Abstract
This article interrogates communication dynamics within doctoral dissertation supervision in speech communication, examining how advisor advisee relationships shape degree completion and satisfaction. Survey data from diverse programs are analyzed to map expectations, roles, feedback routines, and perceptions of power, revealing marked contrasts between students and faculty regarding turnaround time, autonomy, and mentoring style. Findings show that supportive intellectual friendship, timely constructive feedback, and clear role negotiation correspond with positive evaluations and expedited progress, whereas mismatched expectations and ambiguous guidance foster delay and attrition. Although advisors consistently express respect and concern for their students, tension persists around feedback logistics and the calibration of independence. The discussion proposes early dialogue about mutual expectations, written agreements, and program level mentoring development as strategies to advance student success, reduce attrition, and situate communication scholarship at the center of graduate education reform.
Recommended Citation
Goulden, Nancy Rost
(1991)
"Report of the Perceptions of Communication and Relationships During the Dissertation Process by Speech Communication Doctoral Advisors and Advisees,"
Association for Communication Administration Bulletin: Vol. 76, Article 5.
Available at:
https://stars.library.ucf.edu/aca/vol76/iss1/5
