How to get the most out of the supervision relationship.

1
How to get the most out of the supervision
relationship.

• Presented by Annette Stevenson Student Assist
• (Adapted from Cryer, 2000 and Murray, 2002)

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What today will aim to cover

• What sort of a relationship is this?
• How and why did I get into this relationship?
• What are our roles?
• What sorts of changes can we expect in this
  relationship?
• What am I doing or not doing to make this
  relationship work?
• How do I see myself as a student?
• Do I recognise and convey my needs?
• How do I see my supervisor his or her needs?
• When, where, and how often do we meet and are
  these meetings working?
• Traps for students and supervisors to avoid.
• Can I handle feedback and what may or may not be
  criticism?

3
Questions for reflection?(p. 63, Murray, 2002)

• What is the purpose of the doctoral/masters
  thesis?
• What is/are my supervisor(s) roles?
• How do I define an effective student-supervisor
  relationship?
• When do I expect to complete my doctorate?
• What is my research topic (or area)? And whats
  the purpose of my thesis in this area?

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What sort of relationship is this?

• Two aspects to the supervision relationship
• Administrative (eg respective roles)
• Interpersonal (eg human aspect)
• A supervisors principal responsibility is to
• develop his or her research students so that
  they can think and behave as academic researchers
  in the field of study concerned (p.84, Cryer,
  2000).
• A students primary responsibility is to do their
  own work concientiously

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Recommended Responsibilities of SupervisorsUK
National Postgraduate Committee (1995)(cited in
Cryer, 2000)

• to have knowledge of the area and/or theory
• or to otherwise be in touch with specialists
  within or outside the institution
• provide regular supervision sessions (min.
  fortnightly)
• sessions on average 1 hour in length
• will deal with urgent matters by phone, email or
  will arrange to meet
• read, critically comment on work as its produced
• assist new students to plan time, a programme of
  research, and to monitor progress

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Recommendations continued

• keep student files and submit progress reports to
  postgraduate study committee every 6 months
• inform student if progress is unsatisfactory and
  arrange necessary supportive action
• ensure data and information collected by the
  student is freely available to the student
• student can attend lectures in the institution
  free and be advised of courses that complement
  the field of research
• introduce the student to learned societies,
  seminars, workshops, and other researchers in the
  area, advise on publishing, and give due
  recognition to the student for any contributions
  to publications
• give advice re examination requirements

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Responsibilities of students UK National
Postgraduate Committee (1995)

• full-time students, by end of first year, define
  area of research, have background knowledge,
  literature review, framework and timetable for
  next 2 to 3 years, and substantial work in
  written, draft form
• have own topics theyd like to discuss with
  supervisor
• submit work regularly
• note guidance and feedback from supervisor
• material to be typed or word-processed, or
  legible if complex equations
• inform supervisor of others with whom work is
  being discussed
• to access the supervisor. If there are problems
  with supervision, including access, first take
  this up with supervisor

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Post Graduate Supervision Questionnaire

• Answer the following alone, then discuss with
  others, placing an next to expectations that
  may not be realistic
• What do you expect from your supervisor?
• What do you expect from yourself when you attend
  supervision?
• Answer the following alone, then again discuss
  with others
• What will you need from your supervisor to get
  the most out of supervision?
• What will you need to do to get the most out of
  supervision?

9
Role Perception Scale(Ryan and White, 1996,
adapted from Moses, 1985)

• Read each pair of statements. Each express a
  standpoint that supervisors and students may
  take. Estimate your position and mark it on the
  scale from 1 to 5
• Three areas are covered
• Topic/course of study
• Contact/involvement
• The thesis

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What sorts of changes can we expect in this
relationship?

