Raising Scientists: A Phenomenological Study on Advisor-Advisee Relationships

Abstract

The current study aimed to examine the advisor-advisee relationship comprehensively from the perspectives of both advisees and advisors throughout the doctoral education process, deciphering the internal mechanisms of universities related to doctoral advisement and the role of the advisor-advisee relationship in the development of future scientists. A qualitative phenomenological research design was adopted. Interviews were conducted with 13 doctoral students and 18 faculty members at two internationally recognized and high ranking public research universities with well-established advisor-advisee processes and strong organizational cultures. Results demonstrate the expectations of both parties from each other and themselves throughout the process as well as the effects of the advisor-advisee relationship on the efficiency of the process, advisees’ future academic careers, and identities. Advisees generally highlighted their communication and work plan with advisors while the advisors stressed how different dimensions of the supervising process affect the understanding of scientist identity. The main difference between the universities was the communication style with advisors. Additionally, it was inferred that students feel closer to being a scientist/researcher when they feel the support of their advisor and have a close relationship with their advisor, and the discourses of advisors extend this argument to feeling the support of all faculty members as a team. These results can help policymakers, and researchers to deepen their understanding of the advising process.