Why Doctoral candidates should work to convince, rather than to please, their research supervisors

Doctoral research skills

Postdoctoral research skills

Higher education space

Embarking on the challenging journey of a doctoral study is a transformative experience, one where aspiring scholars delve deep into the uncharted realms of knowledge. A crucial aspect of this academic odyssey is the relationship between doctoral students and their research supervisors, who offer guidance, mentorship, and direction. While harmonious relationships and collaboration are undeniably important, there’s a distinction that merits attention. It’s the difference between pleasing and convincing one’s supervisor. While the former may seem like a safe path to tread, it’s imperative to recognize that overly prioritizing the act of pleasing can come at a significant cost. In this exploration, we unravel the compelling reasons why Ph.D. students should prioritise the art of convincing their research supervisors over the inclination to simply please them. From fostering intellectual autonomy to nurturing critical thinking, this article delves into the profound implications of this shift in focus, shedding light on how it not only enriches the academic experience but also equips budding researchers with invaluable skills for their future endeavours. The following are some, but not exhaustive, reasons why doctoral students must work to convince, rather than please, their research supervisors.

• Time-saving. Research is an intricate and often time-consuming endeavour, and clarity of purpose is paramount. By seeking to convince supervisors of the validity and merit of their research directions, students ensure that their efforts are purposeful and well-directed from the outset. This approach minimises the likelihood of time wasted on research tangents or projects that may not align with their scholarly goals. Additionally, the cultivation of strong, evidence-based arguments for their research can lead to more streamlined and efficient work, as students are better equipped to make informed decisions, address challenges, and adapt to evolving research needs. Ultimately, the focus on convincing empowers doctoral students to optimise their research trajectories, making the most of their valuable time and resources as they pursue scholarly excellence.
• Research ownership. Owning one’s research means taking full responsibility and authority over its direction, execution, and outcomes. When students prioritize convincing their supervisors, they actively engage in shaping the trajectory of their research by advocating for their ideas and methodologies. This process not only bolsters their confidence but also strengthens their sense of ownership and accountability for their work. By earning their supervisor’s support through persuasion and reasoned argumentation, students gain the autonomy necessary to make critical decisions, adapt to unexpected challenges, and ultimately, leave an indelible mark on their field of study. In essence, the focus on convincing empowers doctoral students to become genuine proprietors of their research, fostering a deep and enduring connection between themselves and their scholarly endeavours.
• Developing intellectual autonomy. Intellectual autonomy, the capacity to think critically and independently, lies at the heart of scholarly growth and innovation. When students prioritise convincing their supervisors, they are compelled to construct well-reasoned arguments, gather evidence, and assert their ideas confidently. This process of intellectual negotiation fosters a deep understanding of their research and subject matter, encouraging students to question established paradigms, explore diverse viewpoints, and develop their unique research agendas. In essence, the act of convincing empowers doctoral students to navigate their intellectual journeys with autonomy, laying the foundation for a lifelong commitment to independent thinking and scholarly excellence.
• Cultivating research independence. Research independence is the hallmark of a successful academic journey, enabling students to become self-reliant investigators who can lead and shape their own projects. When students focus on convincing their supervisors, they are required to meticulously articulate and defend their research ideas, methodologies, and conclusions. This process not only instils confidence but also sharpens critical thinking and problem-solving skills. By learning to substantiate their research directions and decisions convincingly, students gradually gain the trust of their supervisors, paving the way for more autonomy in their research endeavours. Ultimately, this shift in focus empowers doctoral students to chart their own intellectual paths, fostering a sense of ownership over their research and the skills necessary for a thriving research career beyond their academic journey.
• Fostering personal growth. The journey through a Ph.D. programme is not just about acquiring knowledge; it’s a transformative experience that shapes individuals both academically and personally. By prioritizing the act of convincing, students are compelled to develop vital life skills, including critical thinking, effective communication, and resilience in the face of intellectual challenges. This process of self-assertion and intellectual negotiation not only builds confidence but also enhances problem-solving abilities and the capacity to handle constructive criticism. Ultimately, the pursuit of conviction nurtures a sense of self-mastery and personal growth that extends well beyond the realm of academia, equipping doctoral students with invaluable tools for success in any future endeavour they choose to pursue.
• Stepping stone toward a fulfilling career. The ability to convince, persuade, and advocate for one’s ideas is a skill set that transcends the confines of academia and is highly sought after in various professional domains. By honing these skills during their doctoral study, students prepare themselves to excel in diverse career paths, whether in academia, industry, government, or the non-profit sector. Moreover, the experience of navigating the intricate dynamics of academic research equips them with resilience, adaptability, and a strong work ethic, all of which are indispensable qualities for career advancement and leadership in their chosen fields. In essence, the focus on convincing empowers doctoral students with the tools and mind-set needed not only to excel in their current research but also to thrive in the multifaceted landscape of their future careers.
• Critical thinking. Critical thinking is the backbone of scholarly inquiry, enabling individuals to assess, analyse, and evaluate complex problems and ideas rigorously. When students engage in the process of convincing their supervisors, they are challenged to construct coherent and well-structured arguments, grounded in evidence and sound reasoning. This practice not only refines their ability to think critically but also encourages them to question assumptions, explore alternative perspectives, and develop a deeper understanding of their research topics. The constant need to defend their ideas fosters intellectual curiosity and an inquisitive mind-set, attributes that are fundamental not only to successful academic research but also to informed decision-making and problem-solving in all aspects of life and career beyond the  doctoral programme.

Notwithstanding all the important benefits outlined above, it is important to emphasise that the shift toward convincing, rather than simply pleasing, research supervisors does not imply a disregard for the valuable guidance and expertise that research supervisors bring to the table. In fact, active listening and open communication with supervisors are integral components of a successful academic journey. Supervisors serve as mentors, offering valuable insights, feedback, and direction that can significantly enhance a student’s research. By focusing on convincing, doctoral students are not rejecting their supervisors’ wisdom but are engaging in a collaborative and constructive dialogue that enriches their own understanding and contributes to the growth of the research project. Balancing the pursuit of one’s convictions with a willingness to absorb and integrate the expertise of supervisors is a harmonious approach that can lead to fruitful academic experiences and meaningful research outcomes.

The key takeaway from this article is that in the pursuit of a doctoral study, the journey toward academic excellence and personal growth is a profound one, and at its core lies the importance of prioritising one’s understanding and conviction in their own research before seeking validation from supervisors. As we’ve explored, this shift in focus empowers doctoral students to develop intellectual autonomy, research independence, critical thinking, and the ability to own their scholarly pursuits. It fosters personal growth and equips them with valuable skills crucial for career development and leadership in various fields. While maintaining a constructive relationship with research supervisors remains essential, the foundation of any successful doctoral study journey must be rooted in the unwavering belief in one’s own ideas, the courage to explore uncharted territories, and the commitment to intellectual exploration. In this way, doctoral students can embrace the full richness and potential of their academic endeavours, paving the way for not only scholarly success but also a lifelong commitment to the pursuit of knowledge and innovation.