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What makes a good PhD supervisor?

PhD Supervisor

Embarking on a PhD is both an academic and personal journey. It is a process that can take a number of years, requiring dedication, resilience, and the ability to contribute original knowledge to a chosen scientific field. Explore jobs.ac.uk article on ‘What makes a good PhD supervisor?’.

At the centre of this demanding journey is the PhD supervisor.

While the doctoral candidate is responsible for driving the research, the supervisor plays a critically important part in what makes such progress possible.

What is a good PhD Supervisor?

Good supervision can transform the PhD experience into one of intellectual growth, professional development, and personal fulfilment.

On the other hand, poor supervision can hinder progress, affect morale and wellbeing, and jeopardise both the research project and the candidate’s career aspirations.

While there are many definitions of what a good PhD supervisor is, it is essential to highlight that the role extends far beyond exercising technical expertise, sharing knowledge, and overseeing the research project.

PhD supervisors are often perceived to be mentors, coaches and critical friends.

They not only guide the student through the complexities of research but also help them navigate academic culture, build networks, and prepare for life beyond the PhD.

This article examines what makes a good PhD supervisor, focusing on three key dimensions of the role: the student-supervisor relationship, skills and training for supervisors, and supporting the student in becoming an independent researcher.

The Student-Supervisor Relationship

At the core of good supervision lies the relationship between supervisor and student.

A study conducted by the University of Copenhagen reveals that a strong student-supervisor relationship is a key factor in the success of every PhD journey.

The student-supervisor relationship is quite unique and much different from other similar relationships between line managers and employees in the corporate world.

It is partly professional, partly pedagogical, and (very) often deeply personal.

We must highlight that, unlike undergraduate or master’s teaching, supervision is not about transmitting knowledge in a structured format but about co-creating new knowledge and enabling the student to flourish as a researcher.

From the very beginning, it is essential that supervisors establish clear expectations.

This includes discussing working styles, communication preferences, and responsibilities on both sides.

Students need to understand what kind of feedback they can expect (e.g., structured vs unstructured, written vs oral discussion, more constructive/critical), how often they will meet, and the supervisor’s expectations for progress.

Transparency at this stage helps prevent misunderstandings later.

Trust is another essential ingredient.

Why give doctoral students space?

Doctoral students need the freedom to explore, experiment, and occasionally fail without fearing harsh criticism. From a supervisor’s perspective, building trust and mutual respect is essential for having an effective relationship.

Supervisors who facilitate a supportive environment encourage creativity and risk-taking while also providing constructive feedback and demonstrating critical engagement.

A good supervisor balances encouragement with challenge, celebrating successes while pointing out areas for improvement.

Empathy is perhaps one of the key elements for having a good student-supervisor relationship.

For many doctoral students, doing a PhD is tied to feelings of isolation, self-doubt, loneliness, and burnout.

This is particularly the case for international students who often experience significant cultural and social adjustments at the beginning of their programme.

In such times, the supervisor has an important social role: to reach out, maintain dialogue, and provide encouragement.

Recognition and positive feedback frequently emerge as key motivators for students. Feelings of isolation often intensify in the final stages of the PhD, when responsibility for completing the thesis and preparing for the defence rests entirely on the student.

At this point, the outcome of the project lies solely in their hands. Supervisors who recognise these challenges and provide understanding, flexibility, or referrals to support services demonstrate genuine care for their students.

Such pastoral sensitivity can make the difference between a student who thrives and one who withdraws from the programme.

In short, the supervisor-student relationship should be based on respect, trust, and open communication. A healthy relationship sets the foundation for all other aspects of successful supervision.

Skills and Training for Supervisors

According to James Hayton, founder of PhD Academy, the single most common complaint raised by PhD students is the lack of guidance and support they get from their supervisors.

For him, most supervisors focus on disseminating knowledge, providing critical feedback and helping students with their research.

At the same time, far less time is invested in training supervisors in how to mentor students effectively.

The result is a gap in encouragement, constructive dialogue, and personal development support.

Listening, motivating, and guiding students through personal and professional challenges is as important as providing technical expertise.

Therefore, supervisors should invest time and effort to improve their mentoring skills.

First, training in communication and feedback is essential, ensuring supervisors can provide constructive critique while also offering encouragement and support.

Second, cultural awareness and inclusivity training are vital, as supervisors often work with diverse international cohorts and need to respect and understand different backgrounds.

Third, workshops on mental health awareness and wellbeing can help supervisors recognise signs of stress, burnout, or isolation among students and know when to offer guidance or refer to professional services.

Finally, training in career development and mentoring prepares supervisors to support students’ aspirations inside and outside academia. Such holistic preparation ensures supervisors can balance academic rigour with empathetic guidance.

Supporting the student in becoming an independent researcher

The ultimate goal of a PhD is not just the completion of a thesis but the transformation of a student into an independent researcher.

In my experience, completing my own thesis was the outcome of significant skills development and, most importantly, the ability to conduct research independently.

A good supervisor is someone who does not prioritise the completion of the thesis but invests in the student by providing holistic support for career development.

One of the key aspects of encouraging independence is the acquisition of methodological skills: qualitative, quantitative, or mixed.

Students should be encouraged to learn and practice skills right from the beginning, for example data collection or analysis on a small scale.

Submitting an article for peer review or presenting at a conference also provides a good opportunity to learn how to refine arguments, respond to peer review, deal with criticism, and engage with peers and broader audiences.

Understand why career guidance is important

The academic job market is competitive, and many PhD graduates pursue careers beyond academia.

A good supervisor should prepare students for these realities honestly and help them consider a range of possibilities.

This may include advising on how to write grant proposals, prepare job applications, or build transferable skills such as project management and public communication.

Encouraging independence is perhaps the most crucial responsibility.

While supervisors guide the early stages of the PhD, over time, they should gradually step back, giving students space to make their own decisions, defend their choices, and establish their scholarly voice.

The goal is not to create a “mini-version” of themselves but to help the student develop their own identity as a researcher.

Finally, good supervisors act as role models.

Their integrity, work ethic, and professional behaviour set standards that students often carry into their own careers.

By demonstrating how to balance research with teaching, service, and personal commitments, supervisors provide lessons that extend far beyond the PhD years.

Conclusion

PhD supervision is one of the most influential aspects of doctoral education.

A good supervisor shapes not only the outcome of a student’s thesis but also their professional identity, career trajectory, and wellbeing.

The student-supervisor relationship provides the foundation, built on trust, respect, and open communication.

Supporting the development of students as independent researchers prepares them for diverse futures, whether in academia or beyond.

Good supervision, then, is more than academic oversight—it is mentorship, advocacy, and partnership.

When done well, it can transform the challenging years of doctoral study into a period of growth, discovery, and empowerment.

For many PhD graduates, the guidance of a good supervisor becomes one of the most enduring influences of their academic journey.

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Written by Dr Nick Naumov

Dr Nick Naumov is an active researcher, consultant and higher education practitioner with 10+ years of experience, having delivered courses and workshops in UK, France, Germany, Spain, India, Japan and UAE. He holds a PhD in Human Geography along with undergraduate and postgraduate degrees in International Tourism, Tourism Economics and Hospitality Management. He is a Senior Fellow of Higher Education Academy.

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