Abstract

The aim of this study is to examine the complexities of the doctoral candidate–supervisor relationship within the doctoral programme at the University of Iceland through the voices of the doctoral candidates. Numerous studies suggest that doctoral candidates endure a stressful working environment and that one of the most important factors influencing this is the relationship with the supervisor. In this study we have chosen to focus on what doctoral candidates at the University of Iceland value most in communication with their supervisor and where they feel improvements can be made. Findings show that what doctoral candidates value the most is an available, encouraging and supportive supervisor who gives their candidates a sense of autonomy while still providing quality feedback on their work. Candidates who experience inactive, disorganised, dismissive and/or overly controlling supervisors indicate that these factors contribute to their dissatisfaction, anxiety and stress. These patterns are similar across all the University’s five schools. Based on these findings we suggest that doctoral candidates be allocated an ombudsman and that supervisors receive increased support and training.

Highlights

  • There are currently approximately 700 doctoral candidates actively pursuing their degrees at the University of Iceland

  • The findings of this study provide important insights into the nature of both dissatisfaction and satisfaction among doctoral candidates with their relationship to supervisors

  • We see that candidates who experience inactive, disorganised, dismissive and/or overly controlling supervisors convey that these factors contribute to their dissatisfaction, anxiety and stress

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Summary

Introduction

There are currently approximately 700 doctoral candidates actively pursuing their degrees at the University of Iceland. The doctoral programmes have been growing rapidly in size over the past decade; in 2009 there were 346 candidates pursuing a degree. This growth is, among other things, due to the University proclaiming it as one of its goals to graduate 70 candidates per year in their strategy for 2016–2021 (Háskóli Íslands, 2016; Miðstöð framhaldsnáms, 2015). The results show that even though the majority of candidates are satisfied with their studies (67%) a large group remain indifferent or dissatisfied (33%)ii The reason why such a large proportion is unhappy with their studies is somewhat unclear as research on the subject in the context of Iceland is scarce

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