Skip to main content
SpringerLink
Log in

Case studies investigating distorted supervisor-postgraduate relationship and solutions in Chinese universities

Asia Europe Journal volume 21, pages 251–272 (2023)Cite this article

Abstract

The relationship between supervisors and postgraduates is a key factor in postgraduate education, and a harmonious supervisor-postgraduate relationship is a prerequisite for ensuring the quality of postgraduate education. This study analyzes the problems, causes, and solutions of the distorted supervisor-postgraduate relationship. In order to clarify the specific manifestations and causes of the distorted supervisor-postgraduate relationship, this study analyzed ten suicide cases through case studies. In order to sort out the governance initiatives to address the distorted supervisor-postgraduate relationship, this study analyzed the policy documents of postgraduate education in China through policy analysis. The findings indicated that the distortion of supervisor-postgraduate relationship manifests itself as a relationship of employment and control, stemming from the influence of the traditional apprenticeship value habits, and the distortion of academic value under academic capitalism. In order to address the distortion of the supervisor-postgraduate relationship, China has introduced various policy initiatives, such as attaching importance to ethics education and refining the duties and standards of supervisors, reforming the supervisor selection system and establishing supervisor certification, improving the tutor evaluation mechanism and implementing a “one vote veto” on tutor ethics, and strengthening tutor training and improving supervisors’ moral education capabilities.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Similar content being viewed by others

Material availability

The materials that support the findings of this study are openly available in official websites of each universities or official website.

References

  • Aguinis H, Nesler MS, Quigley B, Lee S, Tedeschi J (1996) Power bases of faculty supervisors and educational outcomes for graduate students. J High Educ 67:267–297

    Article  Google Scholar 

  • Anderson D, Shore W (2008) Ethical issues and concerns associated with supervising undergraduate students. Ethics Behav 18(1):1–25. https://doi.org/10.1080/10508420701519577

    Article  Google Scholar 

  • Anderson DH et al (2011) Using dialogue journals to strengthen the student-teacher relationship: a comparative case study. Coll Stud J 45(2):269–287

    Google Scholar 

  • Baird LL (1995) Helping graduate students: A graduate adviser’s view. New directions for student services, 1995(72):25–32

  • Bitzer E (2011) Doctoral success as ongoing quality business: a possible conceptual framework. S Afr J High Educ 25(3):425–443

    Google Scholar 

  • Bourdieu P, Wacquant LD (1998) An introduction to reflective sociology. Central Compilation & Translation Press, Beijing pp 178

  • Brockman J, Nunez A, Basu A (2010) Effectiveness of a conflict resolution training program in changing graduate students style of managing conflict with their faculty advisors. Innov High Educ 35(4):277–293. https://doi.org/10.1007/s10755-010-9142-z

    Article  Google Scholar 

  • Broström A (2011) The triple helix: university-industry-government innovation in action - By Henry Etzkowitz. Pap Reg Sci 90(2):441–442. https://doi.org/10.1111/j.1435-5957.2011.00357

    Article  Google Scholar 

  • Busch Judith W, Candace Garrett S (1991) Supervising in graduate schools of education: mentees’ perceptions. J Exp Educ 59(2):165–179

    Article  Google Scholar 

  • Charmaz K (2008) Constructionism and the grounded theory method. Handb Constructionist Res 1(1):397–412

    Google Scholar 

  • Chen HM (2018) The inherent attribute conflict and transcendence of the relationship between tutor and postgraduate–-also on the construction of monism employment relationship. Jiangsu High Educ 1:69–72. https://doi.org/10.13236/j.cnki.jshe.2018.01.015

    Article  Google Scholar 

  • Chen HM (2018) “Professor” or “boss”: on the economics of the relationship between supervisors and their graduated students. Acad Degrees Grad Educ 04:73–77. https://doi.org/10.16750/j.adge.2018.04.013

    Article  Google Scholar 

  • Chen SZ, Feng JM (2019) Advantages and disadvantages-comments on academic capitalism. University (Academic) 11:20–26+12. CNKI: SUN: DXYP.0.2019–11–004

  • Cheng HD, Cao YY (2019) Reflections on constructing harmonious relationship between supervisors and their students. Acad Degrees Grad Educ 06:13–18. https://doi.org/10.16750/j.adge.2019.06.003

    Article  Google Scholar 

  • Cheng Z, Zhu C (2021) Academic members’ perceptions of educational leadership and perceived need for leadership capacity building in Chinese higher education institutions. Chin Educ Soc 54(5–6):171–189. https://doi.org/10.1080/10611932.2021.1990621

