Relational Leadership: Exploring the Doctoral Supervisor–Student Context in Higher Education in Canada

Abstract

Review of research literature revealed that doctoral students’ well-being and performance are influenced by the leadership style their supervisors exhibit. The purpose of this research was to explore the nature of relational leadership and the leadership competencies that influence the supervisor–doctoral student relationship within the Canadian university context. I conducted an interpretive phenomenological study and I interviewed 19 doctoral students and 16 supervisors from Canadian universities across all disciplines. My findings suggest that relational leadership is connected to positive leadership in a symbiotic relationship—they are two sides of the same coin. The relational/positive leadership model (RPL) that emerged from the data analysis can be instrumental for ensuring that doctoral students maintain their well-being and enhance their performance. Data analysis suggests that relational/positive leadership is a spectrum spanning highly relational/positive leaders and non-relational/negative or toxic leaders. Relational/positive supervisors are student-oriented, and they create uplifting experiences for their students with possible negative aspects—normal in any social relationship. However, these negative aspects are few and manageable: the positives outweigh the negatives on this side of the positive spectrum. The RPL side is the optimistic side of the spectrum, comprising realistic supervisors who know that a doctoral program is complex and demanding, requiring their presence, understanding, empathy, compassion and wisdom. Non-relational/toxic supervisors are less people-oriented, valuing self-interest over their students’ interest, and some are absent, or overly authoritarian. They display negative attitudes and create undesirable experiences for their students. This model can be significant for improving doctoral supervision. The relational/positive leadership approach to doctoral supervision is supported by four influential factors: accessibility, approachability, and psychological presence (AAPP); trust; efficacy; and mentorship. These influential factors are, in turn, nourished by core leadership competencies: ethical, cognitive, emotional, and social. The findings can be used to inform further research and also policy and practice at different levels. At the individual level, supervisors and students can use the RPL model to evaluate and enhance their practices. At the group level, relational/positive supervisors can collaborate and utilize the findings to create a positive culture in each department. At the departmental/institutional level, current policies and programs can be reviewed and improved using this study’s findings.