supervision phd students

Ten types of PhD supervisor relationships – which is yours?

Lecturer, Griffith University

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It’s no secret that getting a PhD is a stressful process .

One of the factors that can help or hinder this period of study is the relationship between supervisor and student. Research shows that effective supervision can significantly influence the quality of the PhD and its success or failure.

PhD supervisors tend to fulfil several functions: the teacher; the mentor who can support and facilitate the emotional processes; and the patron who manages the springboard from which the student can leap into a career.

There are many styles of supervision that are adopted – and these can vary depending on the type of research being conducted and subject area.

Although research suggests that providing extra mentoring support and striking the right balance between affiliation and control can help improve PhD success and supervisor relationships, there is little research on the types of PhD-supervisor relationships that occur.

From decades of experience of conducting and observing PhD supervision, I’ve noticed ten types of common supervisor relationships that occur. These include:

The candidate is expected to replicate the field, approach and worldview of the supervisor, producing a sliver of research that supports the supervisor’s repute and prestige. Often this is accompanied by strictures about not attempting to be too “creative”.

Cheap labour

The student becomes research assistant to the supervisor’s projects and becomes caught forever in that power imbalance. The patron-client roles often continue long after graduation, with the student forever cast in the secondary role. Their own work is often disregarded as being unimportant.

The “ghost supervisor”

The supervisor is seen rarely, responds to emails only occasionally and has rarely any understanding of either the needs of the student or of their project. For determined students, who will work autonomously, the ghost supervisor is often acceptable until the crunch comes - usually towards the end of the writing process. For those who need some support and engagement, this is a nightmare.

The relationship is overly familiar, with the assurance that we are all good friends, and the student is drawn into family and friendship networks. Situations occur where the PhD students are engaged as babysitters or in other domestic roles (usually unpaid because they don’t want to upset the supervisor by asking for money). The chum, however, often does not support the student in professional networks.

Collateral damage

When the supervisor is a high-powered researcher, the relationship can be based on minimal contact, because of frequent significant appearances around the world. The student may find themselves taking on teaching, marking and administrative functions for the supervisor at the cost of their own learning and research.

The practice of supervision becomes a method of intellectual torment, denigrating everything presented by the student. Each piece of research is interrogated rigorously, every meeting is an inquisition and every piece of writing is edited into oblivion. The student is given to believe that they are worthless and stupid.

Creepy crawlers

Some supervisors prefer to stalk their students, sometimes students stalk their supervisors, each with an unhealthy and unrequited sexual obsession with the other. Most Australian universities have moved actively to address this relationship, making it less common than in previous decades.

Captivate and con

Occasionally, supervisor and student enter into a sexual relationship. This can be for a number of reasons, ranging from a desire to please to a need for power over youth. These affairs can sometimes lead to permanent relationships. However, what remains from the supervisor-student relationship is the asymmetric set of power balances.

Almost all supervision relationships contain some aspect of the counsellor or mentor, but there is often little training or desire to develop the role and it is often dismissed as pastoral care. Although the life experiences of students become obvious, few supervisors are skilled in dealing with the emotional or affective issues.

Colleague in training

When a PhD candidate is treated as a colleague in training, the relationship is always on a professional basis, where the individual and their work is held in respect. The supervisor recognises that their role is to guide through the morass of regulation and requirements, offer suggestions and do some teaching around issues such as methodology, research practice and process, and be sensitive to the life-cycle of the PhD process. The experience for both the supervisor and student should be one of acknowledgement of each other, recognising the power differential but emphasising the support at this time. This is the best of supervision.

There are many university policies that move to address a lot of the issues in supervisor relationships , such as supervisor panels, and dedicated training in supervising and mentoring practices. However, these policies need to be accommodated into already overloaded workloads and should include regular review of supervisors.

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The Good Supervision Guide for new and experienced research supervisors of PhDs

This guide, written by a PhD candidate, is based on interviews with UCL Faculty Graduate Tutors at UCL.

1 August 2019

Written by Alexandra Bulat (PhD Candidate, UCL School of Slavonic and East European Studies).

Whether you are  new to supervision or already have extensive experience , it is always possible to learn from others’ experiences. 

This guide was compiled based on interviews with Faculty Graduate Tutors from across the  disciplines:

• medical sciences
• arts and humanities
• mathematical and physical sciences
• life sciences
• population health sciences
• built environment
• engineering
• social and historical sciences. 

We asked them to give examples of what ‘good supervision practice’ means for them and developed a guide based on the themes which emerged from these conversations. 

Some supervision advice applies to some disciplines more than others, whereas other insights transcend disciplinary boundaries.

What good research supervision practice is

Even after years of experience, some naturally struggle to answer the question 'What is good supervision practice?' with precise examples. 

We identified three key principles, which, if applied, will likely improve the relationship between you and your PhD students. 

Each principle is divided into themes which include advice from the Faculty Graduate Tutors we interviewed.

1. Set expectations, but be aware of the changing reality

This section provides advice on: 

• setting expectations early in the PhD
• being flexible
• planning the PhD process
• managing your time spent on supervision.

2. Communicate well with students, peers and make use of institutional resources

• listening to students
• communicating with fellow supervisors and working well with the institutional structures in which supervision takes place
• making use of the resources available.

3. Think outside the (thesis) box

This section provides advice on:

• how to think beyond the thesis as a piece of research 
• how to consider your students’ career aspirations, which may not always be academic.

Download the full PDF guide to good research supervision

Where to find help and support

Research supervision web pages from the UCL Arena Centre, including details of the compulsory Research Supervision online course. 

Research and project supervision: an introduction  (Arena guide)

Appropriate Forms of Supervision Guide from the UCL Academic Manual

the PhD diaries

The UCL Doctoral School

Handbook and code of practice for graduate research degrees

Doctoral Skills Development programme

Student skills support (including academic writing)

Student Support and Wellbeing

UCL Students' Union (UCLU)  

UCL Careers

External resources

Vitae: supervising a docorate

UK Council for Graduate Education

Higher Education Academy – supervising international students (pdf)

Becoming a Successful Early Career Researcher , Adrian Eley, Jerry Wellington, Stephanie Pitts and Catherine Biggs (Routledge, 2012) - book available on Amazon

This guide has been produced by the UCL Arena Centre for Research-based Education . You are welcome to use this guide if you are from another educational facility, but you must credit the UCL Arena Centre. 

Further information

More teaching toolkits  - back to the toolkits menu

Research supervision at UCL

Research and project supervision (all levels): an introduction - UCL Arena Centre toolkit

[email protected] : contact the UCL Arena Centre 

UCL Education Strategy 2016–21  

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Perhaps It’s Not You It’s Them: PhD Student-Supervisor Relationships

• First Online: 15 September 2022

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• Zoë J. Ayres 2  

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This chapter explores the PhD Student-Supervisor relationship, outlining the role of a PhD Supervisor, discussing relationship management, and how to recognise signs of bullying and harassment if they occur.

(Trigger Warnings: bullying, harassment, sexual harassment)

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Depending on your country of study a PhD Supervisor may be called the Principal Investigator (PI) or you PhD Supervisor, or PhD Advisor. For the purpose of this chapter I will use “Supervisor”, to mean the academic in charge of your PhD research.

I count myself lucky every single day that I fell into the 76% category.

If you did not get this memo before starting your PhD, please do not worry. It is common for first-generation students to not get this information ahead of time.

Survivor bias is defined as the logical error of concentrating on the people or things that made it past some selection process and overlooking those that did not, typically because of their lack of visibility.

The sunk cost fallacy reasoning states that further investments or commitments are justified because the resources already invested will be lost otherwise . In the case of PhD study it can be that if we just “stick it out” and try to manage the abuse we are being subject to we will get our PhD. In reality, leaving and starting a PhD elsewhere may be beneficial.

