How is new knowledge created, who produces it, and how is it transferred to new generations of researchers?
Scientific collaborations are an important way for researchers to connect, as they foster the creation and dissemination of new insights. A key role is played by the relationships between doctoral students and their supervisors, as a specific form of scientific collaboration aimed at generating and transferring knowledge within higher education. Research from the project The Supervisory Relationship in the Context of Scientific Collaboration and Knowledge Production, conducted at the Centre for Methodology and Informatics of the Faculty of Social Sciences, University of Ljubljana, shows that successful knowledge transfer depends not only on the interests and motivation of doctoral candidates, but also on the type of relationship supervisors establish with them. In addition to other factors, the successful completion of a doctorate is more likely when a student has more than one supervisor.
A partnership between doctoral students and supervisors is crucial
Effective knowledge transfer is supported primarily by supervisory relationships characterized by partnership, mutual trust, respect, active listening, and collaboration. This includes opportunities for in-depth discussions and brainstorming, participation in Slovenian and international research projects, attendance at conferences, and informal gatherings of researchers, emphasizes the head of the research project, The Supervisory Relationship in the Context of Scientific Collaboration and Knowledge Production, Associate Professor Dr. Luka Kronegger.
One of the key findings highlights the advantages for candidates who enter doctoral studies through calls for young researchers. As Assistant Professor Dr. Sara Atanasova explains, compared to doctoral students employed on projects or external candidates not professionally embedded in academia, young researchers benefit more from diverse forms of knowledge transfer, which leads to a broader set of skills acquired during their studies. The data were provided in in-depth interviews with researchers from the fields of natural sciences and mathematics, engineering and technology, medicine, biotechnology, social sciences, and the humanities, coming from the University of Ljubljana, University of Maribor, Jožef Stefan International Postgraduate School, University of Primorska, Faculty of Applied Social Studies in Nova Gorica, University of Nova Gorica, and Alma Mater Europaea.
One in four doctoral students collaborates with their supervisor before beginning their doctorate
Assistant Professor Dr. Marjan Cugmas finds that one-quarter of supervisors and supervisees already collaborate before the start of the doctoral program. However, there is a growing trend of collaborations ending after the doctorate is completed. Collaborations between supervisors and co-supervisors of doctoral candidates usually do not continue after the conclusion of their joint supervisory processes, even though most supervisors and co-supervisors had already worked together before co-supervising the same candidate. This suggests that co-supervision of doctoral students does not necessarily foster new collaborations among researchers (supervisors). Instead, supervisors tend to engage in co-supervision with colleagues with whom they have already collaborated scientifically.
Co-supervision contributes to the success of doctoral studies
Having more than one supervisor has a positive impact on doctoral outcomes. Satisfaction with supervisory relationships and doctoral programs is strongly influenced by psychological flexibility, that is, the ability to adapt to change and cope successfully with stress, setbacks, and work-related obstacles. Furthermore, doctoral candidates who feel more integrated into their research groups reported in the survey that they acquired more skills during their studies compared to others. A positive attitude toward publishing scientific results is also shaped by the internal motives that led candidates to pursue a doctorate, such as a strong interest in research or the desire to deepen their knowledge.
The findings are relevant both for supervisors and for policymakers and institutions engaged in higher education and research. Researchers will present the results at a professional meeting on Thursday, September 11, at 10:00 a.m. at the Computer Museum in Ljubljana.
Participation in the event is free of charge, but registration is required for organizational purposes: https://1ka.arnes.si/mentorski-odnosi
More about the project and the professional meeting: http://www.cmi-fdv.si/projekti/arrs/
Project leader: Assoc. Prof. Dr. Luka Kronegger
E-mail: luka.kronegger@fdv.uni-lj.si
Assist. Prof. Dr. Sara Atanasova
E-mail: sara.atanasova@fdv.uni-lj.si
Assist. Prof. Dr. Marjan Cugmas
E-mail: marjan.cugmas@fdv.uni-lj.si
The Centre for Methodology and Informatics (CMI) was established in 1992 and combines research in the fields of social science methodology and social informatics. CMI ranks among the global leaders in developing methods and tools for network analysis. Members of the centre collaborate closely with numerous domestic and international institutions and actively apply for and participate in international projects.