    Article  Google Scholar 

  • Clark BR (1993) The research foundations of graduate education: Germany, Britain, France, United States. University of California Press, California, Japan

    Book  Google Scholar 

  • Zuo C (2018) Jurisprudent analysis of the mechanism for graduate supervisors’ power and responsibility. Acad Degrees Grad Educ 08:19–24. https://doi.org/10.16750/j.adge.2018.08.00

    Article  Google Scholar 

  • Clark BR (2001) The research foundations of graduate education. Zhejiang University press, Hangzhou, pp 121–122

  • Cloete N, Mouton J, Sheppard C (2015) The doctorate in South Africa: data, discourse and policy. Cape Town: African Minds, pp 128

  • Creswell JW (2013) Qualitative inquiry and research design: choosing among five approaches, 3rd edn. Sage Publications, Thousand Oaks, CA

    Google Scholar 

  • Davis DJ (2007) Access to academe: the importance of mentoring to black students. Negro Educ Rev 58(3–4):217–231

    Google Scholar 

  • Dika SL, Singh K (2002) Applications of social capital in educational literature: a critical synthesis. Rev Educ Res 72(1):31. https://doi.org/10.3102/00346543072001031

    Article  Google Scholar 

  • Dörnyei Z (2007) Research methods in applied linguistics. Oxford University Press, New York

    Google Scholar 

  • Duderstadt JJ (2009) A university for the 21st century. University of Michigan Press, Michigan

    Google Scholar 

  • East M, Bitchener J, Basturkmen H (2012) What constitutes effective feedback to postgraduate research students? The students’ perspective. Journal of University Teaching and Learning Practice 9(2):7

  • Eley A, Jennings R (2005) Effective postgraduate supervision improving the student-supervisor relationship. Open University Press, Berkshire

    Google Scholar 

  • Elo S, Kyngas H (2008) The qualitative content analysis process. J Adv Nurs 62:107–115

    Article  Google Scholar 

  • Emilsson UM, Johnsson E (2007) Supervision of supervisors: on developing supervision in postgraduate education. High Educ Res Dev 26(2):163–179

    Article  Google Scholar 

  • Gillen J, Ziegler AD, Friess DA, Wasson R (2015) Geography’s role in nurturing postgraduate students. Geogr J 181(4):427–431. https://doi.org/10.1111/geoj.12100

    Article  Google Scholar 

  • Glaser BG, Strauss AL (1967) The discovery of grounded theory: strategies for qualitative research. Aldine Transaction, New Brunswick

    Google Scholar 

  • Grant CM, Ghee S (2015) Mentoring 101: advancing African American women faculty and doctoral student success in predominantly White institutions. Int J Qual Stud Educ (QSE) 28(7):759–785. https://doi.org/10.1080/09518398.2015.1036951

    Article  Google Scholar 

  • Guerin C, Kerr H, Green I (2014) Supervision pedagogies: narratives from the field. Teach High Educ 20(1):107–118

    Article  Google Scholar 

  • Hamilton J, Carson S (2015) Speaking of supervision: a dialogic approach to building higher degree research supervision capacity in the creative arts. Educ Philos Theory 47(12):1348–1366

    Article  Google Scholar 

  • Hammond JM, Ryland K, Tennant M, Boud D (2010) Building research supervision and training across Australian universities: final report. Australia: Australian Learning and Teaching Council, pp 14

  • Hardy CJ (1994) Nurturing our future through effective mentoring: developing roots as well as wings in 1993 presidential address. J Appl Sport Psychol 6(2):196–204

    Article  Google Scholar 

  • He ZJ (2007) On the dissimilation and rebuild of student and teacher relationship in postgraduate education. Studies in Foreign Education 06:40–43. CNKI:SUN:WGJY.0.2007–06–010

  • Howells K, Stafford K, Guijt R, Breadmore M (2017) The role of gratitude in enhancing the relationship between doctoral research students and their supervisors. Teach High Educ 22(6):621–638. https://doi.org/10.1080/13562517.2016.1273212

    Article  Google Scholar 

  • Huet I, Casanova D (2020) “Exploring the professional development of online and distance doctoral supervisors.” Innov Educ Teach Int 58(4):430–440. https://doi.org/10.1080/14703297.2020.1742764

  • Johnson WB, Huwe JM (2002) Toward a typology of supervisorship dysfunction in graduate school. Psychother Theory Res Pract Train 39(1):44

    Article  Google Scholar 

  • Johnson WB, Nelson N (1999) Mentor-protege relationships in graduate training: some ethical concerns. Ethics Behav 9(3):189. https://doi.org/10.1207/s15327019eb0903_1

