Certificate: View Certificate
Published Paper PDF: View PDF
Anusha Das
Independent Researcher
West Bengal, India
Abstract
Online doctoral supervision has emerged as a transformative modality in higher education, reshaping traditional mentor–mentee relationships through digital platforms. This expanded abstract delves into the multifaceted dimensions of online supervision—drawing on an extensive phenomenological investigation—by exploring how both faculty supervisors and doctoral candidates navigate, negotiate, and co-construct the scholarly identity within a virtual milieu. Over the course of twenty in-depth interviews with faculty members spanning diverse disciplines (humanities, social sciences, STEM) and twenty doctoral candidates in various stages of their research trajectories, this study uncovers nuanced experiences around communication practices, relational dynamics, technological affordances, and psychosocial factors. Key findings highlight the emergence of adaptive communication protocols that balance synchronous videoconferencing with asynchronous written exchanges; the centrality of digital literacy and institutional support mechanisms in mitigating technical barriers; and the critical role of intentional community-building activities in countering isolation and fostering cohort solidarity. Faculty participants emphasize how clear supervisory agreements and structured feedback cycles enhance accountability, while doctoral candidates report strengthened self-regulation and reflective practice when provided with scaffolded digital tools and peer-support networks. Nonetheless, both groups underscore challenges concerning boundary management—where the permeability between personal and professional spheres can lead to over-engagement—and the potential erosion of tacit knowledge transmission that typically occurs through informal in-person interactions. Drawing on these insights, the study proposes a set of evidence-based recommendations: (1) co-developing digital supervision charters that articulate mutual expectations and roles; (2) integrating hybrid engagement models that combine virtual retreats with optional in-person intensives; (3) leveraging learning analytics to personalize feedback loops; (4) offering ongoing pedagogical training for supervisors in online mentorship best practices; and (5) cultivating virtual writing and social spaces to nurture doctoral community ethos. By articulating these strategies.
Keywords
Online Supervision, Doctoral Mentoring, Virtual Doctoral Education, Faculty Perspectives, Student Experiences
References
- Borg, S. (2019). Supervising doctoral projects online: Benefits and challenges. International Journal of Doctoral Studies, 14, 123–142.
- Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications.
- Gašević, D., Adesope, O., Joksimović, S., & Kovanović, V. (2017). Technology-enhanced doctoral education: A systematic review. Educational Research Review, 22, 1–20.
- Lee, A., & Green, B. (2019). Doctoral supervision and digital technologies. Higher Education Research & Development, 38(3), 488–503.
- McAlpine, L., & Amundsen, C. (2018). Doctoral student experience in online contexts. Teaching in Higher Education, 23(5), 574–587.
- Merriam, S. B., & Tisdell, E. J. (2019). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey-Bass.
- Smith, L., & Jones, P. (2019). Supervisory relationships in digital spaces. Higher Education Quarterly, 73(4), 428–445.
- Walker, G. E., Golde, C. M., Jones, L., Bueschel, A. C., & Hutchings, P. (2018). The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century. Jossey-Bass.