• New students expect supervisors to tell them what
  to do. This is fine if involves use of complex
  equipment or need to fit in with a group project,
  but not in the long-term.
• Some students might have a well-defined task at
  the start like a pilot project, but need to make
  own tasks, etc after this.
• Some supervisors overwhelm students with many
  ideas. Youre not expected to act on all of them.
  Note them down, consider them to see whats
  essential.
• Design your work to be appealing to you and
  acceptable to supervisor
• As work progresses, more of a two-way dialogue.
  You develop your own ideas, discuss with
  supervisor who warns you of any dangers

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What sorts of changes can we expect in this
relationship? continued

• Independent work does NOT mean continuing on
  without supervision
• Research involves developing something new.
  Youll know more about your topic than your
  supervisor. You need to be comfortable with that
  and engage with your supervisor as an equal
• Some dept. distinguish between formal and
  informal supervision. Good to have that
  distinction so that its clearer when its the
  students responsibility to initiate contact if
  having difficulties
• Look at dept. requirements re supervision, wait
  for supervisor to make suggestions, otherwise you
  need to raise the matter

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Roles of the supervisor(Brown and Atkins, 1990,
p. 120, cited p. 71, Murray, 2002)

• director
• facilitator
• adviser
• teacher
• guide
• critic
• freedom giver
• supporter
• friend
• manager
• examiner
• Roles can change with time, as needs change
  trust develops
• You will most likely end up knowing more about
  your topic than your supervisor does

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Relationships between supervisor student(Brown
and Atkins, 1990, p. 121, cited p.72, Murray,
2002)

• director/follower
• master/servant
• guru/disciple
• teacher/pupil
• expert/novice
• guide/explorer
• project manager/ team worker
• auditor/client
• editor/author
• counsellor/client
• doctor/patient
• senior partner/junior professional
• colleague/colleague
• friend/friend

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Roles may or may not be complementary

• What can you do if youre cast in a role that
  doesnt suit?
• (eg disciple who is in awe and cant find own
  ideas colleague but feel you cant measure up
  novice but then frightened to write??)
• Will you act out assigned role?
• How can you influence casting?
• TA model of ego states

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When, where, and how often do we meet? (Cryer,
2000)

• Plan times in advance according to dept.
  guidelines?
• You email or phone and request to meet?
• Supervisor timetables regular meetings
  irrespective of whether theres anything to
  discuss?
• You provide something in writing prior to meeting
  so supervisor can consider it, or supervisor
  reacts to you on the spot when you meet?
• Arrange meetings as needed when you next happen
  to see each other?
• Have informal interaction without meeting via
  email and phone?
• Turn up to supervisors office in hope he or she
  will see you?
• Have emergency meetings?

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Are these meetings working?

• Dont waste your supervisors time
• Its up to you to raise matters
• Supervisors who feel theyre being worried
  unnecessarily should say so
• Location and timing of meetings is important for
  part-time students
• Important to take notes date, time, location,
  topic, objectives, advice, decision made. You
  could ask to audiotape

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Asking for feedback and advice (Cryer, 2000)

• Remember your supervisor is human busy,
  overworked, shy, inexperienced, embarrassed,
  polite to reject (if youre a colleague or very
  experienced)
• If supervisor seems reluctant to reject your
  ideas, give several to then discuss and know its
  ok to reject some
• If supervisor is shy, ask simple questions
• If supervisor is busy, find out whats an
  acceptable way to interact (written outlines,
  informal chats, etc)
• Give supervisor time to mull over ideas (people
  tend to reject ideas if forced to make quick
  decisions)

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Getting feedback and advice(Cryer, 2000)

• Accept certain emotions are normal
  (embarrassment, anger) but that its
  counterproductive to let them show. Best to calm
  down as the emotions may be unjustified
• Show gratitude and interest
• Not necessary for you to agree with all
  criticism. Give yourself time to consider to
  accept, reject or adapt, otherwise you can appear
  compliant, lacking in independent thought
• Seek clarification if necessary. Go away and
  think, discuss further as needed
• Ok to justify your points, but when supervisor
  has finished
• Ask supervisor if he/she would like you to
  explain what you did
• At end of meeting, reiterate thanks, general
  pleasantries

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Handling Anger and Criticism Assertively

