12 Additional Resources
Is academic Imposter Syndrome an imposter? by Bailey Sousa and Alexander Clark. September 28, 2023.
- Argues that the concept of imposter syndrome in academia needs to be reevaluated as possibly “cast[ing] deeply embedded systemic failures as individual psychological failings to be fixed.”
- Recognizing the links between Imposter Syndrome and the systemic biases and discrimination can help counter compounding shame and refocus on addressing systemic inequities
- Self-affirmations, thinking about successes in the third person, and a growth mindset may help counteract Imposter Syndrome.
Six steps for stellar student-supervisor meetings by Alexander Clark and Bailey Sousa. April 3, 2023.
- A range of useful tips to ensure supervisory meetings are successful
- Be intentional with meetings, plan together beforehand, and assess afterwards
- Agendas can be helpful to note action items, needed follow-ups, and keep track of tangential items that should be covered later
- Openly acknowledge and address perceived and actual power differentials and structural inequities
Wisker, G., & Robinson, G. (2016). Supervisor wellbeing and identity: Challenges and strategies. International Journal for Researcher Development, 7(2), 123–140.
https://doi.org/10.1108/IJRD-03-2016-0006
- Interview study to understand supervisors’ professional identity, perception of stress in supervision and wellbeing/resilience strategies.
- Identifies three primary categories from responses: 1) personal (relationships), 2) learning (research stress, helping students across conceptual thresholds, feelings of uncertainty and letting students down), and 3) institutional (expectations, time, balance, language, role as advocate and gatekeeper).
- Details supervisor strategies for wellbeing and resilience.
Pyhältö, K., Vekkaila, J., & Keskinen, J. (2015). Fit matters in the supervisory relationship: Doctoral students and supervisors’ perceptions about the supervisory activities. Innovations in Education and Teaching International, 52(1), 4–16.
https://doi.org/10.1080/14703297.2014.981836
- Compares doctoral student and supervisor perceptions of supervisory activities across faculties.
- Having similar views about supervision is important — to avoid problems and promote satisfaction and resilience.
Huet, I. & Casanova, D. (2020) Exploring the professional development of online and distance doctoral supervisors. Innovations in Education and Teaching International.
https://doi.org/10.1080/14703297.2020.1742764
- Examines changing trends in graduate student supervision, especially in supervisory environments (e.g. increase in informal and distance supervision).
- Presents a model for the professional development of supervisors engaging in distance supervision that can be adapted and implemented by institutions.
