1. Putting the Super in Supervision
Dr. Mark Matthews,
Student Learning Development
The supervison and quality varies greatly.

2. What is supervision?
Supervisor the key person
Vital for student development
Mentorship / apprentice
Secure and trusting relationship

3. Supervisor’s Responsibilities
Guidance on what is expected
Advise on academic standard of work
Maintain regular contact
Meet regularly for formal supervision
Provide constructive feedback on written work
Guidance on presentation/publication of research
Guidance on writing thesis
Read the final thesis
Ensure student is prepared for viva
Assist with postdoctoral opportunities
5.4 Responsibilities of the Supervisor (adapted from University of Exeter guidelines [1.6.4])
The essential responsibilities of the supervisor are listed below – a number of these responsibilities appear in the section on the ongoing process of supervision.
5.4.1 To give guidance about the nature of research and the standard expected. This includes guidance on planning of the research, research methods and techniques, direction to relevant literature and sources and information about relevant training programmes on offer.
5.4.2 To ensure the candidate is aware of regulations and legal issues including, but not limited to data protection, copyright, intellectual property and ethical considerations.
5.4.3 To assist in the arrangement of necessary administrative steps such as approval of thesis title, registration, and transfer to the PhD register.
5.4.4 To establish and maintain regular contact through meetings held at a frequency commensurate with the nature, stage, and level of research being
undertaken. The frequency of such meetings is to be determined by the Department but should not be less than once per month.
5.4.5 To request written work as appropriate and return such work with constructive feedback within an agreed period of time.
5.4.6 To provide guidance and assistance to the candidate regarding presentation or publication of the research both internally and externally.
5.4.7 If necessary, to warn the student, in writing, of inadequate progress or of any unsatisfactory standard of work.
5.4.8 To provide guidance on the writing and preparation of the thesis. This should include commenting on at least one draft.
5.4.9 To ensure that the student is prepared for the viva and understands its role in the overall examination process.
To advise the student subsequently of the implications of any recommendations from the examiners and assist in the preparation of any re-submission.
To encourage independent thought and investigation, and to ensure the student is clearly aware of the requirements, and appreciates what they are expected to achieve, in the course of their degree.
To assist the student after the completion of the research degree, in providing references or direction to postdoctoral opportunities.

4. Your Responsibilities
Undertake research training as agreed
Produce written work as agreed
Aware of process / protocol for transfer (Calendar part II) 12 – 18 months
Decide when to submit the thesis
Ensure thesis complies with regulations.
which set out, among other things, the very minimum level of supervision that supervisors should provide for their research postgraduates. This includes the supervisor being required to request regular written work and to return the work with constructive criticism. Importantly, these documents also set out the responsibilities of the research student themselves.

5. But… These are only guidelines Supervision is the number one complaint
Quality varies

6. So what can you do?

7. Power
“it is vital that supervisors realise that students usually perceive themselves to be at the power-receiving end of the supervisor-student relationship. This can lead to an over-reliance on the supervisor and an inhibition of communication.”
TCD Supervisor Guidelines
Try to:
find out what is expected
take the initiative in raising problems or difficulties
help the supervisory team to ensure consistency
discuss with the supervisory team how to make guidance more effective
agree and organise a mutually convenient schedule of meetings

8. Be Proactive find out what is expected tackle concerns early on
discuss how to make guidance more effective
agree and organise process
find out what is expected
take the initiative in raising problems or difficulties
help the supervisory team to ensure consistency
discuss with the supervisory team how to make guidance more effective
agree and organise a mutually convenient schedule of meetings

9. What else? Set ground rules Set realistic time-based goals
Set deadlines
Open professional communication
Ask for help when needed
Talk to others

10. Meetings Set an agenda for your meeting (email)
Take as much time as necessary (no more)
Be direct about everything
What are outputs from meeting?
Set date of next meeting
Produce a written report or piece of written work for each supervision.
Prepare for each supervision, construct an agenda for each meeting and send it to your supervisor.
Take notes during your supervision.
Summarise decisions made at the end of the supervision.
Send your summary to your supervisor and bring it to the next supervision.

