







































Humanitas: Indonesian Psychological Journal  
Vol. 21 (2), August 2024, 203-215 

ISSN:  2598-6368(online); 1693-7236(print)                                                                 

       humanitas@psy.uad.ac.id        http://journal1.uad.ac.id/index.php/Humanitas            

Supervising Success: Strategies for Supporting Fast-track 

Postgraduate Students in Indonesia 

Hari Setyowibowo1,2*, Nisrina Nur Izzah2, Juniarti Duwi Lestari3, Asep Khoerudin3, 

Harinaldi4, Nuri Andar Wulan5 
1Department of Psychology, Faculty of Psychology, Universitas Padjadjaran, Indonesia 
2Psychological Intervention Research Working Group, Centre for Psychological Innovation and Research, 
Faculty of Psychology, Universitas Padjadjaran, Indonesia 
3Directorate of Resources for Higher Education, Directorate General of Higher Education, Research, and 
Technology, Ministry of Education, Culture, Research, and Technology, Indonesia 
4Department of Mechanical Engineering, Faculty of Engineering, Universitas Indonesia, Indonesia 
5Department of Food Science and Technology, Institut Pertanian Bogor, Indonesia 
Corresponding author: h.setyowibowo@unpad.ac.id 
 

 

This is an open access article under the CC BY-SA license. 

 

Introduction  

Education plays a vital role in national development by laying the groundwork for 

technological advancement, economic prosperity, and overall societal advancement. 

Cultivating a highly skilled academic workforce is crucial for countries aiming to boost 

global competitiveness. In this regard, the Indonesian Ministry of Education, Culture, 

Research, and Technology launched a scholarship programme named PMDSU (Pendidikan 

Magister menuju Doktor untuk Sarjana Unggul, translated as Master's Programme to 

Doctorate for Excellent Scholars). This initiative aims to accelerate the academic journey of 

exceptional undergraduates, enabling them to fast-track their master’s and doctoral degree 

completion under the mentorship of experienced supervisors. It is expected that this program 

ARTICLE  INFO  

 

ABST RACT  

 

Article history 

Received: July 19, 2024 

Revised:  August 26, 2024 

Accepted: August 28, 2024 

 Students in fast-track postgraduate programmes face unique challenges, 
including intense academic pressure, role management difficulties, and 
high expectations for research output. This study, using the Self-
Determination Theory (SDT) framework, specifically investigated 
good practices of supervisory strategies to improve postgraduate 
student well-being and academic performance in such accelerated 
programs. We collected data through online Focus Group Discussions 
(FGDs) with 264 supervisors from various academic fields and then 
analysed the data using thematic analysis. We incorporated expert 
review, FGDs facilitator guidance, and rigorous data validation 
processes to ensure trustworthiness. The findings reveal several critical 
challenges students face, including academic, self-management, 
relationship, financial, and program-related difficulties, highlighting 
areas where enhanced supervisory support is crucial. Furthermore, we 
found that supervisors assist students by providing essential academic 
information, offering structured guidance, and fostering a supportive 
environment. These findings can guide improved supervision strategies 
in a postgraduate fast-track programme. 
  

 

Keywords 

Fast-track programme 

Postgraduate students  

Self-determination theory 

Supervisor’s support 

 

 

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Hari Setyowibowo et al. (Supervising Success: Strategies for Supporting Fast-track Postgraduate Students in Indonesia) 

could expedite the production of high-quality research and foster academic excellence. 

Furthermore, the PMDSU programme is designed to cultivate a new generation of highly 

skilled researchers, thereby enhancing Indonesia’s competitive edge on the global stage 

(Ministry of Education, n.d.). 

