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Armstrong, S. J. (2004). The Impact of Supervisors’ Cognitive Style on the Quality of Research Supervision in Management Education. British Journal of Psychology, 74, 599-616.

has been cited by the following article:

• TITLE: Exploring Transactional Analysis in Relation to Post-Graduate Supervision—A Balancing Process

  AUTHORS: Patrik Thollander, Wiktoria Glad, Patrik Rohdin

  KEYWORDS: PhD Student Supervision Process; Transactional Analysis; The Legitimacy Ladder; Supervision Model

  JOURNAL NAME: Creative Education, Vol.5 No.4, March 12, 2014

  ABSTRACT: The PhD student supervision process is an important process, and the need for PhD students, who often form the backbone of the research community, to receive professional, inspiring and efficient supervision cannot be understated. This paper explores the benefits and values of Transactional Analysis (TA) as a way to further understand and work with PhD supervision. Using TA and the legitimacy ladder applied on PhD education, a modified model for increased understanding of the PhD student supervision process is presented, and is then related to empirical findings from a questionnaire among PhD students. The model shows for example the need for the supervisor to balance his or her role towards the PhD student, and suggests that professional PhD student supervision means moving from a Parent to Child relationship between the supervisor and the PhD student, towards a more mature Adult to Adult relationship.