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Ayres, Z.J. (2022). Perhaps It’s Not You It’s Them: PhD Student-Supervisor Relationships. In: Managing your Mental Health during your PhD. Springer, Cham. https://doi.org/10.1007/978-3-031-14194-2_9

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What Makes A Good PhD Supervisor?

• By Dr Harry Hothi
• August 12, 2020

A good PhD supervisor has a track record of supervising PhD students through to completion, has a strong publication record, is active in their research field, has sufficient time to provide adequate supervision, is genuinely interested in your project, can provide mentorship and has a supportive personality.

Introduction

The indicators that you’ll have the best chance of succeeding in your PhD project are multi-factorial. You’ll need to secure funding, find a research project that you’re interested in and is within your academic area of expertise, maybe even write your own research proposal, and find a good supervisor that will help guide you through PhD life.

As you research more into life as a doctoral student, you’ll appreciate that choosing a good supervisor is one of the most important factors that can influence the success of your project, and even If you complete your PhD at all. You need to find a good supervisory relationship with someone who has a genuine research interest in your project.

This page outlines the top qualities to look for as indicators of an ideal PhD supervisor. But before we get to that, we should be clear on precisely what the supervisor is there to do, and what they are not.

The Role of a PhD Supervisor

A PhD supervisor is there to guide you as you work through PhD life and help you make informed decisions about how you shape your PhD project. The key elements of their supervisory role include:

• To help ensure that you stay on schedule and maintain constant progress of your research so that you ultimately finish your PhD within your intended time frame, typically three to four years.
• To advise and guide you based on their knowledge and expertise in your subject area.
• To help you in the decision-making process as you design, prepare and execute your study design.
• To work with you as you analyse your raw data and begin to draw conclusions about key findings that are coming out of your research.
• To provide feedback and edits where necessary on your manuscripts and elements of your thesis writing.
• To encourage and motivate you and provide ongoing support as a mentor.
• To provide support at a human level, beyond just the academic challenges.

It’s important that you know from the outset what a supervisor isn’t there to do, so that your expectations of the PhDstudent-supervisor relationship are correct. A supervisor cannot and should not create your study design or tell you how you should run your experiments or help you write your thesis. Broadly speaking, you as a PhD student will create, develop and refine content for your thesis, and your supervisor will help you improve this content by providing you with continuous constructive feedback.

There’s a balance to be found here in what makes a good PhD supervisor, ranging from one extreme of providing very little support during a research project, to becoming too involved in the running of the project to the extent that it takes away from it being an independent body of work by the graduate student themselves. Ultimately, what makes a good supervisor is someone you can build a rapport with, who helps bring out the best in you to produce a well written, significant body of research that contributes novel findings to your subject area.

Read on to learn the key qualities you should consider when looking for a good PhD supervisor.

Qualities to Look For in A Good PhD Supervisor

1. a track record of successful phd student supervision.

A quick first check to gauge how good a prospective supervisor is is to find out how many students they’ve successfully supervised in the past; i.e. how many students have earned their PhD under their supervision. Ideally, you’d want to go one step further and find out:

• How many students they’ve supervised in total previously and of those, what percentage have gone onto gain their PhDs; however, this level of detail may not always be easy to find online. Most often though, a conversation with a potential supervisor and even their current or previous students should help you get an idea of this.
• What were the project titles and specifically the areas of research that they supervised on? Are these similar to your intended project or are they significantly different from the type of work performed in the academic’s lab in the past? Of the current students in the lab, are there any projects that could complement yours
• Did any of the previous PhD students publish the work of their doctoral research in peer-reviewed journals and present at conferences? It’s a great sign if they have, and in particular, if they’re named first authors in some or all of these publications.

This isn’t to say that a potential supervisor without a track record of PhD supervision is necessarily a bad fit, especially if the supervisor is relatively new to the position and is still establishing their research group. It is, however, reassuring if you know they have supervision experience in supporting students to successful PhD completion.

2. Is an Expert in their Field of Research

As a PhD candidate, you will want your supervisor to have a high level of research expertise within the field that your own research topic sits in. This expertise will be essential if they are to help guide you through your research and keep you on track to what is most novel and impactful to your research area.

Your supervisor doesn’t necessarily need to have all the answers to questions that arise in your specific PhD project, but should know enough to be able to have useful conversations about your research. It will be your responsibility to discover the answers to problems as they arise, and you should even expect to complete your PhD with a higher level of expertise about your project than your supervisor.

The best way to determine if your supervisor has the expertise to supervise you properly is to look at their publication track record. The things you need to look for are:

• How often do they publish papers in peer-reviewed journals, and are they still actively involved in new papers coming out in the research field?
• What type of journals have they published in? For example, are most papers in comparatively low impact factor journals, or do they have at least some in the ‘big’ journals within your field?
• How many citations do they have from their research? This can be a good indicator of the value that other researchgroups place on these publications; having 50 papers published that have been cited only 10 times may (but not always) suggest that this research is not directly relevant to the subject area or focus from other groups.
• How many co-authors has your potential supervisor published with? Many authors from different institutions is a good indicator of a vast collaborative professional network that could be useful to you.

There’re no hard metrics here as to how many papers or citations an individual needs to be considered an expert, and these numbers can vary considerably between different disciplines. Instead, it’s better to get a sense of where your potential supervisor’s track record sits in comparison to other researchers in the same field; remember that it would be unfair to directly compare the output of a new university lecturer with a well-established professor who has naturally led more research projects.

Equally, this exercise is a good way for you to better understand how interested your supervisor will be in your research; if you find that much of their research output is directly related to your PhD study, then it’s logical that your supervisor has a real interest here. While the opposite is not necessarily true, it’s understandable from a human perspective that a supervisor may be less interested in a project that doesn’t help to further their own research work, especially if they’re already very busy.

Two excellent resources to look up publications are Google Scholar and ResearchGate .

3. Has Enough Time to Provide Good PhD Supervision

This seems like an obvious point, but it’s worth emphasising: how smoothly your PhD goes and ultimately how successful it is, will largely be influenced by how much time your research supervisor has to provide guidance, constructive academic advice and mentorship. The fact that your supervisor is the world’s leading expert in your field becomes a moot point if they don’t have time to meet you.

A good PhD supervisor will take the time to meet with you regularly in person (ideally) or remotely and be reachable and responsive to questions as and when they arise (e.g. through email or video calling). As a student, you want to have a research environment where you know you can drop by your supervisors’ office for a quick chat, or that you’ll see them around the university regularly; chance encounters and corridor discussions are sometimes the most impactful when working through problems.

Unsurprisingly, however, most academics who are well-known experts in their field are also usually some of the busiest too. It’s common for established academic supervisors to have several commitments competing for their time. These can include teaching and supervising undergraduate students, masters students and post-docs, travelling to collaborator meetings or invited talks, managing the growth of their academic department or graduate school, sitting on advisory boards and writing grants for funding applications. Beware of the other obligations they may have and how this could impact your work relationship.

You’ll need to find a balance here to find a PhD supervisor who has the academic knowledge to support you, but also the time to do so; talking to their current and past students will help you get a sense of this. It’s also reassuring to know that your supervisor has a permanent position within your university and has no plans for a sabbatical during your time as a PhD researcher.

4. Is a Good Mentor with a Supportive Personality

A PhD project is an exercise in independently producing a substantial body of research work; the primary role of your supervisor should be to provide mentoring to help you achieve this. You want to have a supervisor with the necessary academic knowledge, but it is just as important to have a supportive supervisor who is actively willing and able to provide you constructive criticism on your work in a consistent manner. You’ll likely get a sense of their personality during your first few meetings with them when discussing your research proposal; if you feel there’s a disconnect between you as a PhD student and your potential supervisor at this stage, it’s better to decide on other options with different supervisors.

