Power Dynamics in Graduate Education: Insights and Implications

Описание: Power relationships between faculty and graduate students significantly influence the quality of education and student outcomes. Here are 5 key takeaways from a comprehensive study exploring these dynamics:
1️⃣ The Impact of Faculty Power Bases: Faculty supervisors possess five key power bases: expert, referent, legitimate, coercive, and reward power. The study reveals that expert and referent power positively enhance trust, satisfaction, and collaboration, while coercive power undermines these relationships.
2️⃣ Expert Power Drives Success: Supervisors who display expert power—sharing knowledge and offering sound advice—foster trust and high-quality relationships. This power base correlates strongly with students’ intentions to invite them to chair theses and engage in future collaborations.
3️⃣ Coercive Power Erodes Relationships: Coercive power, perceived as the ability to punish or assign undesirable tasks, leads to negative perceptions of trustworthiness and credibility. This dynamic discourages students from seeking these faculty members for mentorship roles.
4️⃣ Interactive Effects of Power Bases: The interaction between power bases, such as referent and reward power, amplifies positive outcomes. For example, high reward and referent power enhance compliance and build a stronger student-supervisor rapport.
5️⃣ Implications for Mentorship and Policy
Universities and faculty should focus on cultivating expert and referent power while minimizing coercive influences. Clear mentorship guidelines and professional development for faculty can enhance educational outcomes and student satisfaction.

Power dynamics in academia are more than theoretical—they shape the careers and well-being of graduate students. What strategies can institutions adopt to balance power responsibly? Share your thoughts below!

Get article: Aguinis, H., Nesler, M. S., Quigley, B. M., Lee, S., & Tedeschi, J. T. 1996. Power bases of faculty supervisors and educational outcomes for graduate students. Journal of Higher Education, 67(3): 267-297. https://doi.org/10.1080/00221546.1996...