Fifteen graduate students from Beijing University of Posts and Telecommunications jointly reported ethical misconduct issues with their mentors, while eleven master's and doctoral students from Huazhong Agricultural University jointly reported academic fraud by their mentors... Such academic "scandals" occurring one after another in academic circles raise the question: Why are students forced to resort to joint reporting on their mentors? How do students end up becoming "cheap labor" for their mentors? Should some "odd jobs" be done, and where is the boundary between mentors and students? How can the "supervisor-student relationship" be restored to the right track?
In light of this, The Paper (www.thepaper.cn) interviewed Wang Bocheng, Associate Professor and Special Researcher at Shanghai Maritime University, to explore the various causes behind the issue. Wang Bocheng pointed out in his paper titled "The Academic Ethical Risks, Triggering Mechanisms, and Countermeasures of the Disorderly Supervisor-Student Relationship" that many cases of academic misconduct increasingly indicate that the disorder of the supervisor-student relationship in the process of graduate education is one of the important sources of breeding academic ethical risks.
The Paper: Why do graduate students have to be forced to jointly report their supervisors for the issues to be taken seriously and resolved? What does this reflect?
Wang Bocheng: This actually reflects that graduate students are still in a relatively weak position compared to their supervisors. Perhaps students have complained within the research group or to the department or university, but because their voices are weak, they have not been given proper attention or effective responses. As a result, students have to resort to relatively extreme measures to safeguard their rights. By exposing the issues online, they hope to gain public attention and try to escalate the matter to push for a resolution. Therefore, universities now emphasize the construction of ethical standards for teachers and educators to fulfill the fundamental task of moral education, which is very necessary.
The Paper: Your research indicates that in the alienated "supervisor-student relationship," students self-deprecatingly refer to themselves as "cheap labor" for their supervisors, and the laboratory becomes a "research factory." Why does this phenomenon occur?
Wang Bocheng: Fundamentally, there are two main reasons: Firstly, the relationship between supervisors and students is also a social relationship, especially at the master's and doctoral levels. The relationship is not just about traditional teaching and nurturing; it evolves into a semi-socialized reciprocal relationship. As I summarized in the paper, seeking benefits is the foundation of the disorder of the "supervisor-student relationship," weighing gains and losses is the measure of the disorder, and exchanging demands is the essence of the disorder. Excessive emphasis on their own interests by both parties is the cause of the alienation of the "supervisor-student relationship."
Secondly, some supervisors have issues with their ethical standards. From the perspective of supervisors, since they help students improve their qualifications, it is natural for students to give back by helping with tasks. However, everything should have a limit. Exploiting and turning students into their "servants" without providing corresponding compensation deviates from the essence of education.
Graduate education is different from undergraduate education. Research work is not only intellectual but also physical labor, requiring high-intensity and sustained effort. This is an objective fact, so excellent graduate students are generally diligent or especially hardworking. In this case, supervisors should pay more attention to students and be educators with compassion.
The Paper: Many master's and doctoral students face pressure from academic research on one hand and, as they get older, low income and life pressure on the other. How do you view this issue?
Wang Bocheng: This contradiction varies by profession, discipline, and region. If a supervisor's research funds are relatively abundant, students can also receive corresponding labor compensation. However, in some disciplines, especially humanities disciplines, funds are very tight. Some schools have corresponding institutional designs; for example, if a supervisor has no projects or funding, they are not allowed to take on students. For example, in humanities, if a master's student is recruited, it must be ensured that a research allowance of 5,000 to 10,000 CNY per year can be paid, and for a doctoral student, it must be ensured that 10,000 to 20,000 CNY can be given each year. In addition to the basic subsidies provided by the state to doctoral students, which amount to about 2,000 to 3,000 CNY per month, the total monthly income of doctoral students can generally reach over 3,000 CNY, possibly higher in STEM fields. Overall, research allowances in universities in economically developed areas in the eastern region are higher than those in universities in underdeveloped areas in the central and western regions. Of course, if viewed according to the standards of social wages, students may indeed be considered "cheap labor." However, students are still in the learning stage and have not yet entered formal employment, so it is difficult to use the standards of social wages. Nevertheless, supervisors should not arbitrarily withhold students' benefits.
