Adopting a Person-Centred Approach in Doctoral Supervision

Abstract

In person-centred research, research supervision also needs to be person-centred. Research supervision is part of the research culture and the nature of research supervision acts as an indicator of how person-centred the culture is within a research context. This means that supervisors and novice researchers explore the ontological and epistemological philosophical ideas grounding supervision and the contributors engage in a shared learning process as learners. In person-centred research supervision, any exploration (such as an evaluation) of the relationship processes in the supervision alongside the content of supervision will reveal critically, creative reflection and ultimately, personally meaningful, depth learning. In turn, depth learning is essential for developing maturity in identity and transformation within personhood. Both attributes we consider core to the person-centred research experience and growth of personhood. Essentially, the research supervisor is a facilitator of person-centred learning as well as being a co-learner with their own development. The learning space and other conditions necessary for depth learning are held within a person-centred relationship. In particular, building meaningful connections is central to person-centred research supervision. We think of this as a form of vital energy: