Resea ch Pape
Recommended ci a ion: Vilhunen, A., Pa pala, A., Va is, O., & Taka, M. (2025).
De eloping As a Doc o al Supe iso : Na iga ing Lea ning Goals and P o essional
G ow h. In Kangaslampi, R., Langie, G., Jä inen, H.-M., & Nagy, B. (Eds.), SEFI
53 d Annual Con e ence. Eu opean Socie y o Enginee ing Educa ion (SEFI),
Tampe e, Finland. DOI: 10.5281/zenodo.17631541.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
DEVELOPING AS A DOCTORAL SUPERVISOR:
NAVIGATING LEARNING GOALS AND PROFESSIONAL GROWTH
A. Vilhunen a,1, A. Pa pala b, O. Va is c, M. Taka d, 1
a Aal o Uni e si y, Espoo, Finland, 0009-0002-6860-2828
b Uni e si y o Helsinki, Helsinki, Finland, 0000-0001-5822-6983
c Aal o Uni e si y, Espoo, Finland, 0000-0001-9231-4549
d Aal o Uni e si y, Espoo, Finland, 0000-0002-6147-9137
Con e ence Key A eas: Di e si y, equi y and inclusion in ou uni e si ies and in ou
eaching; Building he capaci y and s eng hening he educa ional compe encies o
enginee ing educa o s
Keywo ds: Pedagogical aining, doc o al supe ision, p o essional de elopmen ,
inclusion, di e si y
ABSTRACT
Enginee ing educa ion has unde gone signi ican de elopmen , and simul aneously,
he numbe o doc o a es has ocke ed. This has esul ed in inc eased di e si y
among doc o al s uden s, while he supe iso s we e al eady na iga ing demanding
e ain, o en wi hou o mal aining. This s udy explo es doc o al supe iso s’
lea ning goals on supe ision, and wo esea ch ques ions guided ou s udy: wha
kind o lea ning goals he supe iso s ha e, and do hey ecognize goals ela ed o
di e se supe isees and hei suppo needs? The da a we e collec ed om 78
pa icipan s in an elec i e doc o al supe ision pedagogical cou se in Aal o
Uni e si y, Finland, du ing 2022–2024 h ough essays and quali a i ely con en
analysed h ough e lexi e hema ic analysis wi h an induc i e app oach. The key
lea ning goals ocused on hei pe sonal sel -managemen , balancing be ween a
di ec i e app oach and suppo ing supe isees' independence, and on
communica ion. Addi ionally, supe iso s wan ed o lea n abou pedagogical
app oaches, and especially lec u e s highligh ed lea ning goals on di e si y and
inclusion. The esul s indica e ha doc o al supe iso s need suppo in hei
p o essional de elopmen ega ding a ious compe encies linked o supe ision, and
he po en ial o pee suppo in hei con inuous p o essional de elopmen .
a, 1 A. Vilhunen, anna. ilhunen@aal o. i
d, 1 M. Taka, maija. aka@aal o. i
Au ho s Vilhunen and Taka con ibu ed equally o his esea ch
1 INTRODUCTION
Bo h doc o al and enginee ing educa ion ha e unde gone signi ican ecen
ad ancemen s, esul ing in a mul i ude o educa ional obs acles in e ms o bo h he
quali y and p ac ices (Akay, 2008; Bas alich, 2017). The numbe o doc o a es has
expanded wi h he global a e age (as a pe cen age o he na ional popula ion)
inc easing om 0.4 o 0.7 be ween 2010 and 2021 (The Wo ld Bank, 2022). This
su ge, especially in enginee ing educa ion, esul s in an inc easing di e si y among
doc o al s uden s (he ea e also supe isees), he eby challenging supe iso s.
Di e si y has nume ous de ini ions (Go don e al., 2023; Tam ik and
Balasub amaniam, 2024); he e we e e o a ious isible and in isible
cha ac e is ics ha make people unlike each o he , i.e., ci izenship, gende ,
(dis)abili y, men al heal h, neu odi e si y, language, weal h, ca ee s age, disciplina y
posi ion, and sexual o ien a ion (Elshe i e al., 2025). While he inc easing ime and
esou ce cons ain s u he inc ease he p essu e o p oduce doc o a es,
supe iso s mus acknowledge he di e si y a ibu es and ailo hei supe ision
acco dingly (Pea son and B ew, 2002).
