Promoting Effective Doctoral Supervision through Relational Pedagogy: The Supervisor as Shepherd and Counsellor in Doctoral Education

Abstract

This paper examines relational pedagogy as an effective approach to promoting success in doctoral supervision. The author reflects on his relationship with his thesis supervisor and advocates for teachers and supervisors to consider ways in which relational pedagogy may become a key element and approach in doctoral supervision and education. It reveals how his doctoral supervisor cultivated a trusted shepherd-counsellor relationship that led to the expected outcomes. The study proposes that promoting shepherding and counselling roles in doctoral supervision is a supportive way to foster such rapport for successful candidature. The paper positions dialogue as a vital element of relational pedagogy. It sees the need for supervisors and higher educational institutions to adopt shepherding-counselling roles to provide students with the right assistance to become successful in their doctoral journey. Keywords: Doctoral Supervisor, Doctoral Education, Relational Pedagogy, Doctoral Candidate, Shepherding and Counselling