A good supervisor will help direct you towards the best outcomes in your PhD research when you reach crossroads. They will work with you to develop a structure for your thesis and encourage you to set deadlines to work to and push you to achieve these. A good mentor should be able to recognise when you need more support in a specific area, be it a technical academic hurdle or simply some guidance in developing efficient work patterns and routines, and have the communication skills to help you recognise and overcome them.

A good supervisor should share the same mindset as you about finishing your PhD within a reasonable time frame; in the UK this would be within three to four years as a full-time university student. Their encouragement should reflect this and (gently) push you to set and reach mini-milestones throughout your project to ensure you stay on track with progress. This is a great example of when a supportive personality and positive attitude is essential for you both to maintain a good professional relationship throughout a PhD. The ideal supervisor will bring out the best in you without becoming prescriptive in their guidance, allowing you the freedom to develop your own working style.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

To sum up, the qualities you should look for in a good PhD supervisor are that they have a strong understanding of your research field, demonstrated by regular and impactful publications, have a proven track record of PhD supervision, have the time to support you, and will do so by providing mentorship rather than being a ‘boss’.

As a final point, if you’re considering a research career after you finish your PhD journey, get a sense of if there may any research opportunities to continue as a postdoc with the supervisor if you so wanted.

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At the core of research-intensive graduate education is the mentorship and learning that occurs between a supervisor and student.

UBC has specifically noted in its 2018-2028 Strategic Plan, a focus on improving graduate student mentorship and supervision.  This website provides helpful information and guidance about this relationship and the roles and responsibilities of each party. It gives practical advice and insights based on scholarly principles and experience , describes the roles and practices related to supervisory committees, and outlines how to access support if needed.

The words 'supervisor' and 'mentor' may reflect different roles; however, the two words are often used interchangeably. A graduate supervisory role (that of the primary overseer of a student's research to facilitate optimal outcomes) should include mentorship (positive influence on a mentee's overall professional growth. A student ideally has several mentors beyond the supervisor, either formal or informal, and may also act as a mentor to others. 

The supervisor-student relationship is not one-size-fits-all: different students working with the same supervisor require different mentoring approaches; different disciplines often have different ways of interacting; and environmental and institutional factors are important to consider. Thus, the individual attributes of both the supervisor and student can, and often should, influence what the relationship looks like. Importantly, there is an expected shift as the student progresses through their degree, with a trend toward increased independence and focus on evolving (usually professional or career based) mentoring needs.

I credit my supervisor for making my experience and development as a scholar as wonderful as it has been through their engagement, interest, empathy, support, guidance, advice, and ways of setting me up for success. - Student

Supervising graduate students, learning from and with them, and feeling pride in their accomplishments are true joys of the academic life. - Supervisor

Roles and Responsibilities

Research and graduate education are integral to the responsibilities the university has to the public and to its students, faculty, and staff. To ensure that these commitments are met, both the supervisor and student roles come with distinct responsibilities. Both supervisors and students are expected to interact respectfully and ensure all scholarship and interactions follow the ethical norms of the discipline and university.

In joining the supervisor-student relationship, a student is expected to commit the time and energy needed to learn and engage in the research and to disseminate it in the thesis (or other venues) as appropriate. They are expected to take responsibility for their learning and completing their program. Students need to be aware of, and follow, the regulations of the degree program and university, including the deadlines associated with specific academic milestones.

• Take responsibility for their progress towards their degree completion.
• Demonstrate commitment and dedicated effort in gaining the necessary background knowledge and skills to carry out the thesis.
• At all times, demonstrate research integrity and conduct research in an ethical manner in accordance with University of British Columbia policies and the policies or other requirements of any organizations funding their research.
• In conjunction with you, develop a plan and a timetable for completion of each stage of the thesis project.
• As applicable, apply to the University or granting agencies for financial awards or other necessary resources for the research.
• Meet standards and deadlines of the funding organization for a scholarship or grant.
• Adhere to negotiated schedules and meet appropriate deadlines.
• Keep you and the Faculty of Graduate Studies informed about their contact information.
• Meet and correspond with you when requested within specified time frames.
• Report fully and regularly on their progress and results.
• Maintain registration and ensure any required permits or authorizations are kept up to date until the program is completed.
• Be thoughtful and reasonably frugal in using resources.
• Behave in a respectful manner with peers and colleagues.
• Conform to the University and departmental/school requirements for their program.
• Meet at regular intervals with the supervisory committee (no less than yearly).
• Progress to candidacy defense (including completion of comprehensive exam) within 36 months of the initiation of the program.
• Keep orderly records of their research activities.
• Develop a clear understanding concerning ownership of intellectual property , inventions and scholarly integrity
• Take any required training programs that are discussed and agreed.
• Work at least regular workday hours on their research project after course-work has been completed.
• Discuss, with you, the policy on use of computers and equipment.
• Complete thesis and course work within timelines specified by the Faculty of Graduate Studies and suitable for their discipline.
• Finish their work and clear up their work space when program requirements have been completed.
• Return any borrowed materials on project completion or when requested.
• Explain to you their comfort with modes of communication (e.g. formal or informal, use of questioning) and independent activities.
• Make it clear to you when they do not understand what is expected of them.
• Describe their comfort with approaches to your academic relationship, e.g. professional versus personal.
• Contribute to a safe workplace where each individual shows tolerance and respect for the rights of others.
• Respond respectfully to advice and criticisms (indicating acceptance or rationale for rejection) received from you and members of the supervisory committee.
• Inform you in a timely manner about any of their presentations to facilitate attendance.
• Discuss, with you, their career plan and hopes for professional growth and development.

Download the Graduate Student / Supervisor Expectations document

A supervisor is expected to be available and knowledgeable to guide and help their graduate students at every stage – from advising on course selection and formulation of their research projects and methodologies, to thesis-writing, presentation and possible dissemination of their research. Supervisors must also ensure that the student’s work meets the standards of the University and the academic discipline. Good supervisors mentor the whole person in consideration of their broader intellectual development and post-graduation aspirations. 

Research and academic guidance, support, and assessment

• Have sufficient familiarity with the student’s field of research and research methodology to provide an appropriate degree of guidance
• Assist with identification of a research topic that is suitable for the student and appropriate in scope for the degree; continue to assist with refining and/or modifying the topic as needed
• Assist the student in planning the program of research, setting time frames, and adhering as much as possible to the schedule
• Get to know the student’s background and goals to be able to mentor them according to their needs, interests and circumstances
• Provide sufficient freedom of exploration to ensure the development of the student’s independence as appropriate to the degree
• Provide or ensure access to required research facilities, stipend and research funding, collaborators, research materials and data needed for the student’s research
• Facilitate the student’s development of the necessary knowledge and skills for their area of research and its communication, including sharing and encouraging relevant training opportunities
• Integrate student into any existing research groups with clear communications around shared research, authorship and intellectual property issues
• Discuss, model, and ensure knowledge and commitment to the responsible conduct of research, and academic integrity
• Provide consistent support, encouragement, and constructive feedback to the student as they progress in their research; keep track of progress and address concerns in a timely, respectful, and fair manner.
• Ensure a supervisory committee is established, with appropriate input from the student, and that it meets on a regular basis (at the very least once a year) to review the student’s progress, advise on coursework as appropriate, provide guidance for planned research, and to formally document the progress and plan
• Support the student in preparation for their comprehensive exam and admission to candidacy (doctoral students), and their thesis/dissertation writing and defence.
• Encourage students to finish up when it is not in their best interest to extend their programs.
• Be aware of program requirements and deadlines and assist the student as needed in ensuring they are met.
• Support and encourage students in their engagement with activities and professional opportunities that enhance their overall development and career goals; these include formal and informal learning opportunities and occasions to present their research results

