Adopting a coaching approach to doctorate supervision

Jones, R. J. ORCID: https://orcid.org/0000-0001-7329-0502 (2024) Adopting a coaching approach to doctorate supervision. In: Lim, M. S. M., Patel, N. S. and Shahdadpuri, R. (eds.) Coaching students in higher education: A solution-focused approach to retention, performance and wellbeing. Routledge, pp. 117-130. ISBN 9781032364704

Abstract/Summary

The process of earning a doctorate is complex and a critical success factor is the quality of the student-supervisor relationship. As both coaching and supervision are one-to-one developmental discussions, supervisors and students alike may experience a range of benefits when supervisors adopt a coaching approach to doctorate supervision. Coaching can be integrated into the three key stages of doctoral supervision: enculturation (by contracting how the student and supervisor will work together); creating healthy relationships (by minimizing the power difference and working from a stance of curiosity) and emancipation (supporting your student towards independence). This chapter describes how doctoral supervisors may adopt a coaching approach including examples of coaching questions to ask at different points in the supervision journey.

Item Type	Book or Report Section
URI	https://reading-clone.eprints-hosting.org/id/eprint/120410
Refereed	Yes
Divisions	Henley Business School > Leadership, Organisations, Behaviour and Reputation
Publisher	Routledge
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