Dr. Pirjo Nikander, who has been nurturing young researchers for many years, was one of the speakers at the Doctoral Supervisors Training organized by Vilnius Gediminas Technical University (VILNIUS TECH). She shared her extensive experience and knowledge on how to effectively supervise and nurture future PhD candidates.
Supervisors bear a tremendous responsibility as they prepare the next generation of researchers. What personal qualities and professional skills should they possess?
A good supervisor is primarily well-prepared, supportive, and ready to listen. Listening, I believe, is often overlooked, although it remains a fundamental part of doctoral education.
The nurturing of young researchers has changed significantly. In the past, it was often a closed-door activity firmly tied to power dynamics, where the relationship between more experienced supervisor and doctoral candidate was very much master-apprentice like. Nowadays, universities often adopt a team approach, where several researchers consult a single doctoral candidate. This approach brings us back to the saying, "It takes a village to raise a child."
In my opinion, it is beneficial to have at least two or more supervisors, as their range of expertise and advice will be broader. However, it is crucial to clarify each person's roles to ensure that supervisors do not teach conflicting ideas. Therefore, I recommend having consultations with both supervisors at the same time, so everyone can hear each other and learn together.
The doctoral supervisor accompanies the candidate throughout their academic journey, which, I believe, comes with many challenges. How can the supervisor help the candidate navigate this journey so that it goes as smoothly as possible and helps to avoid unnecessary difficulties?
It is very important for the doctoral candidate to start their "journey" properly. Thus, the supervisor must first get to know them well, understand their personality, skills, working style, and needs, as we are all different. Since doctoral studies typically last about four years—longer than some marriages—human relationships need to be taken seriously and solidified.
Initially, the doctoral candidate and their supervisor should agree on their roles, rights, responsibilities, how they will work together, and what they intend to do first. After all, when you want to reach a distant destination, you need a map. These agreements serve as guiding references to help achieve the set goal.
Given that doctoral studies last a long period of time, it is very important to communicate and collaborate as colleagues. Supervisors often think that reading and commenting on young researchers' texts is sufficient, but this is not enough. It is important to take an interest in their study process, ask how things are going, and encourage candidates to ask questions. We academics often take it for granted that they know what we know. This can sometimes lead to misunderstandings that create a halt for the doctoral candidate. To avoid this, after each meeting, it is advisable to summarize what has been discussed, what decisions have been made, and what is important to do next.
Of course, over time, doctoral candidates gain more independence and become experts in their topics, so towards the end of their studies, the supervisor's main role is to support them.
Naturally, sometimes mistakes cannot be avoided. What are the most common ones?
There are still professors who believe that doctoral graduates want to remain in academia and pursue research work. Since they see this as a given choice, they prepare doctoral candidates to be academics without helping them develop skills needed outside of university. For example, in Finland, about 70% of PhD holders intend to work outside of academia. This is increasingly common in European universities.
Thus, it is essential to consider not only what the young researcher already knows and where their strengths lie but also what they would like to do after completing their doctorate. Depending on whether they wish to remain in academia or not, different skills may be required. For instance, a dissertation can be prepared independently, but when entering the business world, collaboration will be necessary, so it is important to know how to work in a team. In a global company, one must be able to work with people of different nationalities.
Clearly, in both cases, the ability to conduct good research, describe it, present it, and publicize it is essential—skills in science communication are becoming increasingly important today.
Doctoral studies pose challenges for both students and their supervisors. What difficulties do doctoral supervisors face the most?
Whatever you ask, the biggest challenge is finding enough time to support doctoral candidates. Additionally, the world and research are constantly changing, becoming increasingly complex, with new developments emerging, and this is all on top of already high demands set for researchers.
Therefore, it is crucial to keep up with changes, continuously upgrade qualifications, and acquire necessary skills. Of course, a supervisor does not have to be perfect or know everything, or even have all the answers, but it is important to keep pace with innovations in order to help guide the doctoral candidate in the right direction. For example, I am interested in what is happening in the field of artificial intelligence and how AI tools will impact research and professional skills.
Is there a formula for success that can be applied in developing young researchers?
There is no single formula for success, as it depends on many factors—the right start of studies, sufficient time reserves, and planning. It is said, "If you fail to plan, you plan to fail."
Indeed, much also depends on the university, its internal culture, and how the responsibilities of doctoral supervisors are valued. Sometimes it is mistakenly assumed that this is a simple, insignificant job. Given that VILNIUS TECH offers training for doctoral supervisors, I believe that their work here is appreciated (smiles).
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