Making the Most of Your Relationship With Your Supervisors WEBINAR 14th July 2016
Transcript of Making the Most of Your Relationship With Your Supervisors WEBINAR 14th July 2016
RESEARCHER DEVELOPMENT
www.exeter.ac.uk/as/rdp/
Making the Most of Your Relationship With Your Supervisors – 14th July 2016This meeting has been placed on hold. The host will start the meeting at 11 am. Please ensure that your speakers or headphones are switched on and the sound turned up so that you can hear the presenter when the webinar begins.
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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 )
SESSION AIMSTo reflect on your current relationship with
your supervisorTo reflect on your supervisor’s ‘style’
To enable you to develop strategies to make the most of your relationship with your supervisor
SESSION OUTLINE
The role of your supervisorsExpectations and issuesSupervisor’s skills and styleMaking the most of your supervisorsCommon pitfalls and dealing with conflict
PADLET
PART 1: THE ROLE OF YOUR SUPERVISORS
WHAT IS THE PURPOSE OF A SUPERVISOR?
THE ROLE OF YOUR SUPERVISORS
To be interested in your research To be available to discuss your ideas To provide feedback on your written workTo provide feedback on your progress
THE ROLE OF YOUR SUPERVISORS
To encourage you to participate in group meetings, seminars and occasional conferences
To develop your professional research qualities by example
To be supportive of your professional development … whether in research or beyond…
ROLE AND RESPONSIBILITIES AT EXETERStudent
Co-Supervisor
Lead Supervisor
Mentor College
SUPERVISORY AGREEMENT
PART 2: EXPECTATIONS AND ISSUES
POSTGRADUATE RESEARCHERS EXPECT SUPERVISORS
To supervise themTo have a broad understanding of the
research areaTo read your work in advance of the
supervision timeTo be constructively criticalTo encourage open exchange of ideas and
advice in supervision meetings
To be available for advice when neededTo be friendly, open and supportiveTo provide guidance on areas of research
training need(s)To provide support in the annual report/review
process
SUPERVISORS EXPECT YOU
To have a general understanding of the fieldTo be independent To have your own ideasTo be able to communicate clearly in oral and
written form To be committed and enthusiastic about their
research project
To seek advice and comments on your workTo attend regular supervision meetingsTo submit written material(s) in good time
before planned supervision meetingsTo follow any reasonable advice given when it
has been requested by the student
To be honest in reporting progress (or lack of!)Join/contribute to the research culture and
profile of the College
These are a lot of expectations
PART-TIME SUPERVISION ISSUES
You may find your supervisor• Is not available when you need to speak with
them• Has unrealistic expectation of how much you
should be achieving in the time available• Is often slow to provide feedbackAny others?
(Vitae, 2009)
PART-TIME ISSUES FOR YOUR SUPERVISORS
Your supervisor:• Cannot easily contact you in working hours• Does not know what your other commitments are• Cannot monitor how much time you are putting into
your PhD• Can get frustrated if your research sometimes appear
to be going very slowlyAny others?
(Vitae, 2009)
WHAT DOES YOUR SUPERVISOR KNOW ABOUT YOU?
(Vitae, 2009)
THE IDEAL POSTGRADUATE RESEARCHER
• Contacts their supervisor and updates them on progress regularly
• Produces ideas for discussion• Participates in group meetings, seminars and
occasional conferences• Meets agreed deadlines for research targets• Is committed to gaining their PhD
(Vitae, 2009)
BARRIERS TO THE IDEAL
• What working style do you prefer?• Are there any limitations on your time that may
not be apparent to them?• Have you encountered difficulty in areas of
research that you have not brought to their attention?
• Do you need any specific help?(Vitae, 2009)
CONSIDER A DISCUSSION WITH YOUR SUPERVISORThings my supervisor needs to understand about
me (e.g. family commitments)Things I could change to work more effectively
(e.g. meeting deadlines or setting more realistic deadlines)
Areas where I need help (e.g. specific research suggestions, making contacts)
Anything else!(Vitae, 2009)
PART 3: SUPERVISORS SKILLS AND STYLES
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
PART 4: MAKING THE MOST OF YOUR SUPERVISORS
TAKING CONTROL OF THE SUPERVISION PROCESSIn 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
APPROACHES TO TIME AND PROJECT MANAGEMENT
Structured preferences
Unstructured preferences
PART 5: COMMON PITFALLS AND DEALING WITH CONFLICT
WHAT ARE THE COMMON PITFALLS?
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!
DEALING WITH CONFLICT
COMMUNICATING ASSERTIVELY
Describe the situationExpress your feelings about itEmpathise with their positionExplain the consequencesSpecify what you want from your
supervisors(The Thesis Whisperer, 2014)
‘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)
REMEMBER:
WHERE TO GO FOR ADVICE AND SUPPORT:
Your other supervisor(s)Your mentorYour PGR repStudent Guild
…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
IF ALL ELSE FAILS…
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
WHAT WILL YOU TAKE AWAY FROM TODAY?