Toolbox for Supervision
References:
Graham, A. & Grant, B. (1997). Managing more postgraduate research students. Oxford: Oxford Centre for Staff Development.
Phillips, E.M. &. Pugh, D.S. (2005). How to get a PhD : A Handbook for Students and their Supervisors. McGraw-Hill
A Checklist for Supervisors: before starting a relationship
Supervising doctoral
candidates is a delicate task. It
requires you to be a
combination of guide,
mentor, coach, source of
information and inspiration.
When a student approaches
you requesting that you
become her/his supervisor, it
is wise to insert a pause
between being asked and
agreeing (or not) to supervise.
The decision to supervise is a
major responsibility and
should be taken thoroughly.
Sometimes a refusal or even
discouragement might be
fairer options.
If you have a statement of
your supervisory style, give it
to the student and ask them
to consider it as part of their
thinking. Lastly, tell them
when you’ll get back to them
with your decision and how
(by email/phone, etc).
In the meantime, consider
these questions. Then, if you
think you might be interested
in supervising the student,
invite her/him for an
exploratory conversation to
establish a clear and common
understanding of the roles,
responsibilities and
expectations.
Checklist
Topic
± Why am I interested in this
exercise? Is it the student, the
project or the requirements of
the position?
± Will this student fit in with my
existing group of students?
± Do I have the necessary
knowledge to supervise this
student’s research topic?
± Do I know enough to support
the research approach /
methodology required for this
proposal?
Feasibility
± Are adequate resources
available? Is funding for the
student needed or can I
provide financial support?
± How many students do I have
already? Do I have enough time
to accept this (additional)
student? An allocation for a
doctoral student is approx. 50
hours per annum.)
± What experience does the
student have of academic
research and/or writing?
The exploratory conversation
Before starting a working
relationship meet with your
potential student and discuss
beside others these sorts of
matters
± Awareness regarding
requirements and
expectations for a
dissertation.
± The amount of direction and
guidance the student thinks
s/he’ll need.
± Student’s experience in
performing research and
evidence for it.
± The skills and strengths the
student thinks s/he has that
will be relevant to the project.
± Student’s mode of working
including her/his
circumstances.
± Supervisor’s mode of working
with doctoral students.
± Limits of supervisor’s
contribution.
± Need for, and availability of,
other input (maybe second
supervisor etc).