Supervising postgraduate research students

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UTS is enrolling a steadily increasing number of postgraduate research students. Many academic staff at UTS can therefore expect at some time to be required to accept the stimulating and challenging task of postgraduate supervision. Until recently, the area of postgraduate supervision has been unduly neglected in studies of higher education. Fortunately, this imbalance is now being corrected as a number of problems, such as long completion times and high dropout rates, have focused considerable attention on this subtle and demanding form of 'teaching' from both Government and the academic community.

The following pages by Ingrid Moses set out some of the most important issues facing postgraduate supervisors, and itemise some of the ways in which they have been successfully addressed.

Good Supervisory Practice

The vast majority of supervisors supervise effectively and establish a good working relationship with the graduate students. But most could also learn from others-how to negotiate a research training program with graduate students, what strategies one might use to encourage graduate students to plan, to monitor their progress themselves, to write and to publish. Much of this learning occurs when supervisors share their 'best practices'.

Considerations in the Selection of the Topic

In all disciplinary areas it is important that the topic selected or suggested fall within the area of the supervisor's expertise; that it is suited to the background and aspirations of the students; that resources and infrastructure are available and that the project is feasible and viable. In particular it has to provide the intellectual scope and size for a PhD; at Master level the broader topic area should allow for transfer to PhD candidature, if there is any possibility that the student may want to transfer. There needs to be a reasonable chance of solving the problem to be tackled within the timeframe set by the institution.

The role of the supervisor(s) in the selection of the topic varies between broad fields of study; in some areas, notably the humanities some supervisors would argue that topics should not be assigned to students, but that students should choose supervisor and topic. In other areas, notably those with external funding for projects and team research, suggestions to students about both supervisor and topic is more likely to occur. But in no field was it seen as good practice to assign a topic to students, nor to allow students to choose a topic without having discussed its feasibility and viability with their supervisor.

Questions supervisors might ask when accepting research students include:

Supervisors need to discuss with their students potential commercial interests, benefits and synergies with the Faculty's teaching program, benefits to the community and clarify University policy.

Ensuring Student Progress

Supervisors carry the main burden. If there is joint supervision, particularly with external colleagues, or if the student is an external student, procedures, roles and responsibilities have to be negotiated and articulated.

The following have been found helpful:

Regular meetings

Supervisor and candidate need to have regular meetings. While many of these may be informal, formal meetings are necessary, too, to ensure that all issues are addressed without pressure of time. At the beginning of the candidature, supervisors' and students' expectations need to be clarified, goals and time frame for their achievement should be negotiated, milestones and outcomes should be identified. The supervisor can contract with students a course of action. At the outset conditions, rights and responsibilities are clarified and agreed on. The amount of initial planning on which supervisors insist varies between disciplines. In laboratory and team research thorough planning in the initial stage and regular review of the plan are crucial. In some disciplines supervisor-student contracts are being negotiated.

Individual meetings can be complemented by regular discussion groups ( face to face or virtual) with other students, members of the faculty and community or industry associates. These provide peer support and feedback and place students' own research into the wider context.

Supervisors need to be accessible to their research students and be aware of where they are so that they can give advice and suggest change if necessary. Having good personal relationships, including social ones, helps to establish rapport.

Supervisors and students need to know the University rules concerning thesis preparation and examination, intellectual property and ethical clearance and need to discuss the implications of these for their joint work. These can be found from the University Graduate School policies and procedures page

Reports

Students and supervisors are required to complete progress reports at the conclusion of every semester of candidature. The UTS Graduate School will inform you of these requirements.

Writing and publishing

Early writing overcomes fear of writing and provides students with summaries and drafts for chapters, papers and articles. Regular progress reports and papers provide the supervisor with evidence of the writing and critical abilities of the student.
Conference papers and articles provide feedback and a sense of progress and achievement.

Ensuring High Standards

If progress is being monitored and assisted, feedback is continual, constructive and honest, the student will be striving and attaining a high standard. Many of the strategies and support structures mentioned above apply here, too.

Role models

Supervisors need to be role models themselves by setting high - professional standards for themselves. They will encourage critical self-evaluation skills if they participate with their students in seminars and conferences.

Feedback on work

Supervisors need to see the student's written work early and new data, where appropriate. They need to discuss results and analysis of data and provide prompt and constructive feedback to the student.

Interaction - writing

Exposure through presentation of seminar papers, conference papers and discussion with others working in the field ensures awareness of standards and provides students with feedback. Students may need coaching in how to present seminar and conference papers, both written and orally.

Publications in refereed journals provide students with expert feedback. Supervisors need to encourage and assist students with writing for publication.

Learning to read

Reading academic journals and conference papers will enable students to become acquianted with the culture and language of the discipline. Supervisors may initially need to help students devise appropriate reading lists.

In the Final Stages of PhD Candidature

The early and late stages of candidature are periods when students generally need particular guidance. Students need guidance in particular on when to stop data collection and analysis, and when to start drafting the thesis, and assistance with structuring of the thesis.

Support systems

If students have difficulty with writing (native English speakers as well as non-native ones) it may be too late in the final stages of the candidature to rectify any problems. While such problems should be picked up early by reading reports and draft chapters, supervisors need to be aware of university study skills counselling provided or services offered by the Postgraduate Students Association, e.g. editing. Student counsellors also may provide emotional or stress relief counselling. Some universities provide thesis writing workshops dealing both with structure and the mechanics of word processing.

Writing

Supervisors need to discuss the plan for the thesis, its structure and content, the content in which it is written, which appendices should be included and how they might be presented. Supervisors might check whether the student has 'a story' to tell. They need to insist on seeing drafts of each chapter and then need to give prompt feedback on structure, content, logic of the argument, analysis and writing style. If possible, the student should be encouraged to write the thesis in such a way that publication does not require major rewriting.

When discussing the writing of the thesis it is important to bear in mind the criteria by which the thesis will be examined.

Formalities

At this stage it might be necessary to discuss with the student possible extension required or other formalities concerning enrolment which need to be observed.

Examiners

The student should be aware of who might be qualified or disqualified to judge his or her thesis. Discuss with the student who might be appropriate examiners. The status and expertise of examiners are crucial for later credibility . Great care needs to be taken in the selection of examiners.

Post-completion, Employment

Many students experience a void after submission of their thesis. Supervisors can prepare students for this. A discussion of employment options, including a research career and fellowships available will also be welcomed.

The Supervisor as Mentor

Ideally, all supervisors should act as mentor to their graduate students. But it needs both personal and professional compatibility and respect for such a relationship to develop.

Such mutual respect is based on adherence to high academic standards by both parties, the supervisor's identification with student interests, assistance, support, and regular interactions. Supervisors who share their professional expertise, insights and contacts, who provide a framework for the student as a professional, and discuss and assist career aspirations are likely to be valued as mentors by their graduate students.

The purpose of PhD training is still under discussion. New developments, e.g. increasing contract research, and pressure for timely completion raise questions about research results as public knowledge and standards of PhD programs which have not yet been resolved.

Material in this section adapted from the work of Ingrid Moses

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