Independence and collaboration both play crucial roles in PhD students’ research practice and in their socialization into the PhD role. This study examines how the expectation of PhD students' academic independence intersects with the need for more collaborative engagements within research groups. Drawing on interviews with supervisors and an analysis of co-authorship patterns in PhD student dissertations from a sample of departments at the LTH, the study identifies various forms of collaboration and their influence on PhD students' success. The thematic analysis highlights the significant role of supervisory approaches in shaping PhD students’ collaboration practices. Moreover, the findings indicate that both formal and informal support mechanisms are essential for enhancing research quality and providing emotional support.
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