Abstract:

The important role of PhD supervisors is multifaceted but incorporates a number of roles and responsibilities that are commensurate with the tenets of a leader-member relationship. This study is a conceptual analysis of such relationship. In particular, it aims to identify servant leadership practices that research supervisors can transfer to doctoral supervision practice in order to foster a culture of care and support in doctoral education.

The increasing demands and complexity of doctoral education and the changing needs and expectations of students highlight the need for supervisors to adopt new approaches to supervision. In this regard, the existing literature highlights the challenges research supervisors face in providing adequate support and the different roles they need to fulfil. Although different approaches to carrying out an effective doctoral supervision role are possible, the servant leadership approach may be one of the most appropriate to achieve such effectiveness. However, more research is needed on how supervisors can effectively perform their role using this approach.

The study carries out a literature review about leadership models highlighted in education research (such as distributed leadership) and considers their appropriateness for the supervisor- doctoral candidate relationship. Having ascertained servant leadership as the most suitable, the study identifies several practices that doctoral supervisors can use to adopt a servant-leadership approach and foster a culture of care and support. With this analysis at hand, it develops a model of PhD supervision as servant leadership that includes actionable practices and behaviours, including personalised mentoring, proactive communication, emotional intelligence, and creating an inclusive and supportive academic environment.

The implications of the study are significant for doctoral supervisors, higher education institutions and policymakers seeking to develop strategies that influence the quality of doctoral supervision and promote student success. By prioritising service leadership and fostering a culture of care and support, supervisors can contribute to postgraduate students' holistic development and well-being. The study contributes to a better understanding of doctoral supervision and extends theoretical knowledge by conceptualising doctoral supervisors as service leaders within the academic context.

Keywords:

Doctoral supervisor, servant leaders, quality of doctoral supervision, service leadership, doctoral supervisor role.