Introduction The DOCTORAL program plays an important role in the implementation of university missions and scientific development through original research and training of future scientists and researchers. On the other hand, research shows that the success of this course is influenced by factors, one of the most important of which is supervision. Supervisors have different methods, tastes and beliefs in providing supervision. The study of these characteristics and their integration in the theoretical frameworks (academic supervision styles) is an approach that can pave the way for a deeper understanding of the supervisory phenomenon as well as build tools for identifying and evaluating DOCTORAL supervision status. Method in this study, using the method of narrative review, the literature in the field of higher education in internal resources (25 articles) and external (58 articles) was examined and analyzed. Results 6 stylistics were identified for DOCTORAL supervision, which are stylistics: Anderson, Gurr, Gatfield, Mainhard et al., Murphy et al., And Vilkinas. These stylistics are described in the article and a general comparison is made between them. Discuss The study of these stylistics showed that the educational and moral dimensions of academic supervision, as well as the differences between the guidance of different educational groups, are the most important issues neglected in these stylistics. In addition, it was found that the main focus of these stylistics is on one of the goals of the DOCTORAL course (educating researchers) and it can be suggested to provide stylistics focusing on another important goal of the DOCTORAL course (science production). It should be noted that stylistic studies due to the practical approach as well as conceptual coherence, can help to improve the status of DOCTORAL guidance, because contemplation of different styles of academic supervision and attention to their various dimensions by supervisors can by creating knowledge of different angles of academic supervision will lead to improving the quality of this process.

To examine relationship of supervisors and students with respect to learning improvement, dissertation and knowledge production is of great importance. To choose a supervisor is one of important decisions made by DOCTORAL CANDIDATEs. Consequences of this selection as well as proper relationship with supervisor may affect dissertation assessment and continuation of future research guided by the same supervisor.The present study aimed to improve this process and examine its consequences. Initially, through literature review and interview with experienced supervisors of DOCTORAL CANDIDATEs 20 indicators were identified. Then, a questionnaire developed on the basis of the indicators was administered to 31 PhD graduates in education. Results indicated that supervisor selection and student-supervisor relationship were found to be relatively satisfactory. Significant differences were also found between graduates in terms of their dissertation marks, tendency to work under the same supervisor for future research, and satisfaction of their choice and relationship. Finally, based on content analysis of open-ended questions some suggestions were made towards improvement of supervisor selection and relationship of students and supervisors. Results were discussed in the final section of the paper.

According to Marx's interpretation, in the Democritean system, atoms move in a vacuum according to a blind necessity. Applying the word "accidental" to the Democritus system does not imply the unpredictable or causeless movement of atoms; rather, it indicates the absence of a prior plan or specific end in the creation of the worlds. It's as if the atoms are moving in one direction, the end of which is the creation of worlds. Epicurus, unlike Democritus, does not believe in the existence of an inviolable necessity in the movements of atoms and includes the declination of the atom from the straight line as a sign of accidental movement in his atomistic system. It is with declination as an accidental movement that basically the creation of worlds begins. So the basis of the creation of worlds is chance. Epicurus believes in the accidental movement of atoms, and in the process of creating the worlds, he does not assume any prior plan. Epicurean chance indicates both the negation of the end and the accidental movements of atoms in declination from a straight line.

In recent years, DOCTORAL admission system has been subject to many disputes among academicians and has drawn a great deal of attention due to its role in assuring the quality of graduate programs. Hence, the present paper aimed to investigate DOCTORAL admissions criteria as well as to develop a conceptual model. In doing so, a phenomenological quality method was applied. A purposive sample of 14 informants across different disciplines was interviewed. To analyze data, the coding system of opening, axial, and selective was used. The findings were arranged under two main groups: criteria and predictors. With respect to criteria, 72 initial codes, 16 subcategories, and 5 categories were extracted. With respect to predictors, 95 initial codes, 16 subcategories, and 7 categories were extracted. Finally, according to findings and review of the literature, the admission system conceptual model was developed.

This study infers the lived experiences of Ph. D. CANDIDATEs on empowering them by dissertation supervision. Our research method was phenomenology, and we interviewed students who were selected by the snowball sampling method. For ensuring the trustworthiness of the finding (credibility, transferability, confirmability, and dependability), we employed member checking, thick description, and external audits. The results demonstrate the ups and downs of empowering students through dissertation supervision. Therefore, ups in empowering students include freedom of selecting their supervisor, self-efficiency, independence, self-challenging, and supervisors’ empathetic understandings, fluent roles, and effective feedback. On the other hand, downs in empowering students are Supervisors’ low responsibility, inappropriate proficiency, and poor feedback, which led the students to look for an unconventional pathway.

The aim of the study was to evaluate the performance of supervisors and DOCTORAL students at Allameh Tabataba’i University in the process of implementing and writing DOCTORAL theses. The research method was descriptive.The population of the two groups was Allameh Tabataba’i University professors who had supervised at least one DOCTORAL thesis in the academic years (1399-1402); and the second group was DOCTORAL students who had defended their thesis within the time period. All individuals available to the two groups were introduced as the research sample. For the student's evaluation of the supervisor's performance, a questionnaire with four components of effective attention, effective empathy, effective empowerment, and effective professional privacy was used. Its construct validity has been confirmed by factor analysis and its reliability has been estimated at 0.97 using Cronbach's alpha. For the supervisor's evaluation of the DOCTORAL student's performance, questionnaire with four components of (effective participation, effective interest, effective commitment, and effective interaction) was used. Its construct validity has been confirmed by factor analysis and its reliability has been estimated at 0.96 using Cronbach's alpha. 120 professors and students responded to these two questionnaires. Data analysis using a one-sample t-test showed that the performance of the supervisors and DOCTORAL students was generally acceptable. The performance components of effective attention, effective empathy, and effective professional privacy were acceptable with a 95% confidence level. However, the effective empowerment component was not statistically acceptable. All of the students' performance components were acceptable with a 95% confidence level.These performances were not desirable performances.