Despite the potential benefits of fast-track postgraduate programs, students enrolled in 

such programs face unique and often overwhelming challenges (Almasri et al., 2022; Barry 

et al., 2018; Bireda, 2015; Castelló et al., 2017; Sverdlik et al., 2018). In the PMDSU 

program, a master's and doctorate typically take six years to complete and are condensed 

into four years. During this shorter timeframe, PMDSU students must conduct and publish 

high-quality research while excellently meeting their academic responsibilities (Ministry of 

Education, n.d.). Even in a typical master's programme, postgraduate students encounter 

various challenges, including mastering complex topics and excelling in scientific writing, 

all while maintaining personal well-being in the face of intense academic pressures (Bireda, 

2015). Managing demanding academic requirements, juggling family responsibilities, and 

navigating role conflicts are everyday stressors that students face and, in the end, can 

contribute to burnout (Castelló et al., 2017; Sverdlik et al., 2018). Furthermore, financial 

constraints and feelings of isolation often compound these challenges, leading to 

psychological issues like anxiety and depression (Almasri et al., 2022; Barry et al., 2018; 

Bireda, 2015). Students' relationships with their supervisors are another crucial challenge for 

postgraduate students. A good relationship can help increase students' determination to 

complete their research, while a discrepancy could lead to more confusion and stress 

(Sverdlik et al., 2018). 

Previous studies have underscored the crucial role of adequate supervisory support in 

helping students overcome these obstacles and complete their postgraduate degree 

programmes (Devos et al., 2015; Rigler et al., 2017; Wollast et al., 2023). According to Self-

Determination Theory (SDT), individuals will likely flourish in environments that meet their 

fundamental psychological needs for autonomy, competence, and relatedness (Ryan & Deci, 

2022). In the context of postgraduate education, adequate supervision should address 

autonomy, competence, and relatedness needs by offering structured guidance, emotional 

support, and opportunities for meaningful academic engagement (Devos et al., 2015). For 

example, supervisors should empower their students by granting them autonomy to 

determine their work. This autonomy can foster a sense of responsibility and ownership, 

increasing motivation and productivity. Simultaneously, supervisors must boost students’ 

sense of competence by providing constructive feedback. Furthermore, reassuring students 

during difficult times can help students acknowledge supervisors’ care for their studies 

(Devos et al., 2015). Previous research on doctoral supervision has also identified the key 

factors for a successful supervisor & student relationship, including clear communication of 

expectations, regular and constructive feedback, and the establishment of a supportive 

academic community (Hospel & Galand, 2016; Rigler et al., 2017). 

However, most of these studies have been conducted in Western contexts, where 

educational norms, cultural values, and academic systems are distinct from non-Western 

countries (Hassan et al., 2010). In Indonesia, hierarchical cultural norms play a significant 

role in shaping the student-supervisor relationship. As the teacher-centred culture is strong 

in Asia, supervisors have greater power and authority, potentially limiting students’ sense of 

autonomy and agency in their research (Gong et al., 2021; Hofstede, 2011). This dynamic 

can be at odds with the egalitarian and autonomous approach to postgraduate supervision 

commonly encouraged in Western settings, creating unique challenges for Indonesian 

students. In contrast to Western cultures, which often prioritise individualism and encourage 

students to take the initiative, Indonesian students may feel uncomfortable asserting their 



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Hari Setyowibowo et al. (Supervising Success: Strategies for Supporting Fast-track Postgraduate Students in Indonesia)  

preferences or questioning their supervisors’ guidance. This situation can hinder open 

communication and may limit the effectiveness of supervisory support, particularly for 

students struggling to meet the demands of a fast-track program (Devos et al., 2015). 

Therefore, this study addresses the gap in the existing literature by exploring the 

specific challenges faced by fast-track postgraduate students in Indonesia and identifying 

supervisory strategies that can best support these students. Focusing on fast-track students 

in Indonesia, this study offers a novel contribution to the literature by investigating the 

experience of accelerated programme supervision, specifically in a non-Western, accelerated 

academic context, which has been largely underexplored. This perspective holds the key to 

uncovering new insights and potential solutions that could prevent students from dropping 

out of their accelerated programme and promote their academic excellence. For these 

reasons, this study aims to identify good practices of supervision strategy to support students 

in dealing with the challenges associated with fast-tracked postgraduate education. The study 

also outlines recommendations for enhancing supervisory support in accelerated 

programmes like PMDSU. 

