Exploring and understanding perceived relationships between doctoral students and their supervisors in China

Abstract

Fit in supervisory relationships is crucial for doctoral students’ outcomes, where supervisory relationships are influenced by cultural and disciplinary contexts. This article qualitatively explores fit or misfit between students’ perceptions and those of their supervisors on supervisory relationships in STEM in the cultural context of Chinese Confucianism. Considered through the lens of person-supervisor fit, two dimensions, consisting of four distinctions of supervisor-doctoral student fit or misfit in supervisory relationships, are identified: (1) a conceptual dimension consisting of supplementary fit or misfit; and (2) a practical dimension consisting of complementary fit or misfit. Supplementary fit is illustrated through three conceptual congruences regarding the nature of doctoral learning, students’ dispositions and the modelling and nurturing roles of supervisors. The term supplementary misfit refers to a conceptual incongruence regarding supervisors’ familial roles, which demonstrates contradictions between sustained cultural influences and the present-day academic profession. Complementary fit includes needs–supplies fit and demands–abilities fit, which bear disciplinary characteristics in modern STEM doctoral education. Complementary misfit refers to supervisors’ strict practices as against students’ demands for autonomy. This article advances the application of the person-supervisor fit perspective in STEM doctoral supervision and contributes to the understanding of disciplinary and cultural influences on the present-day academic supervisory relationships in China.