Mentorship Dynamics in Graduate Research: A Qualitative Exploration of Student–Adviser Interactions

Abstract

This qualitative study examines the experiences of students with research advising and mentorship. Although adviser effectiveness is frequently assessed through surveys, few studies look closely at the interpersonal processes between students and advisers, such as supervision styles, feedback methods, and power dynamics. Through in-depth interviews with graduate students, the study shows that advising relationships greatly affect motivation, confidence, and the quality of research work. Thematic analysis identifies three main themes: supportive mentorship as an enabling factor, power and control as sources of conflict, and feedback as both a learning tool and a source of tension. The findings highlight the need for structured mentorship training for advisers and institutional policies that promote healthy advising relationships.  Based on the findings, it is recommended that the college implement a mentorship training program for advisers that emphasizes effective, ethical, and relationship-centered mentoring practices. Furthermore, institutions should develop and strictly enforce clear guidelines on providing constructive feedback to help foster a positive and supportive learning environment. The college may also establish institutional policies that enable students to report and address conflicts in advising relationships, thereby promoting accountability and ensuring ethical advising practices.