Method 

Study Design   

This study employed a qualitative design with a semi-structured group interview approach, 

using focus group discussions (FGDs) to gather various experiences and strategies from the 

PMDSU supervisors (Hammarberg et al., 2016; Shafie et al., 2022). Using FGD, the data 

collected is more profound due to the discussion and arguments happening in each group 

(Shafie et al., 2022). The FGDs were conducted online using a video conference method to 

accommodate participants' geographical dispersion while maintaining the data quality 

(Shafie et al., 2022; Woodyatt et al., 2016). 

Before the FGDs, a focus group discussion guide was created by the researcher to be 

used as a guide for the facilitators. Semi-structured interview questions were also prepared, 

with finding supervisors' best practices in mentoring their students as the main objective. To 

ensure dependability, the FGD guide was reviewed by a psychologist first and revised 

accordingly before being shared with the facilitators (Shafie et al., 2022). Briefing sessions 

were also conducted for each facilitator group as the facilitator's role is critical to ensure a 

smooth and consistent discussion process (Nyumba et al., 2018). These sessions provided 

facilitators with detailed instructions on how to use the FGD guide and manage the online 

discussions. During the session, two main questions are being discussed. The questions 

discussed in the FGDs were: (1) What are the academic and non-academic challenges you 

commonly encounter among PMDSU students? (2) What are your good practices for 

assisting the PMDSU students in overcoming these difficulties? 

Ethical considerations were addressed by obtaining informed consent from all 

participants before the focus group discussion sessions (Sim & Waterfield, 2019). 

Participants were assured of the confidentiality of their responses, and all data were 

anonymised to protect their identity and were treated as group data (Sim & Waterfield, 

2019). Participants were also informed about the session recording and allowed to opt out if 

uncomfortable. To ensure data privacy, the FGDs’ video recording data has been stored in a 

protected cloud folder that only researchers can access (Carter et al., 2021). Lastly, the 

written recordings of the focus group discussions were shared with the participants to 

guarantee there was no sensitive or wrong information.  



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Participants and Facilitators 

The participants of this study were experienced PMDSU supervisors who have been 

supervisors for one or more PMDSU batches. Participants were then searched and selected 

using a purposive sampling method within a qualitative study where researchers can screen 

people with specific knowledge about a topic (Rai & Thapa, 2019). In this case, the 

researcher then collected a list of supervisors who supervised more than one batch of 

PMDSU from the Ministry of Education and contacted them to ensure their availability. A 

total of 234 participants were collected, 73 females and 161 males. Most participants (204) 

were professors, while the rest were associate professors (30). The participants were divided 

into 30 groups, each with 6–8 participants. The FGDs were led by 30 facilitators who are 

also experienced supervisors who have been supervising PMDSU students for more than one 

batch. The FGD facilitators consist of seven females and 23 males. Among the facilitators, 

29 were professors, and one was an associate professor.  

Data Collection and Analysis 

The FGDs were conducted via Zoom, which used its breakout room feature to create a 

conducive environment for small group discussions. Miro and Google Docs were used for 

real-time note-taking and collaboration. Each FGD session was facilitated by a senior 

supervisor who deeply understood the context and could guide the discussions effectively 

(Nyumba et al., 2018). Furthermore, the facilitator ensures the discussion is visually 

recorded via Zoom and written via Miro or Google Docs.  