The key ac o con olling doc o al s uden s’ expe iences o hei s udies is hei
supe iso and hei ela ionship (S e dlik e al., 2018). The quali y and p ac ical
app oaches o doc o al supe ision signi ican ly impac supe isees’ lea ning
ou comes, expe ise de elopmen , and deg ee comple ion (B ei enbach, 2023; Lee,
2008a; Pyhäl ö e al., 2012). The supe iso will “colo he ca ee o he ea ly-s age
esea che ”, as one esponden concluded in Denis e al. (2018). Fu he , high-
quali y supe ision di ec ly con ibu es o wellbeing, and a suppo i e en i onmen is
needed o mi iga e unce ain y and challenges (I es and Rowley, 2005; Le ecque e
al., 2017; Tikkanen e al., 2024).
Doc o al supe iso s expe ience supe ision as bo h highly ewa ding and
demanding (Halse, 2011). The majo ca ea is ha supe ision p ac ices o en s em
om pe sonal expe iences as a supe isee and as a supe iso , and supe iso y
de elopmen is cha ac e ized by lea ning by doing o lea ning om expe ience
(Amundsen and McAlpine, 2009; Denis e al., 2018; Se o ho, 2018). Fu he , p io
esea ch indica es disciplina y di e ences in concep ions and undamen al pu poses
o doc o al educa ion and supe ision (K ebe and Weale , 2023). Indi idual a ia ion
can esul in inconsis ency in supe ision p ac ices (Hue and Casano a, 2022) and
as e hical challenges in supe ision — such as p oblems wi h ai ness, powe
dynamics, and s uden au onomy (Lö s öm and Pyhäl ö, 2017).
Doc o al supe ision, especially wi hou o mal aining, is p one o inclusion and
equi y- ela ed challenges. Unconscious biases, limi ed unde s anding o di e si y
among indi iduals, and a lack o a welcoming and suppo ing wo king cul u e hinde s
inclusi e doc o al supe ision (Ga dne , 2008; Lee, 2008). Indeed, supe ising
doc o al s uden s is a complex ask (Bøgelund, 2015) and o adop mo e inclusi e
and e ec i e supe iso y p ac ices, supe iso s need o ecognize hei de elopmen
needs. Howe e , knowledge o supe iso s' de elopmen needs is limi ed. This
esea ch ills he gap by explo ing he ollowing ques ions:
- RQ1: Wha kind o lea ning goals supe iso s ha e when hey en e an
elec i e Doc o al Supe ision pedagogical cou se?
- RQ2: Do he pa icipan s ecognize de elopmen needs ela ed o di e se
supe isees and hei suppo needs?
Add essing hese ques ions will di ec ly suppo he de elopmen o doc o al
supe iso aining and p o ide i ing and imely suppo o doc o al supe iso s.
2 METHODOLOGY
We employ a quali a i e app oach o esea ch doc o al supe iso s’ lea ning goals
and needs o p o essional de elopmen . The goal was o map he di e si y o he
goals, and hus, his explo a i e app oach was ideal o ou pu poses.
2.1 Da a collec ion
The da a we e collec ed in a Doc o al Supe ision pedagogical cou se in Aal o
uni e si y, Finland, yea s 2022–2024. I is an elec i e cou se o anyone wi h ac i e
doc o al supe ision du ies, howe e , anyone wi h a doc o al deg ee is o mally
quali ied o supe ise a doc o al s uden . We collec ed w i en p e-assignmen s o he
pa icipan s (N=78, ep esen ing 70% o all cou se pa icipan s, and 9% o all he
p o esso s and lec u e s a Aal o). The main ca ee g oups o pa icipan s we e
assis an /associa e p o esso s (40%), pos doc o al esea che s (42%), and uni e si y
lec u e s and o he esea ch- ocused pe sonnel, who we e s udied as one g oup
(18%). Al oge he , 82% o he pa icipan s we e om enginee ing ields, and 68%
we e male. The ange in p e ious doc o al supe isees (N=0–5, a e age 0.3), and
cu en supe isees (N=0–8, a e age 1.0) was la ge, indica ing a ious s a ing
poin s and needs o lea ning in he cou se.
