Supervision is a central part of the doctoral education, and for that to be successful, an understanding of what activities make up good super- vision is required. Supervision comprises of dierent aspects, including project management, academic enculturation, encouraging critical think- ing, emancipation, and emotional aspects. A study of how students and supervisors perceive dierent approaches to, and activities of, doctoral student supervision is presented. From the presented data, it appears that the supervisor activities actually carried out covers the entire range to a fair extent, and we cannot see much signif- icant disagreement between how the activities are perceived by students and supervisors.