Supervisor/student relationship, conditions

• Observe at all times the principles outlined in UBC’s Statement on Respectful Environment for Students, Faculty and Staff, and acknowledge the inherent power differential between student and supervisor that may impede a student’s communication of any concerns about the relationship.
• Come to an agreement on reasonable expectations regarding work hours and vacation time in accordance with UBC policies on student classification and graduate student vacation;
• Ensure at the outset that mutual expectations and conditions of the research environment are discussed, negotiated as appropriate, understood, and written down (as per Policy SC6). These may be modified over time. A template is available for this purpose [link].
• Refrain from requiring or expecting the student to perform tasks or activities that are unrelated to the student’s research progress or to the normal collegial activities that support a research group
• Ensure an understanding of and sensitivity to students’ cultural identities and scholarly strengths and interests.
• Be reasonably accessible to the student for consultation and discussion of their progress; the frequency of meetings may vary by area of research and the stage of students’ experience and independence.
• Respond thoroughly and in a timely fashion to students’ work submitted for feedback or approval (e.g., manuscripts, theses, presentation materials)
• Ensure that an environment exists for fruitful and respectful discussion of ideas and research plans and results in individual meetings as well as group settings.
• Strive to create a a the research environment is free from inequities, discrimination and harassment.
• Be attentive to students’ wellbeing and any barriers or challenges related to equity and inclusion, and advocate for students when necessary; become familiar with campus wellbeing resources and guidelines for accommodations as needed.
• Alert the graduate program director or other appropriate individuals if there are concerns about students’ progress, health, wellbeing or other issues.
• Make alternative arrangements to ensure continuity of supervision if/when there will be disruptions for extended periods.

The graduate program advisor is (preferably) a tenured Associate Professor or Full Professor. In addition to her or his own teaching and research responsibilities, the program graduate advisor agrees to take on the following responsibilities for a certain tenure of time.

The graduate advisor’s duties may vary, but they typically include the following:

Acts as liaison with the Faculty of Graduate and Postdoctoral Studies

Ensures that graduate students working on research theses are matched with appropriate supervisors and supervisory committees

Compiles and coordinates information concerning deadlines, procedures, etc. and communicates these regularly to graduate students and faculty members. Ensures that faculty supervising, or teaching graduate students are aware of, and adhere to, applicable policies and procedures

Every research master's or doctoral student must have a supervisory committee, consisting of the supervisor and at least two other individuals (for doctoral students) or at least one other (for master’s students). The purpose of the supervisory committee is to provide support to both student and supervisor by broadening and deepening the range of expertise and perspective in the research area. Some programs assign a faculty member from outside the committee as chair; otherwise, the supervisor chairs the committee. 

Committee members are normally faculty members. The committee's role is to provide support by broadening and deepening the range of expertise and experience available to you and your supervisor. The committee offers advice about and assessment of your work.

A doctoral student's supervisory committee is responsible for guiding the student in selecting any required courses, planning the research, and preparing the thesis.

Students in a master's program with a thesis will have a supervisory committee that advises them on coursework, research, and thesis preparation.

Graduate students who establish their supervisory committees early in their programs and who meet with their committees regularly, tend to complete their degree programs successfully, and more quickly, than students who wait to establish their committees.

Doctoral students: If there are changes to the composition or distribution of roles on a doctoral student's supervisory committee after candidacy, Graduate and Postdoctoral studies must be notified so that the committee can be re-confirmed. Failure to do this may result in delays at the time of the doctoral defence if there are problems with the non-confirmed committee.

The roles of the committee

The committee guides the student in selecting coursework, planning the research, and writing the thesis/dissertation, and often has helpful advice and support for other aspects of the graduate journey. Members provide constructive feedback and assessment, and at least some of the committee will be among those who determine the acceptability of the final thesis or dissertation (both before and at the examination). Committee members should be available for consultation and advice at times other than at formal meetings, and they can be valuable mentors who understand the research and broader situation. For further information on the structure of and other policies related to the supervisory committee.

Assembling the committee

In general, the student and supervisor should establish the supervisory committee as soon as possible after agreement on a thesis or dissertation topic, with membership choices based largely on the research interests and expertise of the individuals and their availability and willingness to serve. Check UBC Policies and Procedures to ensure that potential members, and the composition of the committee as a whole, meet all UBC requirements.  

Note that committee members may come from outside UBC or any university. These could include professionals or others with relevant expertise and experience (e.g. Indigenous community members).  

The committee is required to meet at least once a year to review progress (academic, research, professional) and to make recommendations as needed. Some programs have formal structures for their meetings, where the student submits a written summary of their research and academic progress before the meeting and presents their work orally at the meeting. This is excellent practice for developing oral presentation skills and allows the committee to more fully understand the progress. Most programs will also have a standard form to be filled out after the meeting that documents progress and that may summarize the committee's recommendations.  

Supervision - for students

Every UBC student in a thesis-based graduate degree must have a supervisor.

If you are a prospective student or an admitted student who does not yet have a supervisor, please visit Finding a Supervisor  for guidance on identifying a faculty member who may be an appropriate fit for you.  

Finalizing a supervisor arrangement is not just about whether a faculty member decides to take you on as a student.  Rather, you should also be evaluating the supervisor, and your academic and professional fit with them.  In addition to speaking with them directly, you can also reach out to current or former students to hear more about their personal experience (many programs have lists of current and former graduate students, and many supervisors have websites that list the same). 

As for any long-term working relationship, it is critically important to invest time and energy as soon as possible to establish mutual expectations and common understanding between you and your supervisor.  

The standard expectations UBC has of supervisors and graduate students as noted above are generally non-negotiable. However, there are additional conditions of the working relationship to consider, some of which may be negotiable on either side. For example: 

• How does your supervisor anticipate they’ll be guiding, directing and overseeing the research project and your progress? 
• How often will you meet with your supervisor, and in what form normally (online or in person)? 
• What are your supervisor’s expectations for the amount of time spent in research? 
• What is the best way to communicate (e.g., email, chat)? 
• How is funding expected to work over the course throughout the program, and what roles do you each have in securing that funding?  
• Will there be support for travelling to conferences? 
• What is expected with regard to research publications and presentations?  
• Will you be expected to take on additional roles (e.g., research assistant or teaching assistant)? 
• How much time is available for non-academic pursuits, especially professional development? 

Other, more complex points of communication might include: 

• Especially if there are cultural differences, mutual communication and working styles, and how both of you can be clear and respectful in your discourse. 
• If you have a disability or on-going medical condition that may impact your learning or progress, it is important to connect as early as possible in your program with the Centre for Accessibility to discuss accommodations and receive access to academic supports. Where appropriate, the graduate specialists will provide you a letter of accommodation to share with your supervisor, and offer guidance on how to discuss your needs in your unique setting.   
• Early on is also an ideal time to talk about your particular interests or concerns or life circumstances, as well as any long-term career or related aspirations. Ask whether and how these aspirations may be supported either through your research project and/or other learning opportunities.  

So often expectations are not openly discussed, which can lead to misunderstandings and conflict later on. It is UBC's policy ( Scholarly Integrity , section 2.1.3) to have research environment conditions outlined in writing. Your program may have a template for documenting these, and there is also a common UBC-wide template available. It is a good idea to revisit these expectations periodically (at least annually) to ensure the two of you continue to be on the same page, and can revise them as necessary.

It is important to have agreed on the basics of what is expected of you and your supervisor, including how and how often you will interact, acknowledging of course that life rarely follows our specific expectations or ideal course. Remember that you are responsible for your own learning and research. You need to be proactive in asking for advice, support or clarification when needed, keeping your supervisor informed about your progress and any situations or events that may impact your work. 

Here are some tips on developing and maintaining a productive relationship, keeping on track with your research and program, and avoiding problems, or addressing them if they arise. 

Communication

Among the key origins of many difficulties in the relationship or in research progress are problems in communication. Complications in communication may be especially true when you and your supervisor are from different cultures or are more comfortable in different languages. What is intended by one person may not be received in the same way by the other. There are also often unspoken assumptions on the part of either you or your supervisor which the other is not aware of. 