This esea ch was conduc ed ollowing he guidelines o Finnish Na ional Boa d on
Resea ch In eg i y TENK (2019). Pa icipan s submi ed hei p e-assignmen s p io
o he i s cou se session, and we eques ed hei esea ch pe mission once he
cou se was comple ed. Pa icipa ion in he s udy was olun a y, and he pa icipan s
we e in o med abou hei igh s and he da a p ocessing. In his pape , we p oduced
da a om he essays om a sec ion o “How would I like o de elop as a
supe iso ?”, which ocused on collec ing pa icipan s’ lea ning goals iden i ied
h ough hei expe iences as a doc o al s uden and a supe iso . All da a we e
anonymized by he esponsible esea che o ensu e ha pa icipan s we e no
di ec ly iden i iable. The uni e si y’s esea ch e hics commi ee app o ed he s udy.
2.2 Me hods
We u ilized a comp ehensi e e lexi e hema ic analysis (B aun and Cla ke, 2021)
wi h an induc i e app oach o sys ema ically explo e and map he di e si y o
lea ning goals de ined by he pa icipan s. Two au ho s independen ly pe o med he
quali a i e con en analysis wi h an open coding app oach. We s a ed wi h a andom
sample o en essays and designed a collec ion o 23 codes based on ini ial
obse a ions and pee deb ie ing (Lincoln and Guba, 1985). The code g oup was
i e a i ely expanded du ing he ull da a analysis, whe e he essays we e andomly
assigned o be e iewed by he wo au ho s indi idually; howe e , a 10% andom
o e lap was used o educe he isk o au ho bias in he analysis. Fu he , he
lea ning goals ou side he di e si y ca ego y we e induc i ely analyzed o ecognize
indi ec di e si y- ela ed goals. All he quali a i e analyses we e done in ATLAS. i
(Web e sion, 2025) and no a i icial in elligence (AI) was used in he esea ch.
The lea ning goal ca ego ies we e clus e ed in o main g oups using a hie a chical
clus e ing app oach (HCA). I p oduces clus e s by i s combining he lea ning goals
wi h he highes co ela ions, i.e., he closely joined goals and clus e s ha e s onge
co ela ion wi h each o he . We pe o med his clus e ing using a mul iscale
boo s ap app oach (999 uns) and wi h he a e age me hod ( he dis ance be ween
clus e s is he a e age o he dis ances be ween he poin s in one clus e and he
poin s in ano he clus e ) wi h p clus package (Suzuki and Shimodai a, 2019) in
RS udio 4.4.3 (R Co e Team, 2025). The boo s apping app oach is use ul as i does
no equi e much assump ions abou he dis ibu ion o he da a (E on, 1979). The
esul s a e epo ed wi h hei app oxima ely unbiased (au) p alues, and o he
clus e s wi h au p alues >95, he hypo hesis “ he clus e does no exis ” can be
ejec ed wi h a 0.05 signi icance le el (Figu e 1). Compa ed o con en ional
me hods, such as k means, HCA is ee om p e-de ined assump ions o e.g. he
numbe o clus e s o hei shape, and i is applicable o smalle da a se s, oo. Thus,
ou dend og am and he numbe o clus e s a e da a-d i en.
3 RESULTS
3.1 Emphasis on he pedagogical app oaches
The pa icipan s desc ibed a di e si y o hei lea ning goals, each epo ing 4.8
goals on a e age. We induc i ely ca ego ized hese 362 obse a ions in o 26
g oups, which we e s a is ically g ouped in o h ee main clus e s: I. Key
compe encies and esea ch p ocess suppo , II. Supe isee’s wellbeing and lea ning
suppo , and III. Supe iso ’s p o essional de elopmen and collabo a ion (Figu e 1).
The esul s emphasized he a ious s a ing poin s and mo i a ions o pa icipa e in
an elec i e doc o al supe ision cou se, and in e es ingly, all s udied goals we e well
ep esen ed in he da a. O all ca ee g oups, pos -doc o al esea che s men ioned
he mos lea ning goals (N=162), ollowed by he p o esso s (N=156) and o he s
(N=69).
The key goals o he clus e on compe encies and esea ch p ocess suppo ocused
on con ol, namely balancing be ween a di ec i e app oach o supe ision and
suppo ing supe isees' independence and eedom o manage hei own asks
(N=34). Fu he , pa icipan s epo ed nume ous needs o de elop hei
communica ion skills (N=25) and o en backed his up wi h examples om hei own
expe iences. The main lea ning goals o supe isees’ well-being and lea ning
suppo called o knowledge o pedagogical app oaches (N=26). Addi ionally, hei
lea ning goals emphasized no jus he abili y o suppo supe isees’ lea ning
(N=21), bu also in he con ex o di e si y (N=19). The hi d clus e ocused on
supe iso s’ p o essional de elopmen and collabo a ion, emphasizing he need o
de elop sel -managemen skills (N=34). The pa icipan s epo ed hei needs o
manage hei unce ain y and issues wi h con idence as a supe iso (N=15),
oge he wi h an unde s anding o supe ision ela ionships (N=11).
