Do we really need boundaries between doctoral
supervisor and supervisees when we are talking about mature learners? Drawing
on reflection from my extensive experience, I believe it is critical to
maintain this divide. There is an increase in doctoral students,
proliferation of doctoral programmes globally and practices which vary
from context to context. A shared concern, however, is the engagement between
the supervisor and the supervisee which can often be mutually unsatisfactory.
Why is this relationship often so problematic for both parties? What kind of
relationship is most appropriate and beneficial? To what extent does this
academic engagement need rethinking? These questions are explored with
reference to roles, expectations and boundaries and the underlying principles
of good practice.