It is important for both you and your supervisor to have open and clear communication. If you are about something that was said or think something may have been incorrectly assumed, ask your supervisor to clarify; likewise, be explicit with the thoughts and questions that are important for your supervisor to understand. To help ensure the two of you understand the conversation the same way, it is often helpful to tell your supervisor what you understood they said so that it can be corrected if needed. Direct conversations like these can be challenging depending on your and your supervisor's communication style, your respective cultural and social norms, the stage in your program, the subject matter, the power differential, etc. However, ensuring there is a shared understanding and mutual expectations between student and supervisor is critical to the success of the relationship, and of the research, and finding a way to communicate in a way that works for both parties should be a priority.

Factors such as the specifics of the project, where the student is in their program, and other individual student or supervisor preferences are important to consider when determining an optimal meeting schedule. It may be beneficial to meet frequently (e.g., weekly) at certain stages of the program, while sporadic meetings may be more appropriate in other circumstances. It is UBC policy for student progress to be reviewed at least once a year.  

When coming to a meeting, ensure both parties understand its purpose. Come prepared with the relevant information and/or plans, and be able to summarize your progress, questions, or concerns. It is often good to write down (even just for yourself) what you would like to discuss. It is best practice to write and share a summary of the conversation with the supervisor after the meeting (e.g. an email summarizing your understanding of what was discussed and the plan for next steps). 

Most people find giving and receiving (especially negative) feedback difficult. However, feedback is crucially important for learning, research, and a productive working relationship. Feedback should be constructive and given respectfully and with good intentions and be received with an open mind. It is good practice to specifically ask for feedback periodically or when needed, whether from your supervisor, your supervisory committee, or your colleagues. They all have different perspectives and experiences which can enrich your growth. And do not forget to provide feedback as needed to your supervisor and others, noting especially that sincere, positive feedback can be beneficial to everyone. 

Group dynamics

Many areas of research are conducted in group settings – whether the researchers are collaborating or working independently – and the importance of collegial interactions in such groups cannot be overstated. Researchers are generally expected to help one another as needed, share knowledge and ideas, and contribute to the functioning of the group. This is to everyone’s benefit, as such interactions nurture learning, the research itself, and the wellbeing of the researcher(s). The time dedicated to helping one another or the group can be a matter of judgment, and the decision involves balancing the benefits and drawbacks (e.g., possibly delaying completion time) of that time spent. 

It is realistic to expect that challenges may come up over time in your relationship with your supervisor or colleagues. In general, the best way to address or resolve a problem is to identify it early, and to start by working directly and constructively with the person or people involved. There is an inherent power differential between you and your supervisor, as your supervisor has significant (but not complete) authority over your status in your program and research and may have significant influence on your future career. Although this power dynamic should not negatively affect student learning and progress, it can be difficult to openly disagree or share negative feedback with your supervisor. There are several units or individuals on campus who can advise you or help you navigate challenging situations if they occur. 

Here are some general pointers that may help you to navigate challenges with your supervisor:

• Acknowledge your shared goals and values and demonstrate that you understand your supervisor’s constraints
• Share your facts, including how you feel or felt about the issue; when it is a communication issue, it might be helpful to indicate what 'you heard' your supervisor say
• Tell your story, and the context behind your concern
• Ask for their view and listen carefully
• Suggest or discuss together a potential solution or trial solution
• The other members of your supervisory committee
• Your Graduate Advisor/Chair of the graduate program
• Your fellow students
• Other faculty members
• Graduate Student Society (GSS)
• Ombuds Office
• Graduate and Postdoctoral Studies (G+PS)
• If the problem is such that you are considering a change of supervisor, consult the Conflict Resolution section. 
• Perhaps most importantly, ensure as much as possible that the nature of the relationship is clarified at the beginning (see Getting Off to a Good Start), and that the best ways of communicating are discussed

Here are a few specific challenges that sometimes arise:

Difficulties in meeting or responding

At times, your supervisor may be too busy with other requirements of their academic position to meet when or as often as you would like or be slow in responding to correspondence. This can be frustrating, especially when you need their help or advice on the next step in your research. Here are a few points to consider: 

• As always, it is best to talk about these issues at the outset. How often should you meet? Are there times that they will be away or will be expected to be less responsive? What can I generally expect for turnaround times for emails or submitted material?  
• Faculty are incredibly busy, with many other responsibilities in addition to supervising graduate students. Often, a lack of or delay in response may not reflect any intent to ignore you, but rather competing priorities - reach out with an open mind, follow up as necessary and have realistic expectations for response.  
• When communicating by email, make sure you are as clear and concise as possible, and that you provide sufficient information for a well-informed response. It is also extremely helpful to state the main point(s) or question(s) of the email at the beginning with further details next, and for complex information, an attachment might be best. All this helps your supervisor to make a quick estimate of how urgent the subject is, how much time they will take to answer it, and whether or not they need further information to be able to respond appropriately. 
• A gentle reminder after a reasonable period of time is usually fine. A general rule of thumb is 1-2 weeks, depending on the nature of the request and the time of year. 

If you continue to have trouble connecting with your supervisor, contact your Graduate Advisor for advice or assistance.

Breaching boundaries

The relationship between a graduate student and their supervisor can be complex. Healthy boundaries with regard to issues such as expectations, availability, and the friendly nature of the relationship can be challenging to define or address when they are perceived to be breached. 

As a student, you have a right to expect respectful and professional interactions with your supervisor, and a duty to demonstrate those yourself. Breaches in those boundaries might include being asked to perform work that’s not related to either your research or to the standard mutual support that occurs within a research group, or to be available to a degree you feel is unreasonable. Of course, some offers may be welcome (e.g., helping out on a grant application, giving a lecture), and you have the choice of agreeing to the request or not. If you feel that it is justified, yet too difficult to say no to these requests, speak with your Graduate Advisor or an experienced colleague for advice.  

There may be situations when you feel uncomfortable in the relationship with your supervisor. While it is usually best to communicate your concerns directly, you may not feel that you have the capacity or are able to have that conversation directly. As always, your Graduate Advisor or G+PS are available to support you in the situation if needed. Note that any sexual or intimate relationship between faculty and students at UBC is strictly prohibited ( Policy SC17 ). In general, other types of relationships that give rise to perceived or actual conflicts of interest (i.e., in which the supervisor has personal or other interests that may influence how they assess or guide you, either positively or negatively) need to be declared to the Department Head, and handled as appropriate.  

Supervisor is away

There may be times in your program when your supervisor is away from the University for extended periods, which is often the case when faculty are on a study (sabbatical) or other leave. For leaves extending beyond two months, it is University policy that an arrangement be made for continuity of supervision. This may be simply a mutually agreed-upon mode of communication (e.g. regular video meetings), but it is also common for an interim co-supervisor to be appointed, especially if your supervisor is unable to offer sufficient interaction. 

If your supervisor leaves the university for another position, it may be possible to continue under their supervision, but a UBC co-supervisor must be appointed. These arrangements must be approved by the program and the Dean of Graduate and Postdoctoral Studies. If it is not feasible to continue with your original supervisor, you will (with your program’s help) need to identify a new supervisor. 

If your supervisor retires, they are eligible to continue to act as your supervisor if the program agrees to it. 

Ending the relationship

Though it is rare, there are a variety of circumstances and events that might lead you and/or your supervisor to consider ending your supervisory relationship. Given the potential for substantial ramifications for both parties, it is important to carefully consider the decision before taking action.  

