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The complex task of 'writing up' qualitative data provides difficulties and challenges for both doctoral candidates and their supervisors, which can often result in detrimental effects on the supervisory relationship. These effects can be heightened by the pressures currently felt by supervisors, not least to ensure their supervisees submit in a timely fashion. We argue here that these pressures are in part responsible for a shift in supervisory pedagogy from a relational to a processualdoi:10.11114/jets.v1i1.10 fatcat:uk6jvieksbca3hcv2lhok2lqny