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The experience of disagreement between students and supervisors in PhD education: a qualitative study

机译：博士生导师之间意见分歧的经验：定性研究

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摘要

Background PhD supervision is mostly individual and disagreement between supervisors and PhD students is a seldom-discussed topic at universities. The present study aimed to describe the experience of disagreement between PhD students and supervisors. Methods Nine supervisors and seven PhD students from Sweden and England were interviewed using a video recorder. The recorded material was analysed using inductive content analysis. Results Disagreements in PhD education can be described with the overarching theme: the nature of the disagreements changes over time. Five categories emerged to describe the variations of the experiences: involvement in important decisions, supervisors not being up-to-date, dubious advice from supervisors, mediating between supervisors, and interpersonal relationships. Conclusions There is a gradual shift in competence where PhD students may excel supervisors in subject knowledge. Early disagreements may indicate immaturity of the student while disagreements later may indicate that the student is maturing making their own decisions. Consequently, disagreements may need to be addressed differently depending on when they occur. Addressing them inappropriately might slow the progressions and result in higher attrition rate among PhD students. The five categories may be elements in future PhD supervisor training programs and should be further evaluated for their importance and impact on PhD education.
机译：背景博士生导师大多是个人，导师与博士生之间的分歧在大学中很少讨论。本研究旨在描述博士生与导师之间意见分歧的经历。方法使用录像机采访了来自瑞典和英国的9名主管和7名博士生。使用归纳含量分析法分析记录的材料。结果博士教育中的分歧可以用一个总体主题来描述：分歧的性质随时间而变化。出现了五类来描述经验的变化：参与重要决策，主管不及时更新，主管提出的可疑建议，主管之间的调停以及人际关系。结论在能力方面有逐渐的转变，博士生可以在学科知识方面胜过主管。早期的分歧可能表明学生不成熟，而后期的分歧可能表明学生正在逐渐做出自己的决定。因此，根据何时发生分歧，可能需要以不同的方式解决分歧。处理不当可能会减慢进度，并导致博士生的流失率更高。这五个类别可能是未来博士生导师培训计划中的要素，应该对其重要性和对博士生教育的影响进行进一步评估。

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