To analyse the data, the researcher conducted a thematic analysis of the FGD results 

across all groups. Thematic analysis is a process of understanding data by identifying 

patterns (Braun & Clarke, 2022). Several steps were taken, adapted from Castleberry and 

Nolen (2018): (1) Compiling. This is the initial step where the raw data is compiled and 

cleaned to increase its readability, removing any blank data or typing mistakes. It should be 

noted that during the process, we didn’t receive back the data from three facilitators (Groups 

2, 9, and 25), and they’re labelled “missing.”. Due to this situation, the analysis continued 

with only data from 27 groups. (2) Coding. The raw data is reviewed in this stage, and 

relevant information is tagged with labels or “codes.” The authors used colours and name 

labels to differentiate each data. (3) Identify themes. Once the data has been coded, they’re 

grouped into several themes. Themes represent patterns or topics that come up repeatedly 

across different codes. Each theme also has its own colour that represents it, and this was 

done so that the researcher could differentiate the theme groups. (4) Interpreting. 

Interpretation means drawing a higher-level conclusion regarding the relationship between 

all themes and codes. During this process, we developed the general context of the research 

findings: (5) Concluding. The authors related the findings to previous research questions in 

this final step. 

Results 

This study revealed two significant findings. First, we identified the numerous challenges 

that postgraduate students encounter while participating in the fast-track program. These 

challenges were grouped into distinct themes: academic, self-management, relationship, 

financial, and program-related issues. Secondly, we uncovered supervisors' diverse 

strategies to support and guide students through their educational journey. These strategies 

were classified based on the supervisors' supportive actions, such as providing valuable 



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information, fostering an encouraging environment, and offering structured mentorship and 

guidance. 

Students Challenges 

Students face a multitude of challenges during their postgraduate journey. This section 

provides an overview of the student’s difficulties from the perspective of their supervisors. 

During the focus group discussion, we asked supervisors to identify the prevalent challenges 

that hinder their students’ progress toward degree completion. The findings were later 

classified into four categories. 

Academic challenges. Most focus group discussions concurred that students’ 

inadequate academic skills pose a significant obstacle. Supervisors noted that students often 

lack solid foundational knowledge and struggle with literature comprehension. Despite the 

necessity of proficient English skills for understanding literature, many students reported 

difficulties reading literature written in English. Additionally, students often require 

assistance to operate laboratory equipment, even though it’s a prominent skill for their study. 

Here are some comments from the FGD: 

“Students have difficulties in describing the novelty of their research” (Group 29). 

“Students are not keen on reading literature” (Group 29).  

“Students have limited English skills” (Group 21). 

“Students lack experience working in a laboratory” (Group 1). 

In addition to the research topic mastery, supervisors also expressed dissatisfaction 

with students' writing and presenting skills, especially when related to scientific works. One 

of the supervisors' main concerns was the students’ minimal understanding of research 

methodologies and difficulties articulating their academic thoughts. Students also struggle 

to analyse their research data, giving poor results. Several FGD groups also concluded that 

the students lacked experience in publishing scientific journals. See the statements that 

support this conclusion below: 

“(They have) a weak ability to synthesise (data)” (Group 08). 

“New undergraduate students tend to be less experienced in research and writing” 

(Group 18). 

“Oftentimes, the issues raised do not match the research methods being used” (Group 

29). 

Self-management challenges. With all the demands coming left and right, supervisors 

noted that students often struggle to manage their emotions, resulting in low self-confidence 

and deteriorating mental health. In addition, students were also found to need help with self-

regulation and time management. The supervisors shared that they often found students 

procrastinating on their research cause of their difficulties in regulating themself and 

prioritising important task. For example, the supervisors pointed out these challenges for 

students: 

“Stress due to the demands of reputable publications” (Group 3).  

“Students find it difficult to divide their time because of other projects outside 

academics” (Group 10). 

“Students are afraid to meet with promoters because of their insecurities.”  

(Group 10). 

