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Supervising projects, dissertations and research at Ïã¸ÛÁùºÏ²Ê from undergraduate to PhD.

Many academics say supervision is one of their favourite, most challenging and most fulfilling parts of their job.

Supervision can play a vital role in enabling students to fulfil their potential. Helping a student to become an independent researcher is a significant achievement – and can enhance your own teaching and research.

Supervision is also a critical element in achieving Ïã¸ÛÁùºÏ²Ê’s strategic aim of integrating research and education. As a research-intensive university, we want all students, not just those working towards a PhD, to engage in research.

Successful research needs good supervision.

This guide provides guidance and recommendations on supervising students in their research. It offers general principles and tips for those new to supervision, at PhD, Master’s or undergraduate level and directs you to further support available at Ïã¸ÛÁùºÏ²Ê.

What supervision means

Typically, a supervisor acts as a guide, mentor, source of information and facilitator to the student as they progress through a research project.

Every supervision will be unique. It will vary depending on the circumstances of the student, the research they plan to do, and the relationship between you and the student. You will have to deal with a range of situations using a sensitive and informed approach.

As a supervisor at Ïã¸ÛÁùºÏ²Ê, you’ll help create an intellectually challenging and fulfilling learning experience for your students.

This could include helping students to:

• formulate their research project and question
• decide what methods of research to use
• become familiar with the wider research community in their chosen field
• evaluate the results of their research
• ensure their work meets the necessary standards expected by Ïã¸ÛÁùºÏ²Ê
• keep to deadlines
• use feedback to enhance their work
• overcome any problems they might have
• present their work to other students, academics or interested parties
• prepare for the next steps in their career or further study.

At Ïã¸ÛÁùºÏ²Ê, doctoral students always have at least two supervisors. Some faculties and departments operate a model of thesis committees, which can include people from industry, as well as Ïã¸ÛÁùºÏ²Ê staff.

Rules and regulations

PhD supervision

The supervision of doctoral students’ research is governed by regulation. This means that there are some things you must – and must not – do when supervising a PhD. Ìý

• All the essential information is found in the .
• Full regulations in the Ïã¸ÛÁùºÏ²Ê Academic Manual. Ìý

All staff must complete the online course Introduction to Research Supervision at Ïã¸ÛÁùºÏ²ÊÌýbefore beginning doctoral supervision.

UndergraduateÌýand Masters supervision

There are also regulations around Master’s and undergraduate dissertations and projects. Check with the Programme Lead,Ìýyour Department Graduate Tutor or Departmental Administrator for the latest regulations related to student supervision.

You shouldÌýattend other training around research supervision.Ìý

• Supervision training available through Ïã¸ÛÁùºÏ²Ê Arena.

Doctoral (PhD)Ìýsupervision: introducing your student to the university

For most doctoral students, you will often be their main point of contact at Ïã¸ÛÁùºÏ²Ê and as such you are responsible for inducting them into the department and wider community.

Check that your student:

• knows their way around the department and about the facilities available to them locally (desk space, common room, support staff)
• has attended the and has received all relevant documents (including the )
• has attended any departmental or faculty inductions and has a copy of the departmental handbook.

Make sure your student is aware of:

• key central services such as: Student Support and Wellbeing, and Careers
• opportunities to broaden their skills through
• the wider disciplinary culture, including relevant networks, websites and mailing lists.

Establishing an effective relationship

The first few meetings you have with your student are critical and can help to set the tone for the whole supervisory experience for you and your student.

An early discussion about both of your expectations is essential:

• Find out your student’s motivations for undertaking the project, their aspirations, academic background and any personal matters they feel might be relevant.
• Discuss any gaps in their preparation and consider their individual training needs.
• Be clear about who will arrange meetings, how often you’ll meet, how quickly you’ll respond when the student contacts you, what kind of feedback they’ll get, and the norms and standards expected for academic writing.
• Set agendas and coordinate any follow-up actions. Minute meetings, perhaps taking it in turns with your student.
• For PhD students, hold a meeting with your student’s other supervisor(s) to clarify your expectations, roles, frequency of meetings and approaches.

Styles of supervision

Supervisory styles are often conceptualized on a spectrum from laissez-faire to more contractual or from managerial to supportive. Every supervisor will adopt different approaches to supervision depending on their own preferences, the individual relationship and the stage the student is at in the project.

Be aware of the positive and negative aspects of different approaches and styles.

Reflect on your personal style and what has prompted this – it may be that you are adopting the style of your own supervisor, or wanting to take a certain approach because it is the way that it would work for you.

No one style fits every situation: approaches change and adapt to accommodate the student and the stage of the project.

However, to ensure a smooth and effective supervision process, it is important to align your expectations from the very beginning. Discuss expectations in an early meeting and re-visit them periodically.

Checking the student’s progress

Make sure you help your student break down the work into manageable chunks, agreeing deadlines and asking them to show you work regularly.

Give your student helpful and constructive feedback on the work they submit (see the variousÌýassessment and feedback toolkits on the Teaching & Learning Portal).

Check they are getting the relevant ethical clearance for research and/or risk assessments.

Ask your student for evidence that they are building a wider awareness of the research field.

Encourage your student to meet other research students and read each other’s work or present to each other.

Encourage your student to write early and often.

Checking your own performance

Regularly review progress with your student and any co-supervisors. Discuss any problems you might be having, and whether you need to revise the roles and expectations you agreed at the start. Ìý

Make sure you know what students in your department are feeding back to the Student Partnership Committee or in surveys, such as the Postgraduate Research Experience Survey (PRES).Ìý

Responsibility for the student’s research project does not rest solely on you. If you need help, talk to someone more experienced in your department. Whatever the problem is you’re having, the chances are that someone will have experienced it before and will be able to advise you.

Continuing students can often provide the most effective form of support to new students. Supervisors and departments can foster this, for example through organising mentoring, coffee mornings or writing groups.

Be aware that supervision is about helping students carry out independent research – not necessarily about preparing them for a career in academia. In fact, very few PhD students go on to be academics.

Make sure you support your student’s personal and professional development, whatever direction this might take.

Every research supervision can be different – and equally rewarding.

Where to find help and support

• Research supervision web pages from the Ïã¸ÛÁùºÏ²Ê Arena Centre, including details of the compulsory Research Supervision online course.Ìý
• The Ïã¸ÛÁùºÏ²Ê Good Supervision GuideÌý(for PhD supervisors)
• Appropriate Forms of Supervision Guide from the Ïã¸ÛÁùºÏ²Ê Academic Manual
• the PhD diaries
• Good Supervision videosÌý(Requires Ïã¸ÛÁùºÏ²Ê login)
• Student skills support (including academic writing)
• Student Support and Wellbeing
• Ìý

External resources

• (pdf)
• , Adrian Eley, Jerry Wellington, Stephanie Pitts and Catherine Biggs (Routledge, 2012) - book available on Amazon

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This guide has been produced by Ïã¸ÛÁùºÏ²Ê Arena. You are welcome to use this guide if you are from another educational facility, but you must creditÌýÏã¸ÛÁùºÏ²Ê Arena.