Q1: Only PhDs can supervise (advise) PhD candidates. You would prefer the supervisor (advisor) with more experience.

Q2: Also, the experience of the candidate is only one criteria that the supervisor takes into account in accepting the candidate. After acceptance, prior experience counts for nothing. The decision to grant the degree to the candidate is based only on the evidence the examiners find in the candidate's thesis-book.

Q3: The supervisor should give the candidate enough freedom to explore different avenues. However the supervisor must be willing to point out at any stage that the degree will not be attained. If the supervisor believes that the candidate's thesis-book is inadequate, the candidate can request that the thesis-book be marked externally against the supervisor's recommendations. However, the historical probability of the candidate succeeding via this path is very small.

many thanks Mr. Chalamala Srinivas you are so helpful.   

i do appreciate your ideas and recommendations dear Ian Kennedy

Ph.D. with scientific degree at least associate professor or assistant professor without Ph.D. but with research experience

Dear valued colleague Dr. Elhadi Mohieldin Awooda  , Sir

Thank you so much for inviting me to your impressive session, really there is no comment after the above detailed posted comments of our respected colleague, i do agree with all of them especially Mr.Chalamala.

Regards, Emad

Let me add my voice to appreciate the elaborate contributions of Chalamala and Ian. Thanks for your very insightful contributions.

I have seen a case, in the U.K, in which an old scholar "who held MSc degree" was a supervisor to PhD students. This man has taught me when I was MSc student & I saw, first hand, how much he was competent. I found, later, that he worked in chemical industries & gained considerable skills.

You can easily see, in many places, that a high title does not necessarily mean the "best" & a low title does not also denote the "worst" since experience plays a key role. Well, politics can raise or suppress an individual.   

That a postgraduate student (may have more experience in research than his supervisor) is within the category of rare cases. In the student's specific research project, this may be true but NOT in general terms & all the time.

thanks dear Nizar for the lats point of what ever the student having more experience than supervisor, still supervisors are like our fathers and mother, they want the best for you regardless of their level of knowledge or education their advice and support is always to push you foreword.

The term research-oriented learning implies a concept of learning that revolves around inquisitive, problem-oriented and critical thinking, autonomous and creative working and practical application in academic research. In this type of learning, undertaking research is central to both the production of knowledge, thereby producing the next generation of researchers. The students and their supervisors are the key actors in the process of supervision that leads the student to become an independent researcher, in the end. The process of becoming an independent researcher, while necessary, is nevertheless often difficult for students. In fact, research supervision is mostly individual and very rarely there are cases of disagreement between supervisors and students at universities. In research supervision, some of the challenges include the problematic nature of power differentials in supervisor-supervisee relationships.

Scholars in the literature in this field often suggest the need to rely on ‘rigour’ and ‘compassion’ as being crucial for the successful research supervision. These qualities are the crucial elements in postgraduate research undertakings, implying the active involvement of both a student and a supervisor in the process. If we take, the doctoral and supervisory experiences associated with the 'Ph.D. by publication', research supervision is not considered from the perspective of only doing research. Instead, research supervision pedagogy that acknowledges the problematic nature of the relationships between teaching, learning, and knowledge production as integral to supervision and research studies is very critical.