Managing criticism in Ph.D. supervision: a qualitative case study

TLDR

The study is part of a larger longitudinal case study of a Ph.D. student's journey. The paper examines how criticism is produced and managed within the supervisory relationship. The authors provide an overview of criticism types and conduct a micro‑analysis of two recorded supervisor‑student interactions.

Abstract

This article is part of a larger study which presents findings from an in‐depth longitudinal case study of a student's Ph.D. journey. It shows how criticism is produced and managed in the supervisory relationship. As well as an overview of types of criticism produced across a range of supervisory interactions, the article presents a micro‐analysis of two recorded interactions between a supervisor and a Ph.D. student. Moments of interactional difficulty, disagreement and the strategic abandonment of conflict‐producing dialogue are described. Through the strategies of foreshadowing, advice‐giving, repair, humour and politeness, a symbiotic and cordial relationship is collaboratively developed and sustained. The effective management of criticism is a joint activity that underlies the capacity for supervision to be educationally effective. The findings of this study will contribute to the development of training programmes in supervisory skills in higher education, as well as advising students on how to get the most out of supervisors.