Relationship management challenges. As students must spend a lot of time working 

on their research, balancing academic and relationship demands can be a significant 

difficulty. Often, supervisors find that students become stressed and demotivated due to 

discord in their relationships. These situations can happen with partners, family, friends, and 



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supervisors. In addition, supervisors also need help managing their relationship with their 

students; differences in characteristics and communication styles are some of the 

contributing factors. Some of them mentioned that: 

“The student’s family condition is problematic” (Group 07). 

“There are family problems, so they (the students) cannot complete their studies” 

(Group 29). 

“There's a barrier like a different culture; (they say) it's scary to meet with the 

supervisor” (Group 16). 

Other FGD groups shared that their students often find themselves in a new social role, 

such as being a husband or a parent, causing them to hold or stop their studies entirely. 

“Students “disappear” due to marriage or job application” (Group 3). 

“PMDSU students become pregnant before completing their studies, hindering the 

completion of their studies on time” (Group 26). 

“Students want to settle down and get married” (Group 28). 

Financial challenges. We discovered that students are still struggling to secure funding 

for their research, which results in difficulties in continuing their studies. This issue was 

frequently linked to the economic conditions of the students’ families. Some students even 

sought part-time jobs or paid projects to improve their financial condition. See the related 

FGD result below: 

“Students disappear due to family economic problems” (Group 11). 

“Financial problems” (Group 16). 

Programme-Related Challenges. This issue mainly relates to the clarity of rules and 

details of the fast-track programme, different policies at each university, and other 

administrative demands that students face. The differences in institutions that offer master's 

and doctoral programmes are also difficulties faced by students. For example, the supervisor 

shared: 

“(They) faced difficulty in obtaining a visa when conducting collaborative research 

abroad” (Group 27). 

“There are differences in the study programme policies of each university regarding 

the master's and doctoral study period in 4 years” (Group 15). 

“The faculty staff does not understand the fast-track programme system.” (Group 16). 

Supervisors Support 

In the section after this, we will report on supervisors’ answers to this question, “What are 

your good practices for assisting the PMDSU awardees in overcoming these difficulties?”. 

The responses to this question are diverse, proving the magnitude of actions taken to support 

the postgraduate students. However, after the thematic analysis, we found three commonly 

used strategies. 

Giving valuable information. Based on the data, supervisors support the students by 

providing them with the necessary resources and helping them establish relevant 

connections. It includes connecting students with other institutions or funders. The 

supervisors also give information regarding research grants or funds and share relevant 

research topics. Furthermore, supervisors with lab-related topics often assist students in 

finding alternative lab tools or materials. For example, the supervisors' FGD result stated 

that: 

“We contact partners (in other universities) and implement collaborative research 

schemes” (Group 19).  



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“We also planned out a tentative research theme beforehand so that students received 

guidance to carry it out” (Group 15). 

“(Attempted to search for) other tools with similar characterisation have been tried, 

although they are not very exact” (Group 18). 

Providing Structured Guidance. We also identified that much of supervisors’ support 

revolves around giving doctoral students structured and comprehensive guidance throughout 

their doctoral journey. This includes providing students with plans to improve their topic 

mastery, such as sitting in on classes, conducting literature reviews, or attending seminars 

on related materials. There are also efforts to improve students’ skills, whether related to 

reading and writing papers, personal skills such as self-regulation and time management, or 

complementary skills like English and lab proficiency. We also found that supervisors try to 

make their advisory sessions more structured by asking students to write clear action notes 

after each meeting. Some examples they shared are: 

“We practised reading and reviewing papers & presentations weekly” (Group 01). 

“The overseas internship has been planned from the beginning; where to go and what 

to do has been thought of” (Group 15). 

“We provided tutorials held specifically for subjects considered difficult for students” 

(Group 18). 

Creating a supportive environment. Besides tangible support, the data also shows that 

supervisors are trying to create a supportive environment for the students. The finding 

includes supervisors’ personalised and emotional-focused communication approach, 

especially when their students face motivational problems. It also includes supervisors’ 

actions to facilitate peer support by creating PMDSU awardees’ WhatsApp groups and 

creating sharing sessions between students. As some supervisors shared in the FGD: 

“During the consultation, we open with other things first (small talks) before jumping 

to the material” (Group 10).  