Fig 1. A hie a chical dend og am showing he iden i ied lea ning goal ca ego ies. Each ho izon al dis ance
indica es he deg ee o co ela ion be ween he lea ning goals and clus e s, i.e., he soone one clus e joins
ano he lea ning goal, he s onge hei co ela ion. The clus e s ha join closely ha e a s onge co ela ion wi h
each o he , and hey a e numbe ed in he o de o hei appea ance in he analysis (1–24). The alues in
pa en heses a e he app oxima ely unbiased (au) p alues. The colou ed ec angles enclose a g oup s ongly
suppo ed by he da a (app oxima ely unbiased p ≥ 95), and we ha e named hem acco ding o hei con en .
When compa ing di e en ca ee g oups, bo h p o esso s and pos docs emphasized
he need o de elop hei sel -managemen compe encies (N=14 and 18 pa icipan s,
espec i ely), and o example, designing a supe ision s a egy ha would suppo
hem wi h an inc easing numbe o supe isees. The second mos p ominen
lea ning goal deal wi h inding he balance be ween con ol and suppo ing
independence (N=15 and 17, espec i ely).
3.2 Di e si y in he lea ning goals
Ou analysis o supe isees’ wellbeing and lea ning suppo ca ego y e ealed bo h
di ec and indi ec di e si y- ela ed de elopmen needs based on how hey we e
wo ded in he essays. Di ec goals we e labelled as di e si y (N=19), and hey
consis ed o goals ha explici ly men ion wo d di e si y o e lec goals ela ing o
supe ision o di e se indi iduals. These goals we e mainly abou lea ning o cope
wi h supe isees om di e en backg ounds and wi h indi idual ai s (N=8) and
being able o ca e o di e se lea ne s’ needs (N=6), e.g.:
"I would like o unde s and abou cul u al di e ences when supe ising doc o al wo k"
"How o include a shy s uden in some join collabo a ion wi h o he esea che s such ha i
does no make unwan ed p essu e on he s uden ?"
"Tailo supe ision o indi idual s uden needs"
Di e si y- ela ed lea ning goals (n=19 by 15 pa icipan s) we e mainly poin ed ou by
“o he ” acul y (mainly lec u e s and esea ch ellows; n=8), and p o esso s (5
p o esso s). Despi e only wo pos docs ( ep esen ing 15% o all pos docs) men ioned
di e si y- ela ed lea ning goals, hese wo ep esen 37% o he iden i ied di e si y
goals. Goals ha co-occu ed he mos o en wi h di e si y ocused on s uden s’
lea ning suppo , inclusion, and supe iso s’ knowledge abou challenges,
pedagogical app oaches, and sel -managemen (Figu e 2).
Fig 2. Co-occu ence o di e si y- ela ed and o he lea ning goals in he pa icipan s’ essays. The g aph shows
how a di e si y- ela ed lea ning goal con ained o he lea ning goals, oo. The lea ning goals a e g ouped based
on Figu e 1.
Indi ec di e si y goals we e sca e ed unde a ious codes, i.e., pedagogical
suppo , lea ning suppo , sensi i i y, knowledge abou challenges, inclusion, and
wellbeing. Howe e , no all obse a ions unde hese codes we e linked o di e si y.
Some o hese indi ec goals add essed needs o lea n, e.g., ailo ing suppo o
indi idual needs, o p o ide emo ional suppo h ough men o ing o supe isees in
di e se di icul si ua ions, help supe isees na iga e a ious men al heal h issues,
and os e a non-disc imina i e en i onmen .
4 DISCUSSION AND CONCLUSIONS
In his s udy, we explo ed doc o al supe iso s’ lea ning goals ega ding supe ision.
The essay analysis p oduced a as spec um o lea ning goals, mos o which deal
wi h supe iso s’ pe sonal wo k balance in managing di e en asks in supe ision.
