THE RELATIONSHIP BETWEEN DOCTORAL SCHOLAR COMPETENCIES AND RESEARCH SUPERVISORY PRACTICES

Abstract

This study examines the relationship between doctoral scholar competencies and research supervisory practices at universities in Khyber Pakhtunkhwa. Using a quantitative research approach, data were collected from 250 doctoral scholars across various public universities in the region. The research aims to identify how supervisory practices—such as mentorship, feedback mechanisms, accessibility, and research guidance—affect the development of essential competencies in doctoral scholars. The findings indicate significant positive correlations between effective supervisory practices and the enhancement of key competencies, including research skills, academic writing, critical thinking, and time management. Specifically, accessibility and consistent feedback were found to be the most influential factors in fostering academic growth and research productivity. High-quality mentorship and structured guidance also emerged as critical to developing scholars' problem-solving abilities and fostering an independent research mindset. The results suggest that improving supervisory practices is essential for enhancing the academic and professional success of doctoral scholars. These findings align with existing literature, emphasizing the pivotal role of supervisors in shaping the research capabilities of doctoral students and contributing to the overall effectiveness of doctoral education.