ABSTRACT
Generative artificial intelligence (gen AI) technologies have disrupted the longstanding norms and practices of education and research in universities, fueling widespread discussions across the humanities, arts and social sciences (HASS) disciplines including in the community of doctoral education. This qualitative study examines how communication about gen AI use takes place in HASS research supervision meetings, and the ways that doctoral supervisors and international doctoral students navigate these conversations. Thematic analysis of interviews with international doctoral students and doctoral supervisors reveals the use of gen AI by international doctoral students as a delicate and often ‘tabooed’ topic in supervision meetings. We argue that gen AI being a taboo topic in supervisory meetings reflects both the ambiguity surrounding the legitimacy of using gen AI in doctoral research, as well as the influence of intersecting supervisory power dynamics, including structural power, epistemic power and relational power. We recommend supervisory communication strategies to critically facilitate the transition to AI in international doctoral education.