Abstract
In this essay I reflect on the problem of authority in the doctoral supervision process. I define the supervisor-student relationship in terms of virtue, rather than power. I further argue for a hierarchical teacher-student relationship as it leads to unambiguous role expectations. It is the role of the supervisor to prepare, guide and teach the doctoral student how to take on the academic world and become a good scientist. This is best done by a hierarchical teacher-student relationship, with clear roles and responsibilities, where the student accepts the authority of the supervisor.
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