ABSTRACT

Interactions between a graduate student and their supervisor are the backbone of a successful doctoral experience. Although the number of doctoral students is increasing, there are fewer full-time doctoral students. The emerging part-time student segment represents a unique trend in higher education, creating greater diversity than traditional full-time students on an academic track. The shift impacts and complicates the student’s overall experience in developing and sustaining relationships with their supervisor. Traditional mentorship models suggest progressing through doctoral studies in a manner that may be inappropriate for this new group of part-time, professional Ph.D. candidates. This study applies an autoethnographic approach in examining how a coaching stance supports a faculty/student relationship. The paper shares two sides of the journey and the resulting reflections. The outcomes represent the supervisor and student experience and surface critical aspects of the relationship and the associated dissertation writing process. The result is a detailing of a unique experience and the lessons drawn from it. These lessons provide guidance in working with doctoral students in a more supportive and productive manner. Recommendations include using coaching questions, fostering increased student responsibility for their studies, and methods to make the supervision process intentionally purposeful.

摘要

研究生和他们的导师之间的互动是成功博士经历的支柱。虽然博士生人数不断增加，但全日制博士生却越来越少。新兴的非全日制学生代表了高等教育的独特趋势，在学术轨道上创造了比传统全日制学生更大的多样性。这种转变影响并复杂化了学生在发展和维持与主管的关系方面的整体经验。传统的指导模式建议以一种可能不适合这一新的兼职专业博士群体的方式通过博士研究取得进展。候选人。本研究采用自我民族志方法来研究教练立场如何支持教师/学生关系。这篇论文分享了旅程的两个方面以及由此产生的反思。结果代表了主管和学生的经验，以及关系和相关论文写作过程的表面关键方面。结果是对独特体验和从中汲取的教训的详细说明。这些课程以更支持和更有成效的方式为与博士生合作提供指导。建议包括使用辅导问题，培养学生对学习的责任感，以及使监督过程有目的地进行的方法。结果是对独特体验和从中汲取的教训的详细说明。这些课程以更支持和更有成效的方式为与博士生合作提供指导。建议包括使用辅导问题，培养学生对学习的责任感，以及使监督过程有目的地进行的方法。结果是对独特体验和从中汲取的教训的详细说明。这些课程以更支持和更有成效的方式为与博士生合作提供指导。建议包括使用辅导问题，培养学生对学习的责任感，以及使监督过程有目的地进行的方法。