Purpose - The purpose of this article is to present ﬁndings from the authors' research into howsupervisors of doctoral students cope with change in supervisory relationships where a supervisor takeson a student previously supervised by another, or has to hand over a student to another supervisor'scare, and to identify recommendations for applying these ﬁndings to supervisory practice. Design/methodology/approach - The research used interviews to gather and analyse perceptionsand practices from experienced supervisors, and aimed to identify good practice to supportsupervisors in enabling transitions to enhance student success. This work is underpinned by work onconceptual threshold-crossing, students working at sufﬁciently critical, creative and conceptual levelsto achieve doctorates; well-being and emotional resilience, particularly in doctoral studies. It makeslinks between knowledge construction, resilience and well-being, from the perspective of thesupervisors, since it focuses on the experience of supervisors engaging with and supporting students. Findings - The research identiﬁes supervisors' anxiety at, and ways of managing the difﬁculties of,either losing or acquiring students. It highlights effective strategies for taking on students midwayinto their research to enable successful supervision. Originality/value - This research offers new knowledge about supervisor perceptions of,experiences with and good practice suggestions for, supporting transitions for doctoral studentswho change supervisor.
Bibliographical note© Emerald Group Publishing Limited
- Doctoral education
- Wellbeing and resilience
- Change supervisor
- Academic staff
Wisker, G., & Robinson, G. (2014). Picking up the pieces: supervisors and doctoral ‘orphans'. International Journal for Researcher Development, 3(2), 139-153. https://doi.org/10.1108/17597511311316982