An Investigation into PhD Supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications

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A model for the supervisor–doctoral student relationship (2009, methodology): “In this sense our model provides a richer description of the relationships than is provided by Gatfield (2005) who refers to poles instead of degrees of intensity of behavior. Gatfield (2005) identified four supervisory styles by combining the two poles of the dimensions structure and support.”
Enhancing the doctoral journey: the role of group supervision in supporting collaborative learning and creativity (2012, background): “Literature on doctoral supervision has tended to focus on the functions of supervision and the supervisory styles adopted by individual doctoral supervisors that can impact upon completion rates (Gatfield 2005; Manathunga 2007).”
Improving Doctoral Success by Matching PhD Students with Supervisors (2016, methodology): “Grant et al. (2014). This explains why, even though a supervisor may identify with the prevailing style of supervision, that is, indirect intervention in the search for student autonomy, in practice they adopt various styles during the process, which may depend on the needs of the student (Mainhard ”