Making the Most of Your Relationship With Your Supervisor 18th January 2016
Transcript of Making the Most of Your Relationship With Your Supervisor 18th January 2016
MAKING THE MOST O
F
YOUR RELAT
IONSHIP WITH
YOUR SUPERVISORS
K E L L Y P R E E C E
R E S E A R C H E R D E V E L O P M E N T P R O G R A M M E M A N A G E R ( P G R S )
WHAT DO YOU WANT FROM TODAY’S COURSE?
SESSION OUTLINE
Understanding the role of your supervisors
Great expectationsMaking the most of your supervisorsCommon pitfalls Dealing with conflict
PADLET
http://padlet.com/UofE_RD/makingthemostofyoursupervisor18_01_16
PART 1: UNDERSTANDING THE ROLE OF YOUR SUPERVISORS
WHAT IS THE PURPOSE OF A SUPERVISOR?
THE ROLE OF YOUR SUPERVISORS
Interested in your research Available to discuss your conclusions and
ideas Able to provide feedback on your progress Able to provide feedback on your written work
THE ROLE OF YOUR SUPERVISORS
Encouraging you to participate in group meetings, seminars and occasional conferences
Developing your professional research qualities by example
Supportive of your professional development …whether in research or beyond…
‘Your supervisor supervises you and your approach to you work. They don’t generally tell you what to do, or what not to do, but they might warn you off some things and try to steer you towards others. As with all advice, you can take it or leave it.’
(Marshall and Green, 2010: 27-28)
ROLE AND RESPONSIBILITIESStudent
Co-Supervisor
Lead Supervisor
Mentor College
SUPERVISORY AGREEMENT
PART 3: GREAT EXPECTATIONS
EXPECTATIONS IN SUPERVISION
SUPERVISORS EXPECT YOU
To be independent (not simply to do as you’re told but use your initiative!)
To have your own ideasTo be able to communicate clearly in oral and
written form To submit written material(s) in good time
before planned supervision meetings
To seek advice and comments on your workTo attend regular supervision meetingsTo be honest in reporting progress (or lack of!)To follow any reasonable advice given when it
has been requested by the student
To be committed and enthusiastic about their research project
Join/contribute to the research culture of the school
To have a general understanding of the field
POSTGRADUATE RESEARCHERS EXPECT SUPERVISORS
To supervise themTo provide support in the annual report/review
processTo provide guidance on areas of research
training need(s)To read your work in advance of the
supervision time
To be available for advice when neededTo be friendly, open and supportiveTo be constructively criticalTo have a broad understanding of the
research areaTo structure supervision meetings to allow an
open exchange of ideas and advice
These are a lot of expectations
WHAT ELSE WILL YOUR SUPERVISORS BE DOING?
Planning and preparing taught modulesTeaching undergraduate and Masters
studentsMarking vast quantities of coursework and
examsActing as personal tutor to undergraduate
studentsWriting research proposals
Carrying out and keeping up to date with research
Trying to secure funding Attending and presenting at conferencesPublishing new research Attending department and university
meetings
Serving on university committeesManaging their own office (word
processing, email etc.)Supervising other PhD studentsSocial life, home and family time… plus
much more…
PART 4: MAKING THE MOST OF YOUR SUPERVISORS
YOUR SUPERVISOR’S SKILLS
They know what it takes to get a PhD
They have one themselves
They will offer you different skills over the period of your research programme
YOUR SUPERVISOR’S SKILLS
At the start:
Identifying a good question (…?) Knowing what has already been done (…?)Anticipating when a problem will be too hard or too easy
In the middle:
Watching over the ‘bigger’ pictureNudging you in good directionsIdentifying common pitfallsKeeping an eye on the clock
Towards the end:
Giving feedback on draftsHelping identify an external examinerMock vivaLooking at next steps i.e. career plans, publication
THE BALANCE OF KNOWLEDGE
Knowledge of your thesis subject over time
Supervisor
You
EVOLVING SUPERVISION STYLES
Candidate status
Supervisor’s recent style
Completely Autonomous
Dependent
Hands on Hands off
Appropriate support
Possible conflict
Autonomy generation
Benign neglect
WHAT IS YOUR SUPERVISORS’ STYLE?
Which of these roles do you think reflects your supervisor’s style and approaches to supervision at this stage?
Which would you prefer it to be?
WHAT IS YOUR RELATIONSHIP LIKE?
Which pair (if any) fits your current relationship with your supervisor?
Which of these roles do you think reflect your supervisor's style and approaches to supervision at this stage?
Which would you prefer it to be?
Part of making the most of your supervisor is understanding their approach, your expectations, and how to match up the two
TASK: YOUR SUPERVISOR – SAME AS YOU?
STRUCTURED PREFERENCES TO TIME AND PROJECT MANAGEMENTPrefers a logical approach to a project –
identifies tasks that need to be done at the outset.
Use a diary system to plan activities and then does them when planned.
Sets deadlines ahead of time and sticks to them.Plans in contingency time for unseen tasks and
activities.
Plans ahead – often a significant amount ahead.Is flustered by people who are ‘spontaneous’ or
don’t do what’s agreed.Feels most comfortable when they know what
they are going to do and by when.It is difficult to take on new tasks and ideas once
the project is underway.
UNSTRUCTURED PREFERENCES TO TIME AND PROJECT MANAGEMENTPrefers a creative approach to a project where
the tasks that need doing may become apparent during the project.
May use a diary system to keep key dates in mind but may have more than one entry for a particular time/day so they can choose nearer the time.
(May) set deadlines as timelines to be aware of.