    Article  Google Scholar 

  • Kagle JD, Giebelhausen PN (1994) Dual relationships and professional boundaries. Soc Work 2:213–215

    Google Scholar 

  • Kamler B, Thomson P (2006) Helping doctoral students write: pedagogies for supervision. Routledge, Canada

    Book  Google Scholar 

  • Zuo CL, Pi XP (2019) Legal philosophical thinking on the responsibility and power relationship of the graduate students’ tutors. Higher Education Review (02),134–145. CNKI: SUN: GJPL.0.2019–02–013

  • Kennedy D (1997) Academic duty. Harvard University Press, Cambridge

    Google Scholar 

  • Kennedy D (2002) Academic duty. Xinhua Publishing House, Beijing, p 241

  • Komarraju M, Musulkin S, Bhattacharya G (2010) Role of student-faculty interactions in developing college students’ academic self-concept, motivation, and achievement. J Coll Stud Dev 51(3):332–342

    Article  Google Scholar 

  • Krippendorff K (2018) Content analysis: an introduction to its methodology. Sage publications, London

    Google Scholar 

  • Lieberman EJ (1978) The Seasons of a man’s life (Book Review). Libr J 103(7):759

  • Li C (2014) Review on the teacher policy framework of World Bank—based on framework for teacher policy of system assessment and benchmarking for education results by World Bank. International and Comparative Education 10:85–90. CNKI:SUN:BJJY.0.2014–10–015

  • Liu Z (2018) On a harmonious relationship between supervisors and their students in postgraduate education. Acad Degrees Grad Educ 10:20–25. https://doi.org/10.16750/j.adge.2018.10.004

    Article  Google Scholar 

  • Löfström E, Pyhältö K (2017) Ethics in the supervisory relationship: supervisors’ and doctoral students’ dilemmas in the natural and behavioral sciences. Stud High Educ 42(2):232–247

    Article  Google Scholar 

  • Lu LZ (2017) The tendency and correction of the relationship between teachers and students in colleges and universities. Journal of National Academy of Education Administration 08:47–52. CNKI:SUN:GJXZ.0.2017–08–008

  • Ma XX, Yin XZ (2013) The dilemma and reform path of the postgraduate tutor appointment system in China. China Adult Education 02:41–42. CNKI:SUN:ZCRY.0.2013–02–017

  • Maher MA, Timmerman BC, Feldon DF, Strickland D (2013) Factors affecting the occurrence of faculty-doctoral student co-authorship. J Higher Educ 84(1):121–143. https://doi.org/10.1353/jhe.2013.0004

    Article  Google Scholar 

  • Manathunga C (2017) Intercultural doctoral supervision: the centrality of place, time and other forms of knowledge. Arts Hum High Educ Int J Theory Res Pract 16(1):113–124

    Article  Google Scholar 

  • Maritz J, Prinsloo P (2015) A Bourdieu Sian perspective on becoming and being a postgraduate supervisor: the role of capital. High Educ Res Dev 34(5):972–985

    Article  Google Scholar 

  • McAlpine L, Amundsen C (2011) New academics as supervisors: a steep learning curve with challenges, tensions and pleasures. In: McAlpine L, Amundsen C (eds) Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. Springer, Switzerland, pp 37–55

    Chapter  Google Scholar 

  • Motshoane P, McKenna S (2014) More than agency: the multiple mechanisms affecting postgraduate education. Pushing boundaries in postgraduate supervision 199–214

  • Motshoane P, McKenna S (2021) Crossing the border from candidate to supervisor: the need for appropriate development. Teach High Educ 26(3):387–403. https://doi.org/10.1080/13562517.2021.1900814

    Article  Google Scholar 

  • Mullen CA, Klimaitis CC (2021) Defining supervising: a literature review of issues, types, and applications. Ann N Y Acad Sci 1483(1):19–35. https://doi.org/10.1111/nyas.14176

    Article  Google Scholar 

  • Phillips EM, Pugh DS (2010) How to get a PhD: a handbook for students and their supervisors, 5th edn. Open University Press, Buckingham

    Google Scholar 

  • Rudick CK, Dannels DP (2019) "Yes, and … ": continuing the scholarly conversation about supervising in higher education. Wicked Problems Forum: Supervising in Higher Education. Communication Education 68(1), 128–131

  • Ryan RM, Stiller JD, Lynch JH (1994) Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. J Early Adolesc 14(2):226–249

