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Cooper (p. 23-32)Kunz-Osborne (p. 33-41)Coulmas-Law (p.42-46)Stasio (p. 47-56)Albert-Valette-Florence (p.57-63)Zhang-Rauch (p. 64-70)Alam-Yasin (p. 71-78)Mattare-Monahan-Shah (p. 79-94)Nonis-Hudson-Hunt (p. 95-106) 
JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
The Role of Trust in Doctoral Student – Supervisor Relationships in Canadian Universities: The Students’ Lived Experiences and Perspectives
Author(s): Maha Al Makhamreh, Benjamin Kutsyuruba
Citation: Maha Al Makhamreh, Benjamin Kutsyuruba, (2021) "The Role of Trust in Doctoral Student – Supervisor Relationships in Canadian Universities: The Students’ Lived Experiences and Perspectives," Journal of Higher Education Theory and Practice, Vol. 21, ss. 2, pp. 124-138
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Doctoral students’ success depends on the effectiveness of supervisory relationships with their supervisors. Research shows that trust is integral for successful workplace relationships as it can enhance well-being and performance. In this article, drawing on data from a larger phenomenological research study, we examined the nature of trust in the doctoral supervision context along with its impact on the doctoral students’ well-being and performance. Data analysis of the doctoral students’ responses revealed several key factors that position trust as an important and necessary component within the doctoral supervision context for maintaining students’ well-being and enhancing their performance.
