Role of the

Supervisor

Dr Frances Horgan

Royal College of Surgeons in Ireland

Irish Gerontological Society,

Gerontology and PhD Study Day in Ageing Research

April 26th 2013

Research

Varied across disciplines

Critical enquiry, intellectual activity

Analyse information, new knowledge

Partnership

Supervision plays a key role in empowering

students to become researchers (Wisker

2005)

Role of supervisor

Fundamentals of good teaching

Support student through research process

Monitor progress

Timely feedback

Complexity

Professional commitment

Personal dimension

Mentoring role

Engage with and work with student

Research student

Individual

Preferences/expectations

Learning styles

Recognition of diversity

Adjust accordingly

Supervisor and student

Set realistic expectations

Understand roles

Encourage independence

Build confidence in personal research

capacity

Early stages

Background to project

Expertise

Interest in proposed study, title, Q, scope

Alignment of research interests

Academic commitments

Resources

Available supports

Negotiating Policies/Procedures/Regulations

Partnership/contract* – student/supervisor

Learning contract

Stages

1. Identify needs/stakeholders

2. Identifying learning outcomes

3. Resources/strategies needed, plan/agree rules

4. Assessment – is agreed work accomplished

5. Review of success (or not)/evaluation

Student’s needs

Knowledge and skills

Previous research

Writing skills

Analysis skills

Presentation skills

Specific needs

Areas of need identified

Approach to research

Agreed expectations

Supervisor direction in research process

Level of independence of student

Progress – method/frequency/format/conduct

Submissions

Feedback – nature/timing/role in editing

Negotiating differences?

Resources

Space/facilities

Effective supervision

Project partnership

Determine student’s needs

Agree expectations

Establish structure/research plan

Encourage early writing

Establish regular contact/feedback

Inspire/motivate

Manage crises

Support/guidance

Mentorship/career

plan

Final

production/presentat

ion of research

What students expect of

their supervisors

Agreed expectations

Clear lines of communication

Avoid misunderstandings

Structure for exchange of views

Read their work in advance

Be available when needed

Open and supportive

Give constructive feedback

Have good knowledge of research area

Create an environment for exchange of ideas, enter academic community

Identify additional resources

Be involved in their successes

Project partnership

Matching of supervisor and student a

key catalyst for success

Determine student’s needs

Knowledge and skills

Areas of need

Use of simple research skills audit tools

Establish structure/research

plan

Planning a good study

Clearly written proposal and articulated

hypothesis

Research framework

Thorough preparation

Encourage early writing

Effective writing

Writers block?

Gathering data and reading vs. writing up!

Review writing style

Writing skills support

Critical writing activities

Finding an appropriate style ‘voice’

Reading, thinking, asking questions

Establish regular

contact/feedback

Frequent/regular contact – more successful

outcomes

Balance between intrusiveness and neglecting to schedule meetings

Frequency – daily, weekly, fortnightly, monthly

Student – independent vs ‘thrive on structure’

Type of feedback – format, constructive, developmental

Meetings – agenda/minutes/review objectives/meeting notes

Involvement in department

Creating a learning community

Supportive environment

Seminars/presentations

Opportunities to present/discuss research

Support of other postgraduates

Opportunities – formal/informal

Inspire/motivate

Create a structured, stimulating environment

Maintain motivation and morale

Researcher – self starter/manager

Demands over an extended period –

challenging…. managing ‘highs/lows’

Reaffirmation of significance of work

Identify opportunities to communicate

progress – seminars/conferences

Support/guidance

Awareness of needs

Supportive role

Approachable

Guide through polices/procedures/options

Flexibility, finding solutions

Mentorship

Advice in planning, career development

Maximise opportunities

Opportunities to network

Highlight qualities/strengths

Presenting

Publishing

Thinking through difficulties

Who is breaking the ‘contract’ between the supervisor and the student?

How is the student’s progress evaluated and fed back to them?

Communication

Get advice from other PhD students/experienced colleagues

Formal processes of evaluation

Tips for students (Rugge & Petre 2004)

Read, read, read

Write, write, write

Keep an annotated

bibliography

Form an ‘informal’

committee

Expose your work

Learn to ask ‘so

what?’

Never hide from your

supervisor

Always make back-up

copies of your work

Read at least one

completed dissertation

from cover to cover

Remember a

doctorate is pass/fail

More than one supervisor

Spread the supervisory responsibility

Primary supervisor has main responsibility

Agree on methods of communication

Final presentation of research

Project moves into the final stages

Awareness of timelines

Adherence with policies, procedures, examination guidelines

Adopt perspective of examiner

Firm recommendations

Feedback on writing, developing framework for different chapters

‘Big picture’

Discussion chapters – challenge/reconsider logic of reasoning

Final drafts, careful reading of full thesis draft, coherence, consistency, structure

The examination process

Choosing appropriate examiners

• History/roles

Writing up a successful thesis

Preparation for examination/Viva

Timely examination process*

Support post Viva – addressing examiners’

comments/recommendations

Celebration of success – outcome of

rewarding partnership, life after research…

General - Student support

School of

Postgraduate

Studies

Awareness of

resources, training

Library facilities

Statistics support

Counselling

Information

management

IT support

Ethics

Committee/Researc

h Office

Data

management/protect

ion

Intellectual property

Good research

practice

General - Policies and

procedures

• Procedure for application/registration/examination

• Guidelines for good research practice

• Role and responsibilities supervisor/student

• Postgraduate mentoring

• Handling of allegations of research misconduct

• Postgraduate research student guide

• Best Practice Guidelines for Phd

• Thesis preparation guidelines

• Monitoring progress of student research –

probation/annual reviews exit strategies

Resources

The Good Supervisor by Gina Wisker

The Postgraduate Research Handbook by

Gina Wisker