A graduate student is expected to have consistent supervision throughout their degree and are not permitted to be without a supervisor for an indefinite or prolonged period. Students without a supervisor will be required to withdraw from the program if they are not able to find an alternative supervisory arrangement within a short period of time, normally a maximum of six weeks. If students are proactive and resourceful during this period and are still unable to find someone new to supervise, we have found it to be highly unlikely that additional time will be of benefit. A period of inactivity and lack of progress lasting longer than six weeks is sufficient grounds for a program to recommend withdrawal for inadequate academic progress. Finally, it is unfair to allow a student to remain registered, pay tuition, use University resources, and continue losing time on a degree which, as above, is unlikely to be completed if a supervisor is not identified in the initial six-week window. Short extensions may be possible if concrete progress is being made on the search within the allowed period. 

Before deciding on ending the supervisory relationship

Identify for yourself (list out) the reasons why you are considering ending the relationship. Then:  

• A co-supervisor should always play a meaningful academic role, but can also bring a new interpersonal dynamic and perspective to the supervisory relationship. If applicable, familiarize yourself with the policy regarding co-supervision within and outside of the department. 
• Seek consultation and support.  Speak with your program's Graduate Advisor, G+PS (Associate Director, Student Academic Support), or other members of your committee. You may also wish to speak with the Ombuds Office, Equity & Inclusion, International Student Advising (if applicable), and/or the Graduate Student Society. These resources can provide a confidential space to explore options.   
• Seek clarity on potential consequences . If you do not already have a new supervisor willing to work with you, you will normally have a maximum of six weeks to arrange for one. Your program is expected generally to advise or assist you with this, but they are unable to simply appoint a new supervisor. Note that depending on the circumstances, you might have to limit your choice to those who have funding for you. If a new supervisor is not secured within the six-week period, you will have to either withdraw from your program voluntarily or be required to withdraw. Starting with a new supervisor has ramifications, including significant delays in program completion. You may also not receive the same financial support. All of the above has the potential to impact your academic, professional, personal, and financial circumstances, as well as your international student status if applicable.
• Understand your responsibility.  Ultimately it is a student's responsibility to secure a new supervisor, though the Graduate Advisor is expected to make their best effort to support the process. "Best effort" may include a meeting to discuss potential supervisors to approach, reviewing a portfolio of work to present to potential supervisors, offering introductions, and advising on applicable policies. 

If you do decide to end the relationship, you should do so in a professional manner and, if appropriate, be open to compromise in terms of timing or the future relationship. This would be particularly important if your supervisor is dependent on you to reach a critical research goal. G+PS and the other resources listed above can help you in preparing your communications with your supervisor. 

Supervision - for supervisors

As a supervisor, you are the key person in your student's graduate degree program and have considerable influence in helping them achieve their full potential academically, intellectually, and professionally. Most faculty would agree that it is also one of the most fulfilling aspects of academic work.  

It is important to recognize the responsibilities that come with this role and to ensure that these are met to the best of your abilities with each graduate student. Key foundational elements of successful graduate supervision include: 

• Mutual respect 
• Clear and frequent communication 
• Agreement on mutual expectations 
• Mentoring tailored to the needs, attributes and aspirations of each student 

See below for more detailed guidelines on the nature of excellent graduate supervision pedagogy and practical advice on developing a mutually beneficial and productive relationship with your student: 

Graduate supervision is a nuanced and complex form of pedagogy and is evolving as the nature of the university and its students are changing. The UBC Guide to the Principles of Excellent Graduate Supervision Pedagogy was created to support faculty in their roles as educators in this domain. It was written by a group of experienced mentors, drawing from scholarly literature, and was endorsed by the Graduate Council and the UBC Senate. You are encouraged to review the guide and to reflect on how these principles might relate to your own practice and situation.

Especially in your early years as a supervisor, you will likely need to be proactive in your search for graduate students. For advice and best practices around recruitment, see the comprehensive resources on recruitment in the Faculty and Staff Intranet. 

Your choice of student has long-lasting implications for you, for your research group if you have one, for the student themselves, for the program, and for all those the student interacts with and influences at UBC and in their future career. Among the questions it would be important to ask yourself are: 

• Is there an intellectual fit between the student’s research interests and your research program? 
• Will you be able to provide the necessary resources to this student? (e.g. infrastructure, equipment, access to data as appropriate, your time and expertise) 
• Will the student thrive in your research environment? 
• Will the student ask insightful research questions and conduct impactful research; do they have intellectual spark and curiosity? 
• Will the student be collegial, helpful, and collaborative? 
• Are they committed? 
• Will they contribute to the diversity of the program or research group (e.g., diversity in demographics, expertise, ways of thinking)? 
• Does the student have the experience and/or motivation necessary to be successful in the program with you as their supervisor? 

In addition to academic grades and evidence of research expertise or promise, answers to these questions will need more in-depth assessment, best gained through an interview and communication with the student and their referees. Ideally, the student is also evaluating you as a supervisor and it is a good idea for them to meet with your research group or past students, if applicable and feasible.

The quality of the student-supervisor relationship is crucial to effective learning, to success, and to the wellbeing of both parties and beyond. It is extremely important to get started on the right foot, and to ensure both you and your student share and agree on the expectations of the working relationship. This can prevent problems and misunderstandings down the road, and lead to a more open and productive relationship. 

Mutual expectations

Having a conversation at the start of the supervisory relationship is essential, and written confirmation of the understanding is best (or required in some cases). Important issues to discuss include applicable funding, meeting frequency and mode, practices around authorship and intellectual property, preferred modes of communication, and ways of interacting. Clarifying expectations and surfacing assumptions are important because of the diversity of experiences, backgrounds and personal circumstances that may or may not be shared between you and the student. . There should also be mutual understanding of the amount of time the student will spend on their research, what additional requests or opportunities may be asked or available to the student, and how long the program is likely to take.  

So often these expectations are not openly discussed, which can lead to misunderstandings and conflict. It is UBC's policy ( Scholarly Integrity , section 2.1.3) to have research environment conditions outlined in writing. Your program may have a template for documenting these, and there is also a common UBC-wide template. It is a good idea to revisit these expectations periodically (at least annually) to ensure the two of you continue to be on the same page, and to revise them as necessary. 

Graduate Student / Supervisor Expectations document

Although not all points in the document may apply to your situation, and additional elements may be important, they reflect the responsibilities UBC has articulated for both the supervisor and student. G+PS views these generally as hallmarks of a positive, productive, and respectful relationship between a student and their supervisor. This document may be modified according to circumstances. We encourage signing by both parties to indicate a high level of mutual commitment to the principles laid out. The template letter we have provided may be used by the supervisor to expand on the expectations/conditions associated with supervision or to place the expectations document in context. It is highly recommended to revisit this document occasionally (e.g., annual review meeting), as student needs and circumstances evolve. 

Getting to know one other

It is important for you to get to know your students - their learning preferences, interests, background, and career or other aspirations - as those should ideally influence your mentorship approach with them (see Supervision Excellence Principle 1 ). Likewise, it is helpful for your student to know more about you, including your values, experience, challenges and particular excitement about your work. 

Potential ways to support your student’s interests and their career exploration and aspirations might include: 

• Discuss career issues with them as they evolve, and work with them to identify potential professional development opportunities and experiences. Opportunities for students to gain additional competencies are available through Graduate and Postdoctoral Studies, the Centre for Teaching and Learning, and other units at UBC and external to UBC.  
• Encourage them to use an Individual Development Plan to help with their goal-setting and achievement. 
• Consider at least a partial alignment of their research subject, approach, and research outputs (including their thesis format) with their interests. See Emerging Dissertation Approaches and Designs for the scope of possible thesis formats and content. 
• Include your students as appropriate in your professional life and introduce them to your broader intellectual community. 

Every relationship between a student and their supervisor is different, and each one changes over time and as circumstances evolve. There are a number of principles and good practices, however, that are universally relevant, or that are helpful to be aware of in different situations or times. The following expands on the list of supervisor responsibilities listed above and offers guidance and tips on promoting a positive and effective relationship with your student over time and in varying circumstances. 

