Are boundaries needed between doctoral
supervisor and supervisee especially when doctoral candidates are in fact mature learners? Recent
proliferation of doctoral programmes globally and indeed nationally and the changing nature of the doctorate itself means that doctorate types and practices vary
significantly between contexts. A shared concern, however, when the engagement between
the supervisor and the supervisee is mutually unsatisfactory. This paper raises questions as to why this
relationship is often so problematic for both parties and explores the kinds of relationships that can more appropriate and beneficial. The paper suggests the need for rethinking of some deeply held assumptions as to the nature of this academic
engagement. These questions are explored with reference to
roles, expectations and boundaries and the underlying principles of good
practice.