• Possible options (depending on situation
  relationship)
• Listen to angry person, acknowledge feelings of
  anger (ie. reflect back you hear their message)
  - state your feeling and thoughts
• Ask for information especially when person is
  unclear - eg. What do you mean by....?, How
  does it affect you?, Is there anything else?
  Dont sound angry or defensive, just attempt to
  understand
• Ignore aggressive comments and stick to your
  goal. Avoid countering each criticism by
  justifying yourself. Repeat original point while
  responding to any legitimate points
• Dismiss and redirect ie. deny the relevance of a
  put down or an irrelevant comment to the main
  issue under discussion and redirect the
  discussion to the main issue

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Handling Anger and Criticism Assertively continued

• Ask questions to make the angry person aware of
  his or her anger. eg Are you angry about this?
• Give direct -ve feedback eg. I dont like it
  when you raise your voice
• Sorting issues when presented with a number of
  criticisms eg. Youve raised a number of issues,
  but it seems to me that ..... is your main
  concern. Is that right? Look for underlying
  assumptions
• Agree with what they are saying without
  apologising or excusing yourself
• If the angry person is being quite irrational
  just go away or put the phone down . Dont argue

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Responding to Criticism

• Expressive skills
• Question the person so you understand
• Sort the issues i.e. if lots of issues have
  been dumped, ask person to be direct
• Protective skills
• Agreeing stops the other person, but wont
  enhance your relationship
• Selective ignoring of irrelevant and unproductive
  criticism only respond to the productive
  express your opinions where you want and protect
  where you need to

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Defining feedback questions(p. 62, Murray, 2002)

• How do you know if the feedback is good or bad?
• What constitutes useful feedback?
• Do you know what feedback you are looking for, at
  this stage?
• Have you asked your supervisor for that?
• Do you have to go along with whatever your
  supervisor says?
• Do you have to do what he or she tells you?

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Unprofessional behaviour, such as sexism, racism,
ageism - often due to ignorance or sense of
inferiority (Cryer, 2000)

• Train supervisor out of prejudice. Refer only to
  the work, acting in words, dress and manner in a
  totally professional way. If behaviour continues,
  do not ignore it. Seek support about how to make
  your supervisor aware of his or her behaviour.
• EEO policies help but often the matter is
  already out of hand
• Seek support of other students, staff, head of
  school, institutional documents/policies,
  postgraduate association, Student ASSIST
• Try and handle informally to begin with
• Changing supervisors sometimes is needed if there
  is unprofessional behaviour, personality clashes,
  lack of interest, lack of expertise, lack of
  respect re your judgement or ideas
• Use diplomacy. Impolite to compromise your
  supervisor. Seek advice via your research
  coordinator, head of school, documentation,
  postgraduate association, Student ASSIST

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Co-supervision

• Co-supervision is fine if for back-up, overseeing
  an inexperienced supervisor, part of a panel or
  committee, or if one is in workplace and other in
  academic setting
• Problems arise if roles not agreed to or defined,
  neither understand expertise of the other, each
  abdicate responsibility to the other, student
  cant satisfy either, there are conflicting
  expectations, and implicit and explicit
  differences
• If your work moves outside supervisors
  expertise, see other experts together, or
  constrain your research within expertise of
  supervisor
• Student is responsible for deciding when a thesis
  is ready to be examined. Supervisor will give an
  opinion

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Traps to avoid(Brown and Atkins, 1990)

• Poor planning and management of project
• Methodological difficulties in the research
• Writing up
• Isolation
• Personal problems outside the research
• Inadequate or negligent supervision

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Problems we become aware of

• Concerns re perceived ramifications if complain
• Looking after animals or equipment for long
  periods with no breaks
• Supervisory issues re content/topic students
  feeling coerced into topics they didnt
  anticipate they would do (i.e. dovetailed into
  supervisors area of interest)
• Complaints re lack of technical support, no
  access to equipment, etc
• No access to funding (eg to go to conferences)
• Funding brought to the university is not applied
  to their candidature
• Coursework vs research demands

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References

• Brown, G. and Atkins, M. (1990) Effective
  Teaching in Higher Education. London Routledge.
• Cryer, P. (2000) The Research Students Guide to
  Success. Philadelphia Open University Press.
• Murray, R. (2002), How to Write a Thesis.
  Philadelphia Open University Press.