top of page

AERA 2021: The Many (Mis)alignments of the student-supervisor relationship: A conceptual model for supervision training


Cassuto, L. (2015). The graduate school mess: What caused it and how we can fix it. Harvard University Press: Cambridge, MA.


de Kleijn, R. A. M., Mainhard, M. T., Meijer, P. C., Pilot, A., & Brekelmans, M. (2010). Master's thesis supervision: relations between perceptions of the supervisor–student relationship, final grade, perceived supervisor contribution to learning and student satisfaction. Studies in Higher Education, 37(8), 925-939.


Erichsen, E. A., Bolliger, D. U., & Halupa, C. (2012). Student satisfaction with graduate supervision in doctoral programs primarily delivered in distance education settings. Studies in Higher Education, 39(2), 321-338.


Gardner, S. K. (2008). “What's too much and what's too little?”: The process of becoming an independent researcher in doctoral education. The Journal of Higher Education, 79(3), 326-350. DOI: 10.1080/00221546.2008.11772101.


Golde, C. M. (2005). The role of the department and discipline in doctoral student attrition: Lessons from four departments. The Journal of Higher Education, 76(6), 669-700. DOI: 10.1080/00221546.2005.11772304.


Grant, B. M. (2005). The pedagogy of graduate student supervision: figuring the relations between supervisor and student. PhD Thesis, University of Auckland, Aotearoa, New Zealand. Retrieved from


Gurr, G. M. (2001). Negotiating the "rackety bridge" — a dynamic model for aligning supervisory style with research student development. Higher Education Research & Development, 20(1), 81-92.


Hyun, J., Quinn, B., Madon, T., & Lustig, S. (2007). Mental health needs, awareness, and use of counselling services among international graduate students. Journal of American College Health, 56(2), 109-118.


Lee, A. (2010). New Approaches to Doctoral Supervision: Implications for Educational Development. Educational Developments, 11, 12–23.


Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Rowman & Littlefield Publishers: New York, NY.


Maunder, R. E., Gordon-Finlayson, A., Callaghan, J., & Roberts, A. (2012). Behind Supervisory Doors: Taught Master's Dissertation Students as Qualitative Apprentices. Psychology Learning and Teaching, 11(1), 30-38.


Montoya, R. M., Horton, R. S., Kirchner, J. (2008). Is actual similarity necessary for attraction? A meta-analysis of actual and perceived similarity. Journal of Social and Personal Relationships, 25(6), 889–922.


Moriarty, B., Danaher, P. A., & Danaher, G. (2008). Freire and dialogical pedagogy: a means for interrogating opportunities and challenges in Australian postgraduate supervision. International Journal of Lifelong Education, 27(4), 431-442.


Orellana, M. L., Darder, A., Pérez, A., & Salinas, J. (2016). Improving doctoral success by matching PhD students with supervisors. International Journal of Doctoral Studies, 11, 87-103. Retrieved from


Paré, A., Starke-Meyerring, D., & McAlpine, L. (2011). Knowledge and identity work in the supervision of doctoral student writing: Shaping rhetorical subjects. In D. Starke-Meyerring, et al. (Eds.). Writing in knowledge societies. West Lafayette, IN: Parlor Press and WAC Clearinghouse (


Revelo, R., & Loui, M. (2016). A developmental model of research mentoring. College Teaching, 64(3), 119-129.


Schachter, S. (1951). Deviation, rejection, and communication. The Journal of Abnormal and Social Psychology, 46(2), 190–207.


Schlosser, L.Z., Lyons, H. Z., Talleyrand, R. M., Kim, B. S. K., & Johnson, W. B. (2011). A multiculturally infused model of graduate advising relationships. Journal of Career Development, 38(1), 44-61.


Schroeder, S. M., Terras, K. L. (2015). Advising experiences and needs of online, cohort, and classroom adult graduate learners. NACADA Journal, 35(1), 42-55. doi:10.12930/NACADA-13-044.


Sinclair, M. (2004). The pedagogy of ‘good’ PhD supervision: a national cross-disciplinary investigation of PhD supervision. Australian Government, Department of Education, Science and Training. Retrieved from


Shannon, A. G. (1995). Research degree supervision: 'more mentor than master'. The Australian Universities' Review, 38(2), 12-15.


The Graduate Assembly. (2015). Graduate Student Happiness & Well-Being Report. Berkley, CA: University of California, Berkeley.


Winchester-Seeto, T., Homewood, J., Thogersen, J., Jacenyik-Trawoger, C., Manathunga, C., Reid, A., & Holbrook, A. (2014). Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates. Higher Education Research and Development, 33, 610-626.


Zhao, C-M., Golde, C. M., & McCormick, A. C. (2007). More than a signature: how advisor choice and advisor behaviour affect doctoral student satisfaction. Journal of Further and Higher Education, 31(3), 263-281. DOI: 10.1080/03098770701424983

bottom of page