The Essential Ingredients of Research Supervision: A Discrete-Choice Experiment

The quality of the relationship between academic research supervisors and their students has been recognized as the most important determinant of successful and timely postgraduate degree completion. Many functions have been deemed important in facilitating this alliance. However, due to resource constraints and personal capabilities, supervisors must prioritize certain functions over others. It is, therefore, important to know the relative value of supervisory functions. The current study employed choice-based conjoint methodology to investigate the importance of different supervisory functions to Australian postgraduate students. These methods are notable for overcoming many of the drawbacks associated with conventional survey methods. Participants included 570 postgraduate students who completed 10 choice tasks comprising 16 attributes, each 3 levels, using a partial profile design. Preferences were ascertained using importance and utility scores. Latent class analysis was used to probe the presence of distinct sample segments whereas randomized first choice simulations were carried out to estimate the sample's endorsement of hypothetical supervisors. Results revealed three key findings: (a) students valued academic integrity, constructive feedback, open communication, and bonding as the most preferred supervisory attributes; (b) student preferences were similar regardless of background differences and the sample was best classified as a single group; and (c) students preferred supervisors who fostered caring/supportive relationships over those who focused more strictly on instrumental functions. These results suggest that supervisors and training programs should focus on the interpersonal aspects of supervision and supporting the psychosocial needs of students. Educational Impact and Implications Statement Through the utilization of the innovative choice-based conjoint methodology, the current study is the first in the field to quantify the relative importance of various supervisory attributes. In this investigation of Australian postgraduate student preferences, academic integrity, constructive feedback, open communication, and bonding emerged as the most important supervisory attributes respectively, regardless of gender, age, discipline, degree type, or full-time versus part-time status. These findings highlight the universal value placed on interpersonal and psychosocial aspects of supervisory relationships. The quantification of these essential in