“We carry out a group sharing session to provide support” (Group 3). 

“(We) engaged students in many group activities with other PMDSU fellows” (Group 

1). 

Discussion 

This study offers critical insights into the challenges fast-track postgraduate students face in 

Indonesia and the supervisory strategies that support their academic journey. By applying 

SDT as a framework, the discussion enhances our understanding of how supervisors can 

effectively help students manage these challenges, which have significant implications for 

student well-being and academic performance. 

 PMDSU students encounter various academic challenges, including a lack of 

fundamental knowledge in specific research areas, difficulties with scientific writing, and 

limited proficiency in English. The demanding nature of the PMDSU program requires 

students to quickly master advanced content, which is made even more challenging by their 

limited time for research and publication. Previous studies on early-career researchers and 

postgraduate students have documented similar issues, where the pressure to produce high-

quality academic work within a constrained timeframe leads to significant stress (Cornwall 

et al., 2019). Previously, Bireda (2015) also identified that students often express a need for 

improved digital literacy and academic writing skills based on supervisor feedback. The 

findings of this study mirror the existing literature, highlighting the heightened difficulties 

that fast-track students face in learning and applying research methodologies, writing good 

articles, and publishing their work, which is often essential for academic advancement and 



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program completion. These findings align with our study, emphasizing the steep learning 

curve students face in mastering research methodologies, writing scientific articles, and 

publishing their work tasks that are essential for academic success and program completion. 

In addition to academic challenges, fast-track students also face significant self-

management challenges, particularly with prioritizing tasks and regulating emotions. Many 

students struggle to balance the rigorous academic demands of fast-track programs with 

personal and professional responsibilities, leading to procrastination, stress, and self-doubt. 

These self-management concerns are well-documented in postgraduate education literature, 

where the psychological burden of managing multiple priorities contributes to low self-

confidence, leading to burnout, anxiety, and depression (Almasri et al., 2022; Bireda, 2015; 

Castelló et al., 2017; Sverdlik et al., 2018). The compressed timeline of fast-track programs 

intensifies these challenges, limiting students' ability to manage workloads effectively, 

further exacerbating stress, and undermining their confidence. 

Another prevalent issue is relationship management, particularly in balancing 

academic demands with family, friends, and supervisors. Students reported feeling isolated 

due to the demands of their academic workload, leading to strained relationships and a sense 

of disconnection from their support networks. This finding aligns with previous studies 

highlighting the importance of solid student-supervisor relationships for academic success 

(Le Roux, 2018; Rigler et al., 2017; Wollast et al., 2023). In Indonesia’s collectivist culture, 

familial expectations and responsibilities add another layer of complexity, as students are 

often required to maintain traditional family roles while pursuing their academic goals 

(Utari, 2023). The additional emotional burden of managing these competing demands can 

amplify feelings of isolation and stress, making it difficult for students to sustain healthy 

relationships. 

Moreover, many students face financial challenges, even with scholarship support. 

Although the PMDSU program offers funding, students must often cover additional research 

expenses, such as conference participation, data collection, and travel. This financial strain 

can significantly affect students' ability to focus on their studies, as they may need to seek 

external funding or part-time employment to cover these costs (Rigler et al., 2017). Research 

has shown that financial difficulties are a key factor contributing to postgraduate student 

attrition, as students with limited financial resources are more likely to experience stress and 

disengagement from their studies (Bireda, 2015; Greene, 2015; Rigler et al., 2017). Our 

study confirms these trends, as financial concerns emerged as a significant stressor for 

students in the PMDSU. 

