Abstract:
Supervision of research students is commonly regarded as advisory. The shift of emphasis to the teaching and managerial
roles is a new phenomenon. This study has applied the situational leadership model to the activity of supervising research
students. It proposes that supervisors need to be flexible in their leadership styles; styles should be based on a thorough
diagnosis of the student 's development level; and there should be contracting with the students in determining their
development levels. The management skills involved in effective supervision can be learned through training
