How to manage your supervisor

1. How to manage your supervisor “creating and maintaining a successful and lasting partnership” Dr. Yoseph Araya Y.Araya@bbk.ac.uk Department of Geography, Environment and Development Studies

2. John O’Keefe For thought … Your supervisor will be an important partner in your research career

3. Outline What is supervision Why Supervision? Who: Supervisor’s role Whom: Researchers role How: Managing supervision When things don’t work … Further Resources

4. What is supervision Supervisor (definition): A person who directs and oversees the work of a junior (e.g. postgraduate research student). Supervisors can be supported by experts in other aspects of learning e.g. librarians, IT personnel, mentors, sponsors, career advisors … It is a requirement of UK QAA Quality Code to have at least one main supervisor. Research supervision excellence study: http://www.voxeu.org/article/towards-measuring-research-supervision-quality

5. Why supervision? An effective working relationship with your supervisory team is key to your success as postgraduate research student. • Doctoral study requires high level of interdependence • Appropriate guidance ensures smooth & successful completion • A mentor will help your passage into academic life and career • Why should you manage your supervisor: • Supervisors are probably busier than you think they are • Supervisors may not always be as aware of your concerns and progress to the extent you are • Your enthusiasm and organisation will encourage them • It is your project!

6. Who is the ‘ideal’ supervisor Understanding your supervisor’s human skills & inadequacies is important. The dream supervisor has the following attributes: the wisdom of Solomon; a positively delphic prescience in their pronouncements of what will matter; the communicative skills of Martin Luther King; the analytical clarity of Ada Lovelace; the patience of a saint; a pastoral touch that would make Florence Nightingale weep with envy; a breadth and depth of knowledge that could only come from omniscience; creative gifts that combine the brilliance of Leonardo da Vinci, Isaac Newton, Michelangelo and Mozart with the inspiring iconoclasm of Pablo Picasso, Einstein and the Beatles; and to cap it all, an empathic sense that must have been stolen from Mahatma Gandhi. Your supervisor: http://www.findaphd.com/advice/doing/you-and-your-phd-supervisor.aspx

7. Caricatures of supervisors … it may not be far from the truth!

8. Role of supervisor: General • 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” picture • Nudging your in good directions • Identifying common pitfalls • Keeping an eye on the clock • At the end • Telling you when to stop • Knowing what a thesis looks like • Anticipating problem areas for your viva

9. Supervisory styles

10. Role of supervisor: the details (1) to agree a schedule of regular meetings with the student, in accordance with School policy and in the light of discussion of arrangements with the student; (2) being accessible to the student at other appropriate times when he or she may need advice; (3) giving guidance about the nature of research and the standard expected, the planning of the research programme, literature and sources, attendance (4) being familiar with the standard expected of research degree examiners, consistent with the guidance laid down by relevant Research Councils; (5) requesting written work as appropriate, and returning such work with constructive criticism and in reasonable time; (6) arranging as appropriate for the student to talk about his or her work to faculty or graduate seminars, and to be well briefed on oral examinations; (7) ensuring that the student is aware of the University’s Codes of Practice for Research and Intellectual Property and that he or she adhere to the requirements and observe the principles contained therein; (8) providing training in the ethical, legal and other conventions used in the conduct of research, and supporting the student in the consideration (9) ensuring that the student is aware of institutional level sources of advice, including careers guidance, health and safety legislation and equal opportunities policy;

11. Role of researcher: the details (1) maintaining regular contact with the main supervisor; and discussing with the supervisor/s the type of guidance and comment; (2) taking the initiative in raising problems or difficulties, however elementary they may seem; (3) for the safety of themselves and others, and take the initiative to ensure that they are competent in any relevant research techniques to be used; (4) planning a research project which is achievable within a schedule consistent with the normal expectations of the relevant Research Council (5) maintaining the progress of work in accordance with the stages agreed with the main supervisor, including in particular the presentation of written material as required in sufficient time to allow for comments and discussion before proceeding to the next stage; (6) deciding when he or she wishes to submit the thesis, taking due account of the supervisor/s opinion, which is however advisory only, and of the need to take account of University requirements (7) taking responsibility for their own personal and professional development by) agreeing their development needs with the main supervisor; (8) being familiar with institutional regulations and policies that affect them, including the regulations for their qualification;

12. Managing supervision To get the most out of supervision you should take control of the process • 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 (e.g. reading list, data, drafts)   • Expect to receive feedback and criticism and use this to improve your work  • Deal with problems as they arise be it technical, resource, supervision … • Summarise meetings and keep a copy for your own record and send one to your supervisor (for follow-up and highlight any misunderstandings Mutual respect; an understanding of the expectations; shared commitment to the goal of research will ensure smooth partnership.

13. Preventing conflicts

14. When things don’t work • If your work is not progressing well, you are having personal difficulties to work together don’t forget there is always a solution. • When problems arise: • Speak with your supervisor. • If problems persist • Speak to your second/other supervisor • If issue is still not resolved approach • Department’s doctoral programme director/convenor. • Head of Department • If all else fails, remember you can agree and change supervisor

15. To be an ideal mentor: Characteristics Appreciating individual differences Enthusiasm, sensitivity Availability Mentor for life Self-direction, questioning Inspiration, criticism Skills development Celebration, promotion Building a scientific/social Community; Networking http://www.nature.com/nature/journal/v447/n7146/full/447791a.html

16. Further Resources Supervision advice video (Oxford University) http://www.youtube.com/watch?v=tFay1AuQ5Tc&feature=share&list=PLcJaW3GOj5E9tNdkiXDZUdhxhgWA7uwdq Supervisor-student relationships (Oxford University) https://www.learning.ox.ac.uk/supervision/supervisor/relationships/ The lesson of grace in teaching: Testimony from a Teacher http://mathyawp.blogspot.co.uk/2013/01/the-lesson-of-grace-in-teaching.html Supervision relationships (Vitae) https://www.vitae.ac.uk/doing-research/doing-a-doctorate/starting-a-doctorate/supervision-and-key-relationships An excellent book on PhD Research Gordon Rugg & Marian Petre (2010)