Finally, participants reported program-related challenges, particularly navigating 

university policies, program requirements, and administrative processes. Frequently cited 

obstacles to progress reports included confusion regarding institutional guidelines, visa 

issues for conducting research abroad, and difficulties obtaining necessary resources (e.g., 

lab equipment or research materials). This finding aligns with a previous study that revealed 

administrative barriers could hinder students' performance from completing their research 

on time, creating additional stress and potentially delaying program completion (Ekpoh, 

2016). 

 Supervisors play a crucial role in helping fast-track students overcome various 

challenges by employing three primary strategies: providing valuable information, offering 

structured guidance, and fostering a supportive environment. These strategies align with 

Self-Determination Theory (SDT), which emphasizes three core psychological needs for 

student motivation and well-being: autonomy, competence, and relatedness (Ryan & Deci, 

2022). 



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The first support strategy gives valuable information. Supervisors acted as crucial 

sources of information, helping students navigate academic resources, research networks, 

and institutional policies. This guidance was essential for students in fast-track programs, 

who often have limited time to identify and utilise the resources they need to succeed. By 

giving students relevant materials, supervisors could help prevent students from dropping 

out by enhancing their engagement and satisfaction (Blanchard & Haccoun, 2020). Students 

are also free to filter and choose the most needed information. Any opportunities for students 

to make their own choices and initiatives are crucial, as they fulfil one’s need for autonomy 

and foster student confidence (Devos et al., 2015; Litalien & Guay, 2015; Wollast et al., 

2023). However, it should be noted that over-controlling the information used by 

postgraduate students can have the opposite effect (Wollast et al., 2023). For example, they 

can pressure students to use the supervisor’s preferred approach (Blanchard & Haccoun, 

2020; Devos et al., 2015). Ideally, providing information must be accompanied by a rational 

explanation and respect for the student’s perspectives (Devos et al., 2015). By providing 

students with access to academic literature, research methodologies, and professional 

networks, supervisors helped students build their autonomy- an essential element of SDT 

(Blanchard & Haccoun, 2020). 

The second strategy, providing structured guidance, is crucial for helping students 

develop the competencies needed to meet the rigorous academic demands of the PMDSU 

program. The supervisor provides structured guidance to support PMDSU students 

throughout their educational journey, including plans to enhance research understanding, 

skill improvement, and structured advisory sessions. This strategy strengthened previous 

findings that structured guidance is crucial for developing students' competencies and 

improving students' well-being (Hospel & Galand, 2016; Wollast et al., 2023). Students 

often acknowledged their academic shortcomings (Bireda, 2015) and preferred a supervisor 

who could provide structured support to guide them (Olivier et al., 2021). With clear 

outcome expectations and detailed directions for each activity, students can slowly develop 

their skills, fostering a sense of competence in themselves(Devos et al., 2015; Hospel & 

Galand, 2016). Specifically, proper constructive feedback, clear writing guidelines, regular 

supervision, and in-depth responses to their enquiries can achieve structured guidance 

(Devos et al., 2015; Olivier et al., 2021; Rigler et al., 2017). Supervisors could maintain 

students' motivation and improve their engagement by doing all these things (Hospel & 

Galand, 2016; Olivier et al., 2021).  

The third strategy was creating a supportive environment. Supervisors are working to 

establish a nurturing environment for students. This involves personalised and emotionally 

focused communication, particularly when students encounter motivation challenges. 

Supervisors also make efforts to foster peer support by creating WhatsApp groups for 

PMDSU awardees and organising sharing sessions among students. Emotional and social 

support from supervisors was critical in helping students manage the stress and emotional 

challenges of the fast-track program. It allows them to lift their emotional burden, and by 

doing so, it buffers the negative effects of stress, lowers anxiety levels, and improves 

emotional well-being  (Blanchard & Haccoun, 2020; Greene, 2015; Sverdlik et al., 2018). 

Supervisors in this study actively worked to create a sense of community among their 

students, often facilitating peer support networks and encouraging collaboration. These 

efforts were particularly important in the Indonesian context, where collectivist cultural 

values emphasise the importance of social harmony and interdependence (Hofstede, 2011). 

