With an adequate leadership style, suitable for each person and WITH THE EXAMPLE of what you do yourself: there is no better guide than the example of your own behavior to generate an adequate vicarious and social learning.

This is probably one of the most fascinating and complex areas - increasing the motivation of students and supervisees.

Sometimes, they have self-discipline and they operate independently, but most often, as part of the supervision process the supervisor needs to use focused management solutions including formulating goals, detailing targeted tasks and schedules and of course, follow-up.

Despite this, supervision is not just a task focused on defined steps. As I have learned from experience, in the relationship between supervisor and supervisees, there are currents and forces from the field of interpersonal dynamics that influence the work process and operate below the surface. A good supervisor, will know how to identify them and direct the interpersonal dynamics in a way that will advance the goals of the supervisees so that they are achieved in full, in a short time and in a relaxed and enabling climate.

Good luck !

Tebello, the support and motivation provided for MPhil, PhD mentees as well as other supervisees (e.g. undergraduates and postgraduate taught) should include not only academic but also pastoral infrastructure and processes. These range from not only providing tuition, organising seminars and guest lectures with renowned scholars in their respective fields but also making sure that the administrative and one-to-one pastoral attention is given to each and every student such that issues are dealt with effectively, efficiently and as swiftly as necessary. In addition, an overall atmosphere of scholarship and a network of academics and aspiring student-academics as well as non-academic professionals should be encouraged as part of an overarching architecture of support to enhance the student experience and facilitate collective success. Interesting...