
dc.contributor.authorZeng, LM-
dc.contributor.authorZhu, AY-
dc.contributor.authorKing, RB-
dc.date.accessioned2024-03-11T10:26:03Z-
dc.date.available2024-03-11T10:26:03Z-
dc.date.issued2023-05-13-
dc.identifier.citationStudies in Higher Education, 2023, v. 48, n. 11, p. 1724-1740-
dc.identifier.issn0307-5079-
dc.identifier.urihttp://hdl.handle.net/10722/338073-
dc.description.abstract<p>Past studies on doctoral education have mostly focused on the critical role of supervisors in students' research experience. However, the role of peers has been relatively neglected. It is not clear how both supervisors and peers contribute to doctoral students’ research experience. One possibility is that they are additive, which means that both supervisors and peers make distinct contributions to skill development and research satisfaction (<em>additive hypothesis</em>). The other possibility is a compensatory relationship, where low levels of supervisory support could be compensated for by the presence of peers (<em>compensatory hypothesis</em>). This study addressed this question using an explanatory sequential mixed methods design. In Study 1 (<em>N</em> = 421), structural equation modeling was conducted to examine which of the two hypotheses was supported. Quantitative results supported the additive hypothesis, indicating that both supervisors and peers were important in developing students’ skills and enhancing satisfaction with the research experience. Study 2 was a qualitative study that involved interviews with 10 PhD students. The qualitative findings provided a nuanced understanding of the additive hypothesis and demonstrated the importance of research support and socio-emotional support provided by supervisors and peers. Overall, this study demonstrated that the greatest benefits would emerge when both quality supervision and peer support are present. The identification of factors affecting supervision and peer support shed light on the future directions for institutions, supervisors, and doctoral students to enhance the quality of doctoral education.</p>-
dc.languageeng-
dc.publisherTaylor and Francis Group-
dc.relation.ispartofStudies in Higher Education-
dc.subjectdoctoral students-
dc.subjectpeer support-
dc.subjectresearch satisfaction-
dc.subjectskill development-
dc.subjectSupervision-
dc.titleSupervisors matter, but what about peers? The distinct contributions of quality supervision and peer support to doctoral students’ research experience-
dc.typeArticle-
dc.identifier.doi10.1080/03075079.2023.2212024-
dc.identifier.scopuseid_2-s2.0-85159364752-
dc.identifier.volume48-
dc.identifier.issue11-
dc.identifier.spage1724-
dc.identifier.epage1740-
dc.identifier.eissn1470-174X-
dc.identifier.isiWOS:000986458500001-
dc.identifier.issnl0307-5079-

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