Anticipates that there will almost certainly be a ‘big rush at the end’.
Doesn’t plan ahead too far but lives in the moment.Is flustered by people and projects who/which try to
pin them down to fixed timescales.Feels most comfortable when they have some
creative space to define and deliver their project.It is never too late to have another great idea.
CONTINUUM
Structured preferences
Unstructured preferences
MANAGING THE SUPERVISION PROCESS
In order to get the most out of your supervision you should take control of the process using some of the following suggestions…
From Vitae https://www.vitae.ac.uk/doing-research/doing-a-doctorate/starting-a-doctorate/supervision-and-key-relationships
Discuss and agree key issues, e.g. authorship of papers, research ethics and
intellectual property, at the start of the project
Be proactive and arrange formal supervisory meetings
Prepare an agenda and send it to your supervisor in advance
Prepare some work before each meeting to provide some focus to the meeting. Early on in your project you might just produce a list of what you have read or done, but as the
project develops you are likely to be able to give data, analysis, papers, presentations
and early drafts of chapters.
Expect to receive feedback and criticism and use this to improve your work
Deal with problems as they arise. Often these will be related to technical or resource issues
but also be prepared to discuss issues around the style and frequency of
supervision. Supervisors generally want to do a good job so if you make suggestions for improvements they will usually be willing to
try them
Summarise meetings and keep a copy for your own record and send one to your
supervisor. This will help to ensure follow-up on any actions and will highlight
any misunderstandings
FURTHER TIPS
Lots of regular posts on supervision on http://thesiswhisperer.com/category/you-and-your-supervisor/
PART 5: COMMON PITFALLS
WHAT ARE THE COMMON PITFALLS?
COMMUNICATION
COMMUNICATE!Keep the communication ‘channels’ open!
Most problems in life are caused ineffective communication
Nearly all PhD/doctoral failures (less than 1%) can be attributed to a break down in communication between student and supervisory team!
PART 6: DEALING WITH CONFLICT
DEALING WITH CONFLICT BETWEEN SUPERVISORS ‘Describe the situation that bothers you,
being as specific as you can (for instance: “When you two disagree I go back to work confused about what to do next”).’
Source: Mum and Dad are fighting – what should I do?
www.thesiswhisperer.com
DEALING WITH CONFLICT BETWEEN SUPERVISORS ‘Express your feelings about the situation
(“When I am confused I get stressed I find it difficult to write anything”).’
Source: Mum and Dad are fighting – what should I do?
www.thesiswhisperer.com
DEALING WITH CONFLICT BETWEEN SUPERVISORS‘Empathize with the position the other
person is in (“I realise you both have strong views and want to give me your best advice”).’
Source: Mum and Dad are fighting – what should I do?
www.thesiswhisperer.com
DEALING WITH CONFLICT BETWEEN SUPERVISORS‘Explain the consequences (“But if I stay
this stressed and confused I am going to get behind in my work”)’
Source: Mum and Dad are fighting – what should I do?
www.thesiswhisperer.com
DEALING WITH CONFLICT BETWEEN SUPERVISORS‘Specify what you want from your supervisors
(“It would be very helpful if you could agree in advance on the options which are possible and then explain their advantages and disadvantages in a way that helps us all make a collective decision on what to do”).’
Source: Mum and Dad are fighting – what should I do?
www.thesiswhisperer.com
‘Most difficulties in the supervisory relationship are ‘cock-ups’ rather than ‘conspiracies’. Always start from the assumption that all parties are acting in good faith. As is often the case, prevention is the best cure: if you have good work habits (e.g. networking effectively, keeping good records, letting other people know what you’re working on, publishing internal and external reports promptly, communicating clearly and promptly), then many difficulties can be avoided altogether. Good habits will also make early diagnosis easier. Good communication can usually sort problems out before they become serious.’
(Rugg and Petre, 20014: 42)
DEALING WITH CONFLICT WITH YOUR SUPERVISORS
DEALING WITH CONFLICT WITH YOUR SUPERVISORS
COMPROMISE!
DEALING WITH CONFLICT
Speak to your other supervisorsApproach your mentorFind your staff-student liaison officerApproach the Dean
DEALING WITH CONFLICTIf all else fails, you can “change” your
supervisor•Formally or informally•Funding may be an issue•Not just because “you don’t like them”•Has to be agreed and approved by Faculty, via your school and the postgraduate office
SOME ADVICE:Find out exactly how supervision is coordinated in your department;
there will be a procedure for changing supervisor.
Establish the paper trail: write things down, keep all emails etc. Write down the facts, with dates and details, as dispassionately as you can. If there really is a problem, the facts will speak for themselves.
Consult a third party, confidentially. This could be your mentor, or your staff-student liaison officer. Speak as calmly and dispassionately as you can, bring along
your documentation, ask for advice and listen.
Call in a third party to act as a mediator in a meeting with your supervisor.
(Adapted from Rugg and Petre, 2004: 43)
FURTHER RESOURCES
Teaching and Quality Assurance Manual: REMEMBER it is your responsibility to discuss issues with your supervisory team and to check regulations
http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/
THE THESIS WHISPERER AND OTHER RESOURCESConsider the resources and discussion threads available at www.thesiswhisper.com The following posts are linked on the Padlet:Clowns to the left of me, jokers to the right, here I am stuck in the middle … of two supervisors who don’t agree
How to tell your supervisor you want a divorceMum and Dad are fighting – what should I do?
…as well as a link to the category archive on supervision, and articles from The Guardian Higher Education Network on supervision
TASK: TRY TO SEE IT MY WAY
WHAT WILL YOU TAKE AWAY FROM TODAY?