This aligns well wi h p io esea ch on he demanding na u e o doc o al supe ision
(Bøgelund, 2015; Halse, 2011). E en i he complexi y o doc o al supe ision and
he gene al need o suppo ing supe iso s’ p o essional de elopmen ha e been
acknowledged ea lie , ou esul s highligh he need o supe iso y suppo on a
ange o opics. The pa icipan s success ully unde s ood he b oad spec um o
esponsibili ies in doc o al supe ision, as e.g. Lee (2008) and Wiske and Robinson
(2014) ha e disce ned. Fo example, lea ning abou e ec i e pedagogical
app oaches and e icien communica ion in a ious supe ision si ua ions a e o en
iden i ied by a ious ac o s.
Fu he mo e, pa icipan s ecognized di e si y- ela ed lea ning goals ega ding
supe isees' abili ies, ways o wo king, needs, goals, backg ounds, and o he
indi idual ai s. Howe e , conside ing he b oad spec um o di e si y, some
aspec s, e.g., disciplina y and epis emological s ances, disabili ies, s a us, gende ,
and sexuali y emained un ecognized. This sugges s ha while he awa eness and
in e es in di e si y, inclusion, and equ(al)i y may ha e inc eased in PhD educa ion,
supe iso s s ill s uggle wi h ully unde s anding he b ead h o di e si y, making i
challenging o ca e di e se supe isees’ needs. Ou esul s suppo p io indings on
how di e si y can be pe cei ed di e en ly (Tam ik and Balasub amaniam, 2024)
among highe educa ion eache s, as some de ine i na owly and some mo e
complexly (Go don e al., 2023). This migh s em om he complexi y and lack o a
uni e sally unde s ood de ini ion (Haug, 2017; Jahnukainen e al., 2023; Reindal,
2016), and con usion on how o implemen inclusi i y h ough pedagogical ac ion
(Haug, 2017; Reindal, 2016). P io di e si y- ela ed esea ch on supe ision has
mainly ocused on ace and cul u e (Showunmi e al., 2024), lacking a b oade
pe spec i e. Suppo ing supe iso s’ abili y o be e unde s and and na iga e
di e si y could be one po en ial way o enew supe ision p ac ices and PhD
educa ion in o mo e inclusi e o di e se supe isees.
The di e ences among he s udied ca ee g oups a e po en ially con olled by he
di e ences in pa icipan s’ supe ision expe iences. Pos -doc o al esea che s a e
only a he beginning o hei academic ca ee , ha ing less expe ience on
supe ising doc o al s uden s, compa ed o, e.g., lec u e s and esea ch ellows
(included in “O he ”) who ha e a s ong emphasis on pedagogical du ies in hei
wo k, o o p o esso s who o en expe ienced ac ing as he main supe iso . Thus,
p o esso s may conside hemsel es as gene ally mo e compe en as supe iso s.
The main ca ego ies o he iden i ied lea ning goals hold high p ac ical implica ions in
de eloping doc o al supe iso suppo and pedagogical aining. Sel -managemen
s a egies could be de eloped wi h he help o pee s and hei expe iences; in
gene al, uni e si ies and doc o al p og ams should acili a e communi ies o pee
suppo and a enas o seeking and sha ing suppo and knowledge. Second, he
doc o al supe ision aining should ocus on pedagogical knowledge ins ead o
emphasizing academic leade ship. Thi d, he inc easing need o di e si y
compe encies mus be conside ed when upda ing ou pedagogical aining o
supe iso s. Add essing di e si y in doc o al supe ision con ex holds immense
alue in de eloping e ia y educa ion in o mo e inclusi e, and hence, suppo ing no
only wellbeing and sense o belongingness bu also possibly be e in eg a ion o
di e se supe isees in academia.
As his is pa o a b oade p ojec , we will nex pe o m an in-dep h analysis o he
iden i ied indi ec lea ning goals, ocus on di e ences among ca ee g oups, and
examine he con ibu ion o p e ious supe ision expe ience on he epo ed lea ning
goals. Special emphasis will be pu on supe iso s' unde s anding o inclusion and
di e si y in he con ex o doc o al supe ision.
5 ACKNOWLEDGEMENTS
We hank all he pa icipan s o he da a. This esea ch has been unded by The
Land and Wa e Technology Founda ion (Maa- ja Vesi ekniikan uki y ounda ion,
MVTT) and he Minis y o Educa ion and Cul u e o Finland h ough he Digi al
Wa e s (DIWA) Doc o al Educa ion Pilo ela ed o he DIWA Flagship (decision no.
359248) unded by he Resea ch Council o Finland's Flagship P og amme.
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