role of the supervisor - irishgerontology.com
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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