1. Managing the Supervisory relationship and Support
Supervisory Training

2. This module provides hints and tips for managing the supervisory/ student relationship and gives direction to the support resources available. This module explores: - Considerations when recruiting a Postgraduate Researcher - What makes a good supervisor? - Supporting language and non-native English speakers - Reading the thesis and giving feedback - Changes to the project and support

3. What makes a good PGR? There are many benefits to taking on a research student, some of the factors that you may consider are time – that of both you and the student, interests, resources available and the student’s capacity. The University Code of Practice provides a detailed overview of candidature criteria and expectations. What is the ideal student? The qualities of the ideal student are subjective but as a general overview, they may include: - Able to impose structure for themselves - Independent thinker - Self-motivated - Creative problem solver - Uses initiative - Good project manager - Good networker - Self-directing - Self-reliant This extract has been taken from Eley, A. & Murray, R., How to be an Effective Supervisor: Best practice in research student supervision 1st ed., Open University Press.

4. What makes a good supervisor
What makes a good supervisor? In a recent Training and Development Needs Analysis survey (May 2017), 94% of research students at Salford reported that they were satisfied with their supervisors. The supervisor is a major influencing factor in the completion of the PhD and as well as ensuring regulatory compliance, building a good working relationship is also important. Everyone will have their own ideas on what makes a good supervisor, and our PhD researcher community tell us that they value most: - Clear direction and expectations - Consistency—in direction and feedback - Communication - Constructive and timely feedback on their work - Availability The changing role of supervisor The role of the supervisor is changing and may no longer be the typical ‘master/apprentice’ model but more of a mentor, coach and facilitator. Some of the core areas of the role include directing, coaching, supporting or delegating. Consider, how to get started, where to look, approaches to building confidence and independence.

5. Tips for managing the supervisory relationship…
Tips for managing the supervisory relationship…. The student, supervisor and institution will have different motivations and interests, these may mean seeking understanding, negotiating and managing expectations of what is possible as part of the research project and supervisory relationship. Have an open discussion about expectations – this is not just confined to the research project and expectations of the PhD but covers how often you will meet, working hours, frequency of meetings, how to contact you? If there is a co-supervisor or industrial supervisor involved it may be helpful to define each role and responsibilities – who to go to for what and when? Consider the other roles that can offer support such as the Personal tutor, PGR Director or PGR Administrator. Consider communication challenges – personality, cultural differences and language may make communication challenging. Taking time to identify these challenges may help you to tailor your advice and support.

6. Tips for managing the supervisory relationship…
Tips for managing the supervisory relationship…. Changes to the project and support If there are any changes to the project, please note that the following actions must take place: - A change in the supervisory team – ensure that the PGR office is fully aware of the changes and an amendment to the learning agreement must completed. - A change to the project – review the research ethics checklist. If the project has changed, re- submission of or revised ethical approval may be needed. If the student is engaged with field work or other work on/off campus this may affect their visa requirements, the PGR office can provide advice in the first instance if you have questions. - A change to the student’s capacity to complete the project – an interruption or extension may be considered and you should discuss this with the PGR office.

7. Tips for setting objectives…
Tips for setting objectives…. During the early stages of the doctorate it is important to help your researchers set appropriate objectives. Make sure your researchers have: - Defined their area of research - A comprehensive literature survey prepared or are in the process of preparing some written work to you, even in draft format, to assess early writing skills - Worked with you to develop an outline plan for the doctorate with defined goals and intermediate milestones - Understood the requirements that they need to meet for any progress milestones such as the IA or IE. If the student is split-site or distance learning, has the student developed a plan as to how will these be met? - Suggest start writing early on - Consider the variations to the type of research project and discuss how these will be managed, e.g. PhD by Published works, practice based PhDs; the regulations are also different and tailored for these variations. Tips for setting objectives - Plan your meetings in advance – aim to put dates in the diary for your 12 supervisory meetings, this way the meetings are more likely to take place - Encourage the researcher to set a deadline for each milestone or sub- milestone to provide a structured framework to work to

8. Reading the thesis and feedback…
Reading the thesis and feedback…. A useful approach to providing feedback is to BOOST: - BALANCED - Include both good and constructive points - OBSERVED - Only give examples of what you have seen - OBJECTIVE - Feedback should be objective and not based on personal feelings - SPECIFIC - Provide specific examples rather than general statements - TIMELY - Provide feedback close to the event (give timescales if needed) Providing feedback throughout the research project is important so that the student has the opportunity to develop their writing and reflect upon their writing skills. The FHEQ provides descriptors for the Level expected from doctoral degrees: Doctoral degrees are awarded to students who have demonstrated: - the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication; - a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice; - the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems; - a detailed understanding of applicable techniques for research and advanced academic enquiry.