11. Successful Students Meet regularly Communicate well
Establish clear ground rules
Set clear, regular goals

12. Managing Your Supervisor
Find out:
Research Interests
Recent publications
Experience supervising
How much time they will have?
Will you be able to get on?
What kind of role does your supervisor expect?
Rowena Murray, ‘How to write a thesis’
How to communicate
When busy?
Research interests
Know supervisor’s strengths/weaknesses
Isolation

13. Know Yourself What are you good at? What do areas need improvement?
Communication

14. Six monthly review of progress Annual review of progress
Managing the Process
Agree a
plan of supervisions
Prepare for
supervision
Submit work
for supervisor
to read
Attend
supervision
Summarise
what you
agreed
Send summary to
supervisor
Six monthly review of progress
Annual review of progress
Source:

15. Discuss the following situations in pairs.
Come up with some solutions
1. “I feel like I’m being taken advantage of – doing work not related to my PhD”
2. “I feel like I’m on my own”(in my research)
3. “I’m really unhappy with how often my supervisor is meeting me”
4. “I’m really unhappy with the quality of my supervisor – he doesn’t know anything about my research area”
5. “My supervisor is really intimidating”

16. Complaints are common “I feel like I’m being taken advantage
of – doing work not related to my PhD”
Sciences – project work

17. “I feel like I’m on my own”
Graduate research seminars at department level –
Research presented.
Go to the GSU faculty rep in your area
Doesn’t exist – set up
Attend as many conferences as possible to present your work

18. Complaints are common “I’m really unhappy with how often
my supervisor is meeting me”
Once a month
Ask for specific help
to keep record

19. “I’m really unhappy with the quality of my
supervisor – he doesn’t know anything
about my research area”
If you feel confident in talking to your supervisor
Change your supervisor [ go up the chain ]
Look for co-supervision

20. “My supervisor is really intimidating”
Complaints are common
“My supervisor is really intimidating”
Write your questions down beforehand – when you’re working and make that part of your process – almost like an interview.
Learn –a-b-c method
Intimidated by power
Professional (preferable not to be )
Poor communication ( shyness)

21. Assertiveness “Assertiveness means asking for what you
want or giving people an honest no to things
you don’t want. It means not using other
people and not letting yourself be
used either.”
Step 1 Show you listen and understand
Step 2 Say what you think and feel
Step 3 Say what you want to happen
Say what you think the problem is
Step 1:Listen & Summarise other person’s point of view: ‘I understand that…’
Step 2: Your point of view ‘But I feel…’
Step 3: Propose a solution ‘If __ then___’
Three steps to assertive behaviour
1. Identify the behaviour that concerns you: e.g. "when you put me down about the way I look..."
2. Identify your feelings about the behaviour: e.g. "I feel angry and deflated..."
3. Say what you want to happen: e.g. "and I would like you to consider my feelings and not do it again.“
Step 1 Listen and show you understand
I understand that you are very busy and that you have limited time.
However, I am feeling very anxious about whether I am going in the right direction with this section, and without your feedback I feel unable to progress further.
I need you to read this outline in the next week and tell me if there are any major omissions, and whether the structure make sense.

22. Assertiveness Body Language Direct eye contact
• Facing the person you are talking to
Audible, steady, clear voice tone
Sitting up straight or standing tall
Project confidence

23. Assertiveness Models A: 3 step model Step 1: State the situation
Step 2: State your position & how you feel
Step 3: Say what you want to happen
B: ‘Broken Record’ Approach
Keep repeating yourself until you are heard

24. Role-Play Student: practice the 3 step method to get what you need
In groups of 3, take turns in the following roles
Student: practice the 3 step method to get what you need
Supervisor: you’re busy so try and protect your time
Observer: listen and provide feedback on the conversation

25. If all else fails Go to supervisor Department
Director of teaching and learning
Dean of Graduate Studies
Talk to your supervisor – bring the problem into the open
Try and analyse the situation and work out what is going wrong
Gather advice from those around you
Constructive complaining
Know your rights

26. Supports Graduate Studies http://www.tcd.ie/Graduate_Studies/
Postgraduate Advisory Service
Student Counselling Service
Graduate Student’s Union
The Graduate Students’ Union (GSU) is the representative body for all postgraduate students in Trinity College.

27. Read
Estelle M. Phillips and D.S. Pugh, How to get a Ph.D.: a handbook for
students and their supervisors; Buckingham: Open University Press,
1994
Best Practice Guidelines on Research Supervision for Academic
Staff and Students
University of Dublin Calendar Part 2, 2.8

28. Be proactive, take control Set ground rules for supervision
Key Points
Be proactive, take control
Set ground rules for supervision
Clear communication
Set goals & milestones
Be Professional
If something is worrying you or you think not right, tackle it
early on before it becomes a bigger problem.

29. Student Learning Development
Thank you for your time
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