Evolving Team-Based Doctoral Supervision In Graduate Programs: Student Outcomes And Supervisor Roles

This study explored the evolving dynamics of team-based doctoral supervision in graduate programs in Baguio City, Philippines, focusing on its implications for student outcomes and supervisor roles. Using a qualitative design with digital ethnography, data were gathered from 10 doctoral students and 10 graduate school professors engaged in supervisory teams. Findings revealed six key themes: emergent supervisory roles, student outcomes and perceived benefits, coordination and communication challenges, digital platforms as supervision spaces, faculty perspectives on workload and development, and implications for graduate education. Results showed that supervisory teams provided diverse expertise, enriched feedback, and enhanced student resilience, thereby supporting timely dissertation completion. However, challenges such as role ambiguity, feedback delays, and digital fatigue underscored the need for clear agreements and structured communication routines. Faculty members recognized gains in mentoring skills and collegiality but expressed concerns over increased workload and reduced time for personal research. The study highlights that team-based supervision not only addresses the complex needs of doctoral training but also aligns with national policies of the Commission on Higher Education (CHED) and contributes to the United Nations Sustainable Development Goals (SDG 4: Quality Education, SDG 16: Peace, Justice, and Strong Institutions, and SDG 17: Partnerships for the Goals). These findings provide valuable insights for administrators, faculty, and policy makers in improving supervisory practices, strengthening graduate education, and ensuring sustainable research capacity in the Philippine context.