Conceptualising Intellectual Humility in Advanced Research Contexts: Insights for Postgraduate Supervision

Negative supervision experiences could derail the process and outcome of postgraduate research. A moral framework for reflection on positive and negative dimensions of the supervisory relationship is thus needed. The hidden curriculum highlights complementary approaches to research development, not only focusing on standard formal interventions, but also on ways to harness development during the research process. The 'thinking’ and ‘willing’ dimensions of the doctoral intelligence framework provided a springboard for exploring intellectual virtues, mindsets or characteristics of excellence during knowledge pursuits. This article explores the relevance of the virtue of intellectual humility to the advanced research context and specifically on the relational aspect of postgraduate supervision. While humility is a moral virtue in general society, intellectual humility is viewed as a virtue with internal and social application during knowledge production. Intellectual humility lies between the excess of humility (servility) and the deficit (arrogance), and metacognition assists in the scholar’s appraisal of their strengths and weaknesses. The intellectual humility moral framework provides a tool for reflection on positive and negative aspects in advanced research contexts. The guidelines for research development within the intellectual humility framework are applicable for thoughtful, ongoing, responsive reflections for reciprocal benefits for all role players for lifelong learning and continual development.