The Paper: You just mentioned that it is normal for supervisors and students to help each other. However, in the reports from multiple students, they mentioned having to do many "odd jobs" for their supervisors, such as picking up deliveries, taking care of children, serving meals, cleaning, and so on, which are unrelated to research work. Should these tasks be done, and where is the boundary between the two parties?
Wang Bocheng: These tasks are all part of private life and have nothing to do with research work. If it's occasional help, such as when a supervisor is busy with meetings or overtime and asks a student to bring them food, or when passing by a delivery station on the way to the supervisor's office and helping to pick up a package, these can be understood, just like roommates helping each other serve meals. But if the frequency is too high, and the supervisor frequently makes such demands, then it's unreasonable. The primary task of graduate students is to conduct scientific research, and supervisors should strengthen the construction of ethical standards, not trouble students excessively. There should be a sense of boundaries, and students should not be frequently asked to do unrelated tasks.
The Paper: Behind the frequent disorder of the "supervisor-student relationship," what institutional loopholes exist? Wang Bocheng: The disorder in the "supervisor-student relationship" fundamentally stems from unequal power leading to seeking personal gain through authority. Under the mentorship system, students need their supervisor's signature for everything from enrollment to graduation. Supervisors wield absolute authority, from allocating research resources to deciding if a student can graduate smoothly. To assess the system's vulnerabilities, we primarily examine three aspects:
Firstly, whether the institutional development regarding ethics and conduct of mentors is clear and comprehensive.
Secondly, whether the school can proactively detect problems and promptly address them to minimize adverse effects.
Thirdly, whether oversight of the system can function smoothly in situations of unequal power.
China is a society driven by personal relationships, where many systems may become mere formalities in practice. The real consequence is either no issues arise, or when they do, they become significant incidents.
Pengpai News: From which aspects can we plug the loopholes and restore the "supervisor-student relationship" to the right track?
Wang Bocheng: To restore the "supervisor-student relationship," supervisors, as the primary responsible parties, must take full responsibility. Meanwhile, students also need corresponding re-education to enhance communication with their supervisors.
On one hand, it's essential to improve the bidirectional selection system between graduate students and supervisors. In practice, due to various limitations, it's challenging for graduate students and supervisors to achieve mutually satisfactory selections. Schools should strive to improve the selection system, respecting the wishes of both parties.
On the other hand, establishing a system for managing the interests of students and addressing grievances is crucial. During undergraduate studies, schools have evaluation processes where students rate teachers, serving as a means to supervise them. However, there's still a lack of such supervisory evaluation mechanisms at the graduate level. Schools should implement regular evaluations of teacher-student relationships, such as mechanisms for mutual evaluation between teachers and students each semester. Students should promptly provide feedback to supervisors if issues arise. If students encounter dissatisfaction, they can lodge complaints with supervisors, academic leaders, or departments responsible for graduate students, thereby nipping potential public relations risks in the bud.
Pengpai News: Do you have any other suggestions for improving the "supervisor-student relationship"?
Wang Bocheng: We need to objectively and rationally understand the "supervisor-student relationship," face problems, and solve them. We shouldn't overly interpret or demonize the relationship due to occasional public opinion incidents. We shouldn't overcomplicate the teacher-student relationship. Supervisors and graduate students should adhere to normal interpersonal communication principles, based on research and academic pursuits. Supervisors should diligently guide, care for, and respect students, while students should respect and assist their teachers to the best of their abilities. For institutions and their managers responsible for graduate education, there's a need to further strengthen the ethical conduct of graduate supervisors and ensure rigorous implementation. Simultaneously, relevant education and guidance should be provided to graduate students, clarifying the boundaries of the teacher-student relationship. Graduate students should prioritize research and learning, aligning their life plans with national needs and societal development, striving to unify personal and societal values.