Mentorship, not employment

Although the language of employment ('boss', 'hire', etc.) is often used in describing the student-supervisor relationship, it is NOT an employer-employee relationship, regardless of the funding arrangement for the student. A Graduate Research Assistant (GRA) stipend is considered a scholarship and its payment does not impart any employment-related duties, expectations, or requirements on the student. If a student is receiving a Graduate Academic Assistant (GAA) salary (which is taxable, unlike the GRA stipend), that must be for work that is not intended to contribute to the student's thesis, and it represents a distinct employment relationship separate from the student-supervisor relationship. 

While there may be instances where these funding mechanisms - appropriately used - can be beneficial to the student, it is imperative to remember that the primary objective during their time in graduate school is education, not employment. There is a substantial difference between a mentoring/advising relationship and an employment relationship in terms of the mutual expectations, parameters of authority, and fundamental purpose and nature of the interactions. For example, an employer may justifiably ask an employee to perform work unrelated to their primary focus, or to insist on strict work hours and breaks, or even prohibit participation in outside activities during those work hours, etc. Although there is some overlap with these in the expectations in the mentoring relationship, the degree of justifiable restrictions, and the inherent authority and tenor of the interaction are entirely different. Check the Boundaries section below for more guidelines. 

Accessibility and meetings

Supervisors are expected to be accessible to their student for discussion and feedback on their research and academic progress. The frequency of meetings or other communication will vary depending on the discipline, your student’s stage in the program and the progress of the research among other factors. It may be beneficial to at least begin with a regular schedule of meetings, with the frequency changing according to the situation. This should be discussed with the student at the outset, including any other accommodations, accessibility or health related needs; responsibilities, such as childcare or family commitments; or other factors such as commutes, etc.  preferences that will support the student to be successful.  

Students commonly cite frustration with long times to receive feedback on written work or to reply to emails (or not receiving a response at all). It is certainly acknowledged that faculty can be very busy and may struggle to ensure prompt responses. However, your student does have a legitimate expectation of timely responses, as slow response times can negatively impact their research and completion times. It is best practice to at least acknowledge your student’s emails if there is an expected delay, indicating when your response is anticipated. These issues and normal response times should also be discussed at the outset and revisited as needed.  

If you are absent for an extended period (e.g., are on leave) you must ensure that arrangements are made with your student(s) to provide them with continued supervision. These may include regular virtual check-ins or the assignment of a co-supervisor during your absence. 

Communication and cross-cultural engagement

Clear, thoughtful, and respectful communication with your student is critical to effective supervision. Active and empathic listening is equally important – listening to what they understand, their questions, ideas, and concerns. 

The power differential in the relationship may make it difficult for your student to discuss disagreements or concerns, and it is important to promote an open and respectful environment that encourages them to discuss these without fear of reprisal or shame. 

Among the key origins of difficulties in the student-supervisor relationship or in research progress are problems in communication. Complications in communication can arise in the best of relationships but especially when you and your student do not share common lived experiences (e.g. personal, cultural, educational) or are more comfortable in different languages. For example: 

• There may be a misunderstanding or unintended interpretation of what you or the student has said. 
• There are often unspoken assumptions on the part of either you or your student which the other is not aware of. For example, the student may not be aware of normal expectations or processes, while you may assume that they “should know how things work.” 
• Direct criticism is uncommon in some cultures, especially in public, and may be interpreted by the other party as insulting or belittling. Conversely, indirect criticism may not be fully understood. 

Tracking Progress

Keeping track of your student’s progress is one of your core responsibilities. Regular assessment is an opportunity to provide encouragement and positive feedback and helps to identify and address potential problems or misunderstandings, whether in the research project itself, in the student’s scholarly development, or in personal, environmental or program issues that are hindering effective advancement. A fair and supportive approach to monitoring and facilitating progress is essential. 

If and when any problems in your student’s progress are not resolved after several attempts and any legitimate contributing factors have been considered and addressed, it is important to be more deliberate in documenting the issues and timelines if that has not been done. Specific advice on how to do this fairly and compassionately is outlined below (Research progress concerns), as are possible consequences for the student. 

While regular assessment is usually an informal process, it is essential that it is done formally at least once a year and is reviewed by the graduate program (see UBC Policy on Academic Progress ).  

Funding issues

Most students rely on some form of funding throughout their degree, yet the sources and amounts can change over time which can sometimes cause some distress and confusion. For any students on GRA stipends, it is important to be very clear about the parameters of these (e.g., How long will they be paid? Will the stipend change in value? Will they be expected to seek other sources? If so, will the GRA stipend be affected if the student is successful in securing other funding?) A student may feel uncomfortable discussing funding, and clarity and openness on your part to the subject is important. 

Boundaries, conflicts of interest

The relationship between a graduate student and their supervisor can be complex. Having healthy, professional boundaries concerning issues such as work expectations and availability can be challenging to build and for a student to identify or to address when they experience a breach of such boundaries. 

Students have a right to expect respectful and professional interactions with their supervisor, and a duty to demonstrate those attributes themselves. Breaches in those boundaries might include supervisors: 

• asking a student to perform work (paid or unpaid) that's unrelated to either their research or to the standard mutual support that occurs within a research group,  
• asking a student to be available to a degree that could be seen as unreasonable (e.g., weekends and evenings) 
• asking a student to do tasks for the supervisor of a personal nature 
• exerting inappropriate control (e.g., improperly restricting their non-research activities or insisting that they complete research above and beyond what is needed for their thesis) 
• threatening a student with a mediocre reference letter, reduced funding, or withholding of academic approval if they refuse to carry out the supervisor's wishes 
• interacting with a student in an inappropriate way (e.g., becoming too intrusive in their personal lives, or entering into a sexual or intimate relationship - note that such relationships are prohibited at UBC - Policy SC17 ) 

Of course, some offers of tasks or activities may be welcome (e.g., helping out on a grant application, giving a lecture), and but it is the supervisor’s responsibility to ensure that students feel free to agree to them or not. Given the power differential, however, it can be very difficult for them to say no to these requests, and it is incumbent on the supervisor to be sensitive to that dynamic. 

Sometimes perceived or actual conflicts of interest may arise, and these must be managed. Apart from the inherent potential conflicts of interest (e.g., the supervisor’s career interests vs. the student’s learning needs), examples include a supervisor’s financial interest in the research being performed by the student, the supervisor and the student having a familial or other close relationship, or any personal or other interests that may influence how the supervisor assesses or guides the student. The student may also have their own conflict(s) of interest. If and when these arise, it is critical that they be disclosed to the appropriate people (e.g., the student, the department head, and the graduate advisor and/or the supervisory committee), and in the RISe COI declaration. The department head or equivalent manager may require a management plan. It should be remembered that a conflict of interest can exist whether it be actual or perceived. 

Research progress concerns

Helping your students maintain good progress through to the successful completion of their program is one of your key roles. Students can run into problems in their research or coursework, or simply lose momentum at any stage of their program for a variety of often interrelated reasons. Frequent and open two-way communication, clearly defined expectations of progress, and ongoing assessment (with the help of the supervisory committee as needed) will help you identify when a student is experiencing difficulty.  

For a student experiencing challenges for primarily personal reasons (e.g., life circumstances, mental or physical health, etc.), check advice and guidelines below for how you can help or who to contact. It is not uncommon for a student to experience both academic and personal challenges, and for these and any other complex situations it is advisable to contact your graduate advisor for assistance. 

