Student-Generated Allegory for Doctoral Supervision: The Case of Maritime Metaphors
Marila, Marko; Vuori, Katariina
Cappelen Damm
Marila, M., & Vuori, K. (2025). Student-Generated Allegory for Doctoral Supervision: The Case of Maritime Metaphors. Högre utbildning, 15(1), 45–57. https://doi.org/10.23865/hu.v15.7045
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© 2025 Marko Marila & Katariina Vuori. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/BY/4.0/), allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear.
https://creativecommons.org/licenses/by/4.0/
© 2025 Marko Marila & Katariina Vuori. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/BY/4.0/), allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202506254973
https://urn.fi/URN:NBN:fi:oulu-202506254973
Tiivistelmä
Abstract
This reflexive essay explores metaphors as conceptual tools in pursuing a doctorate. We ask, how can incorporating student-generated metaphors in student self-reflection and supervision language lead to more manageable and enjoyable doctoral work? It is argued in the essay that the use of research area-specific student-generated metaphors in supervision communication can contribute towards cultivating a more inclusive and supportive supervisor–supervisee relationship and promote the doctorate as a process of learning to reflect self-critically. Through an autoethnographic case study on the use of maritime metaphors in supervision communication, we highlight doctoral supervision as a collaborative activity where the adoption and development of research area-specific student- generated metaphors support the intensification of the importance of one’s research project and a sense of situatedness in and belonging to a research community. This essay hopes to encourage metaphor use in doctoral training to foster a supervision culture that nurtures academic softness, ease of communication, and student well-being.
This reflexive essay explores metaphors as conceptual tools in pursuing a doctorate. We ask, how can incorporating student-generated metaphors in student self-reflection and supervision language lead to more manageable and enjoyable doctoral work? It is argued in the essay that the use of research area-specific student-generated metaphors in supervision communication can contribute towards cultivating a more inclusive and supportive supervisor–supervisee relationship and promote the doctorate as a process of learning to reflect self-critically. Through an autoethnographic case study on the use of maritime metaphors in supervision communication, we highlight doctoral supervision as a collaborative activity where the adoption and development of research area-specific student- generated metaphors support the intensification of the importance of one’s research project and a sense of situatedness in and belonging to a research community. This essay hopes to encourage metaphor use in doctoral training to foster a supervision culture that nurtures academic softness, ease of communication, and student well-being.
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