1. PhD Supervision: what skills are required?
E J Wood
School of Biochemistry & Microbiology
University of Leeds
Leeds, LS2 9JT, UK

2. What do universities do?
Create knowledge
Store knowledge
Disseminate knowledge

3. What do universities do?
Create knowledge = research
Store knowledge = libraries, databases
Disseminate knowledge = teach

4. “New knowledge is the most valuable commodity on earth.
Kurt Vonnegut Died 2007
“New knowledge is
the most valuable
commodity on earth.
The more truth we
have to work with,
the richer we become.”
Breakfast of Champions

5. Research is creating new knowledge
What is research?
Research is creating new knowledge

6. What is the PhD for . . .?
Educate and train the future researchers = our replacements?
Contribute to the intellectual and scientific development of the subject discipline?
Get our research done (as cheaply as possible)?
Other reasons ?

7. PhD Supervision: what skills are required
PhD Supervision: what skills are required? The role of: - the supervisor, - co-supervisor? - the supervisory committee

8. PhD Supervision: what skills are required?
E J Wood
School of Biochemistry & Microbiology
University of Leeds
Leeds, LS2 9JT, UK

9. What qualities and skills can be expected in a PhD graduate?
A competent, reliable and self-directed researcher
Ability to pursue a research problem to a meaningful conclusion
An understanding of the process of research - plus integrity
Good theoretical understanding as well as practical skills

10. Nomenclature
One person clearly responsible for supervising the student
(= ‘supervisor’)
One additional person who help in the process of supervision
(= co-supervisor?)
Supervisory committee

11. Institutional rules
Institutional rules clear to all – is there a guidebook?
What are the criteria for achieving the award?
How is progress monitored?
Record of outcomes: pass/referral/fail
Institution records submission and completion times
Institution has procedures for dealing with misconduct and plagiarism
Institution has procedures for complaints and appeals

12. The research environment
Physical – Department suitably equipped, funding for consumables, IT provision
Human – provision of appropriate supervisory arrangements
Mental – contact with others in the field for the exchange of ideas
Educational – contact with others to keep up to date and learn new techniques

13. What is the role of the supervisor?
Usually one main point of contact (“principal supervisor”)
This person should have on-going research and have contributed to the peer-reviewed literature
A partner but not an equal – and an advisor
Open and honest relationship

14. What is the role of the supervisor?
Both supervisor and student need to understand the rules
(“Contract” = responsibilities of the student, and responsibilities of the supervisor).
If there are difficulties – there should be a clear and explicit route for their resolution

15. Responsibilities of the candidate
Observe institutional rules
Safe handling and care of equipment
Professional and ethical relationships
Participation and contribution to the scientific community
Attendance at prescribed courses
Recording and safekeeping of data

16. The role of the research supervisor?
Guidance and advice
Monitoring progress of research
Regular contact and accessibility
Input to student’s developmental needs
Giving feedback on student’s work
Ensuring ethical conduct, etc
Advising on safety, equal opps., careers
Encouraging interaction with others in the field (journal clubs, conferences, publications)
Maintaining own skills so as to perform the role of supervisor satisfactorily

17. The role of the research supervisor?
Individual students have diverse needs — support required may be different for different students.
Early on different support will be needed than later on in the process.
Need to have an awareness of the range of support available and how the student can access it.
Should be aware of rules, procedures for dealing with extensions and suspension.
Frequency of contact

18. Research skills required by the candidate
Recognise appropriate problems
Formulate and test hypotheses
Knowledge of recent advances
Critical appraisal of data
Understanding of methodologies and techniques
Ability to document, summarise, reflect

19. What is the role of formal courses?
Compulsory, flexible?
Transferable skills:
Presentations (oral, prepare posters)
Writing skills (e.g. for publication)
Information technology, data storage
Ethics and IPR*
Continuing self-education
*Intellectual property rights

20. Time-scale for meetings with supervisor?
Formal meeting once a week, to ensure ongoing contact and support
Frequent informal meetings – supervisor available?
Weekly “journal club” or similar activity
Monthly formal meeting: short, agreed report written and filed:
- progress to date/during the last month
- difficulties and problems
- plans for the next month or so

21. What is the role of academics other than the supervisor?
“Co-supervisor” = an academic other than the supervisor, some knowledge of the research area (a “shoulder to cry on”)
“Supervisory Committee” = supervisor + faculty member from same dept + one other to formally assess progress.
Meet every 6 months?

22. What is the role of academics from the dept other than the supervisor?
Involved in giving courses
Formation and revision of the PhD programme
Involved in seminars
Involved in research projects
Deal with serious problems in the department

23. Time-scale of assessment by supervisory committee?
Brief written report and oral defence every six months
‘Serious’ report at the end of the first year (“continue with PhD or not”)?
Second year – prepare poster
Third or fourth year – give talk to department
Rules set by Institute/Department

24. Feedback
Institutions should operate constructive feedback procedures — it should ask:
Current students and recent graduates
Supervisors, examiners
Research administrators
External stakeholders – sponsors, employers, collaborating bodies, external examiners, alumni

25. Learning Outcomes (1)
To discover, interpret and communicate knowledge through original research and/or scholarship of publishable quality which would satisfy peer review.
To present and defend research results which extend the forefront of a subject discipline area.

26. Learning outcomes (2)
To demonstrate systematic and extensive knowledge of the subject area and expertise in generic and subject/professional skills.
To take a pro-active and self-reflective role in working and to develop professional relationships with others.

27. Learning outcomes (3)
To independently and pro-actively formulate ideas and hypotheses and to design, develop, implement and execute plans by which to evaluate these.
To critically and creatively evaluate current issues, research and advanced scholarship in the discipline.