    Article  Google Scholar 

  • Schroeder M, Andrews JJW, Hindes YL (2009) Cross-racial supervision: critical issues in the supervisory relationship. Can J Couns 43(4):295–310

    Google Scholar 

  • Shi P, Zhang Y (2015) Research on harmonious teacher-student relationship in graduate education and its construction path. Acad Degrees Grad Educ 5:37–41. https://doi.org/10.16750/j.adge.2015.05.010

    Article  Google Scholar 

  • Strauss AL, Corbin J (2008) Basics of qualitative research: techniques and procedures for developing grounded theory. Sage Publications Inc., Los Angeles, pp 358

  • Trafford V, Leshem S (2008) Stepping-stones to achieving your doctorate. Open University Press, Berkshire

    Google Scholar 

  • Vehviläinen S, Löfström E (2016) ‘I wish I had a crystal ball’: discourses and potentials for developing academic supervising. Stud High Educ 41(3):505–524

    Article  Google Scholar 

  • Vereijken MW, Rijst RM, Driel JH, Dekker FW (2018) Novice supervisors’ practices and dilemmatic space in supervision of student research projects. Teach High Educ 23(4):522–542

    Article  Google Scholar 

  • Wadee A, Keane M, Dietz T, Hay D (2010) Effective PhD supervision, mentorship and coaching. Rosenberg, Amsterdam

    Google Scholar 

  • Wentzel KR (2003) Sociometric status and adjustment in middle school: a longitudinal study. J Early Adolesc 23(1):5–28

    Article  Google Scholar 

  • Wisker (2004) The good supervising postgraduate and undergraduate research doctoral thesis and dissertation [M]. England:Palgrave Macmillan, pp 3–8

  • Wisker G (2012) The good supervisor: supervising postgraduate and undergraduate research for doctoral theses and dissertations, 2nd edn. Palgrave MacMillan, London

    Book  Google Scholar 

  • Xv SJ, Long Y (2016) Research on the relationship between tutors and graduate students in Chinese postgraduate education. Modern University Education 05:80–87. CNKI:SUN:YSJG.0.2016–05–012

  • Yob IM, Crawford L (2012) Conceptual framework for mentoring doctoral students. High Learn Res Commun 2(2):34–47

    Article  Google Scholar 

  • Zhang DR, Chen Q, Xing R (2018) Promote the relationship between tutors and graduate students with the spirit of the convention and the improvement of the evaluation system. Ideol Theor Educ 09:97–101. https://doi.org/10.16075/j.cnki.cn31-1220/g4.2018.09.017

    Article  Google Scholar 

  • Zhao XH (2018) The external representation of the alienation of teacher-student relationship and its generating logic in postgraduate education–-on the perspective of Marx’s alienated labor theory. Mod Educ Sci 3:74–79. https://doi.org/10.13980/j.cnki.xdjykx.2018.03.015

    Article  Google Scholar 

Download references

Acknowledgements

The authors gratefully acknowledge the extensive comments and suggestions given by peer reviewers of this article.

Author information

Authors and Affiliations

  1. Faculty of Education, Guangxi Normal University, Guilin, China

    Huanling Ma, Lijing Huang & Wenji Fan

  2. Department of Educational Sciences, Vrije Universiteit Brussel, Brussels, Belgium

    Zhao Cheng & Chang Zhu

Authors
  1. Huanling Ma
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lijing Huang
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Wenji Fan
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Zhao Cheng
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Chang Zhu
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

Huanling Ma conceptualized the argument, conducted the policy analysis and interpretation, and drafted the manuscript. Lijing Huang contributed to the arguments and scope of the analysis, drafted manuscript, and provided critical revisions that also contributed to the policy interpretation and implications. Wenji Fan guided the framework and arguments and provided critical revisions that also contributed to the policy interpretation and implications. Zhao Cheng revised the format of the article according to the journal’s requirements, rearranged and added to the data analysis, discussion, and conclusion sections, and checked and refined the language of the full article. Chang Zhu checked the language and formatting of the full text and made changes.

Corresponding author

Correspondence to Wenji Fan.

Ethics declarations

Competing interests

The authors declare no competing interests.

Ethics approval

This study has been approved.

Consent to participate

All authors read and approved the final manuscript.

Consent to publication

All authors have agreed to publish.

Additional information

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and Permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Ma, H., Huang, L., Fan, W. et al. Case studies investigating distorted supervisor-postgraduate relationship and solutions in Chinese universities. Asia Eur J 21, 251–272 (2023). https://doi.org/10.1007/s10308-022-00649-3

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10308-022-00649-3

search

Navigation