Mentorship in Academia

PhD students as supervisors of MSc students

Abstract

Despite the central role supervision plays in  shaping students’ academic and professional development,  Swedish regulations offer limited guidance on MSc thesis  supervision by PhD students. This study conducted a  qualitative research design and thematic analysis to explore the  experiences and challenges of PhD students supervising MSc  theses and master’s students supervised by PhD candidates at  the Faculty of Engineering (LTH), Lund University. Data was  collected through semi-structured interviews with MSc  students, PhD supervisors, and an LTH actor involved in PhD  education, supplemented by institutional document analysis.  Three key themes were identified: expectations, time  management and meeting structure, and subject knowledge.  The findings reveal diverse supervision practices shaped by  individual, disciplinary, and institutional differences. While  PhD supervisors were often seen as approachable and  relatable, fostering positive student learning experiences, their  limited training and supervision experience occasionally led to  structural or communicative challenges. The study highlights  the importance of supervision preparation, expectation-setting,  and structured yet flexible time management. Key  recommendations included providing formal supervision  training, implementing clearer supervisor-student contracts,  and a shift toward viewing thesis work as a learning journey  rather than solely a final product.