International mobility is increasingly integrated into doctoral education, offering PhD students valuable opportunities to broaden their academic perspectives, expand professional networks, and engage with diverse research environments. However, the effectiveness of these exchanges is significantly shaped by supervisory dynamics, institutional support, and students' ability to adapt to new academic and cultural settings.
This study explores the experiences of exchange PhD students and their supervisors, focusing on supervision styles, academic integration, and the institutional mechanisms that facilitate or hinder productive exchanges. Through semi-structured interviews with both incoming and outgoing PhD students, as well as supervisors hosting international doctoral researchers, we analyze expectations, supervision practices, and the role of institutional support in how the PhD exchanges were experienced.
Findings highlight the importance of structured pre-departure planning, proactive and flexible supervisory engagement, and well-defined institutional frameworks for positive exchanges. While exchanges support academic and professional growth, challenges related to supervision, research autonomy, and logistical barriers remain. The study points out the role of formal and informal supervision in balancing independence with guidance, enhancing research productivity, and strengthening professional networks. These insights can help navigate supervision strategies to improve PhD mobility and international research exchanges.
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