Doctoral supervision and COVID-19: Autoethnographies from four faculty across three continents


  • Dannelle D. Stevens Portland State University, United States
  • Rajendra Chetty University of Western Cape, South Africa
  • Tamara Bertrand Jones Florida State University, United States
  • Addisalem Yallew University of Western Cape, South Africa
  • Kerryn Butler-Henderson RMIT University, Australia


doctoral students, doctoral student supervision, autoethnography, Covid-19, pandemic


Doctoral students represent the fresh and creative intellectuals needed to address the many social, economic, political, health care, and education disparities that have been highlighted by the 2020 pandemic. Our work as doctoral student supervisors could not be more central nor vital than it was at the beginning of, during, and following the pandemic. Written during the pandemic of 2020, the purpose of this paper was to describe how four faculty from three continents navigated their relationships with doctoral students in the research and dissertation phase of their doctoral programs. Using a common set of prompts, four faculty members each wrote an autoethnography of our experience as doctoral student supervisors. Even though our basic advising philosophies and contexts were quite different, we learned about the possibility and power of resilience, empathy, and mentoring online. Our findings imply that new online practices could be closely examined and retained after the pandemic to expand the reach, depth and impact of doctoral education.


Download data is not yet available.







How to Cite

Doctoral supervision and COVID-19: Autoethnographies from four faculty across three continents. (2021). Journal of University Teaching and Learning Practice, 18(5).

Most read articles by the same author(s)