Devos et al. (2015) also mentioned the importance of supervisors treating students with 

compassion, particularly when they're facing stressful times. Taking a little time to show 

interest and listen to their problem can be crucial to solving their emotional problem. 



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However, Wollast et al. (2023) noted that once students' need for control and structure is 

satisfied, emotional support becomes a secondary necessity. Therefore, supervisors should 

prioritise providing structured support with relevant information before focusing on 

emotional support, reassuring students, and enhancing their confidence in the process. 

 Based on the discussion, it is strongly recommended that both supervisors and 

universities take proactive steps to enhance the support provided to PMDSU students. 

Specifically, we are looking at strategies to provide the three basic psychological factors: 

autonomy, competence, and relatedness. Supervisors could initiate the process by providing 

students with a curated list of recommended literature to foster autonomy. In tandem, 

universities and supervisors should contemplate implementing comprehensive research 

writing guidelines and meticulously structured workshops. These initiatives would serve to 

enhance students’ academic skills while fulfilling their need for competence. Moreover, 

establishing a nurturing environment, such as research groups, can aid students in managing 

emotional difficulties. It also fosters a sense of relatedness, thereby creating a supportive and 

collaborative academic community. 

 This study has its limitations. Firstly, this research attempts to understand the types 

of support supervisors provide from the supervisors’ perspective. Given the nature of social 

support, which can differ between the giver and receiver, there is a need for additional 

research that examines the types of support required from the student’s viewpoint. Secondly, 

the data collection process was conducted collectively without considering the gender of the 

supervisor or the student. Consequently, the research findings are discussed in a general, 

non-gendered context. For future research, the authors recommend further exploration into 

the relationship between gender, the differences in student difficulties, and the support 

provided by supervisors. This could bring a more nuanced understanding of the dynamics in 

fast-track postgraduate programmes. A mixed-methods approach, including qualitative 

interviews and quantitative surveys or statistical analyses, would also help confirm the 

results across a larger, more diverse sample and give more helpful information for improving 

fast-track program supervision. 

Conclusion 

This study has identified several key challenges fast-track postgraduate students face, 

including academic, self-management, relationship, financial, and program-related 

difficulties. The findings underscore the crucial role of adequate supervisory support, 

particularly in accelerated academic settings. Striking a balance between autonomy and 

structured support empowers students to become more independent while ensuring they 

receive the academic and emotional guidance needed to succeed. Moreover, a supportive 

environment helps mitigate the psychological and social pressures often impeding student 

progress. These findings are essential for improving supervisory practices in Indonesia, 

where hierarchical cultural norms can influence the student-supervisor dynamic. Enhancing 

these practices will empower institutions to guide the next generation of scholars more 

effectively, promoting their academic success and overall well-being. Future research should 

investigate these dynamics from the students' perspectives, employing a mixed-method 

approach to provide a more comprehensive understanding of the supervisory process 

Acknowledgment 

We wish to convey our heartfelt appreciation to all the facilitators and participants involved 

in the data collection process and to the PMDSU management team for their oversight. 

 



Humanitas: Indonesian Psychological Journal 213 
 

 

Hari Setyowibowo et al. (Supervising Success: Strategies for Supporting Fast-track Postgraduate Students in Indonesia)  

Declarations  

Author contribution. The following are each author's contributions to this study. HS led the 
research planning, data collection, processing, and writing. NNI coordinated the data 
processing and wrote the initial draft. JDL and AK coordinated the data collection process 
and contributed to the review of article drafts. H and NAW are in charge of the review and 
quality control of the article. 
Funding statement. This study was supported by the Indonesian Ministry of Education, 
Culture, Research, and Technology in order to run the data collection process.  
Conflict of interest. The authors reported no potential conflict of interest. 
Additional information. No additional information is available for this article. 
 

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