When a student is unable to make progress for primarily academic-related reasons after all reasonable support has been offered, it is in everyone’s best interest to address the problem directly and expeditiously. It is essential that principles of fair and supportive performance management are followed. These include: 

• The identification of specific, measurable tasks with individual deadlines , that are clear and preferably mutually agreed upon. They should be written out, especially if the academic status of your student is at stake. If your student believes the tasks and/or timelines are unreasonable, they can contact their supervisory committee members or graduate advisor for advice. 
• Provide reasonable guidance to support the completion of tasks. 
• As the situation calls, communication in writing of the consequences for not meeting the tasks. In cases of clearly unacceptable progress, these might include remedial work (e.g., coursework), a change in the research project, transfer to a different supervisor or program (e.g. to a master’s from a doctoral), or withdrawal from the program (following G+PS policies and procedures ).  

If a student is considering withdrawal or transfer, ensure that you coordinate with the program's graduate advisor and G+PS personnel to ensure due process is followed.

Although rare, sometimes the student-supervisor relationship becomes untenable for any number of reasons, and sometimes student’s research interests change to a degree that they would be better supervised by another faculty member (or be co-supervised). Sometimes, conflicts arise and the supervisory relationship becomes unhealthy and unsustainable.  Given the potential for substantial ramifications for both parties, it is critical to carefully consider the decision before taking action. Importantly, students are expected to have consistent supervision throughout their degree and are not permitted to be without a supervisor for an indefinite or prolonged period. They will normally be given six weeks to secure a new supervisor, and if unsuccessful, will have to leave the program.  

If you are considering this step, you should consult with your graduate advisor before taking any action. In cases of concerns about inadequate student progress, the supervisor and supervisory committee must address this in a fair and well-documented way before deciding to end the relationship. 

Faculty must be mindful of the fact that when supervisory relationships end, supervisors are able to move forward with greater security than a student, who is in a more vulnerable position. As noted above, withdrawal of supervision often leads to withdrawal from the program as students cannot continue with their program without a supervisor. To better understand the short- and long-term consequences of the decision, consider the following that may result from withdrawal of supervision: 

• negative impact on student's finances; 
• drastic changes to academic and/or professional trajectories if a student is withdrawn from a program; 
• unexpected delays or gaps in education and professional experience if a student has to change supervisors or projects, or transfer programs; 
• negative impact on mental health; 
• for an international student, having to leave Canada and potentially abandon plans to remain in Canada post-graduation; and 
• for students with families, needing to re-locate and secure new family-friendly housing, childcare, and schooling. 

Before ending the supervisory relationship: 

• Document and communicate your concerns . As above, concerns about inadequate student progress must be documented and communicated to the student, along with a fair opportunity to respond to those concerns and address them and/or improve, before recommending withdrawal from the program. This may include, for example, email evidence that (1) specific, measurable tasks with individual deadlines were agreed to by all parties, (2) reasonable guidance was offered to support completion of those tasks, and (3) a formal, scheduled check-in took place at the end of the planned assessment period to provide feedback on the work completed. In general, it is important to document any concerns about student performance and progression, any verbal or written conversations with the student to address these concerns, any recommendations for improvement, and any consequences for failure to mitigate these concerns. 
• Consider an alternative or modified approach . Given the significance of the decision to step down, alternative arrangements should be considered. Could the project be modified? Could the relationship be improved through direct communication or the support of a third party? Would a co-supervisor or modified supervisory committee improve the situation? 
• Seek consultation and support . Speak with the program’s Graduate Advisor, G+PS, or other members of a student’s committee. 
• If a student is permitted to continue with a new supervisor, a continuity plan should be established including consideration of whether they can continue with their existing project, incorporate their work thus far in their thesis, or publish the work, etc. Potential authorship and/or intellectual property issues need to be clarified. 
• Consider funding implications . If a student is still receiving funding when a supervisor steps down, and particularly if a student is still under the Minimum Funding Policy , the program must ensure funding is continued for the maximum six-week search period or until a new supervisor is secured (whichever comes first). If the former supervisor is unwilling or unable to fund the six-week search period, the responsibility sits with the program. Depending on the circumstances of the termination, it is ultimately the responsibility of the program to ensure the minimum funding level is maintained for the student throughout the required funding period of their program. 
• Set a deadline . A student is normally provided with six weeks to secure a new supervisor. During the six-week period, the student is encouraged to reach out to potential supervisors to discuss their research interests and work so far, communicate their timeline to commence work with the new supervisor and liaise with their Graduate Advisor regarding decisions and outcomes. The program must make their best efforts to support a student in this search. 

If after these steps, you still decide to end the supervisory relationship, check in with your Grad Advisor as they might be able to provide you with helpful information on the manner and timing of your communications with the student.  An invite to a face-to-face meeting, notifying the student that you would like to discuss the decision you have reached, giving them sufficient notice of the meeting and inviting them to bring along a support person is good practice. You should be prepared to explain to the student the factors you considered and weighed to come to your decision and offer contacts and resources to help them with the transition. Helping the student understand why the relationship is ending can support the student to move forward.

Problems & support

Despite our best efforts, issues and conflict can arise. It’s realistic to expect that challenges will come up in the course of your working relationship. The best way to handle a problem between you and your supervisor is to identify it while it’s small and manageable and communicate openly and collaboratively on finding a solution.

For particularly sensitive or complex challenges however, you may feel the need for some additional support to help you navigate the situation. The Faculty of Graduate & Postdoctoral Studies offers confidential services to support graduate students in these circumstances.

Here are just some examples of the situations that can arise.

Changing circumstances

A supervisor may leave, retire or go on sabbatical for an extended period of time. Or a student may change their area of research or change fields entirely.

Incompatibility

Sometimes two individuals simply don’t get along or cannot work together due to differing working styles, even after honest efforts to do so.

Changing supervisors

Graduate students should contact discuss changing supervisors with the Graduate Advisor for their program, unit or Faculty. For particularly complex challenges, reach out to G+PS for support in constructively ending the relationship.

Support resources Check out some frequently asked questions regarding supervisors, committees, and resources you might need

Life happens while in grad school.  You may experience challenges with relationships, marriage, parenting or other family issues. Health problems or other unexpected situations can add to the stress of academic work. If you are needing support, from counselling to taking a leave of absence, there are resources to support you.

• UBC Ombuds Office is an impartial and confidential resource for students to obtain assistance when they feel they have been treated unfairly in the university setting.
• The Equity & Inclusion Office provides a range of services to support equity, diversity and inclusion; offers consultation services to help members of UBC community navigate and resolve conflicts; and assists with human-rights related discrimination concerns.
• Graduate Student Society Peer Support Specialists provide confidential assistance to individual fellow graduate students experiencing difficulties.
• Faculty of Graduate & Postdoctoral Studies (G+PS) Associate Director of Student Academic Support can meet with you to confidentially to discuss your concerns, how UBC policies may apply and resources that may be beneficial, and steps to work towards a resolution.

Frequently asked questions

Supervisors should be available for consultation and discussion of your academic progress and research. The frequency of meetings will vary according to the discipline, stage of work, nature of the project, independence of the student, full- or part-time status, etc. For many, weekly meetings are essential; for others, monthly meetings are satisfactory. In no case should interaction be less frequent than once per term.

Yes, Supervisors can provide constructive suggestions for improvement and give input on continuation of work. Supervisors should respond in a timely manner, with the turnaround time for comments being less than 3 weeks maximum.

The procedure for changing supervisors is specific to individual programs at UBC; therefore Graduate and Postdoctoral Studies has no formal role in the process. Programs are primarily responsible for ensuring that each graduate student has a supervisor. However, there may be times when Graduate and Postdoctoral Studies is consulted and can play a supporting role.

If the supervisor leaves the university due to retirement, resignation, sabbatical or extended leave, the program or unit has a responsibility to make their best effort to appoint a replacement. The program/unit will then inform Graduate and Postdoctoral Studies of the change.

If you are considering changing supervisors:

• Discuss this with the Graduate Advisor for your program, unit or Faculty. 
• Attempt to resolve the issue through discussion with the Graduate Advisor and the original supervisor. 
• Ensure that both "old" and "new" supervisors are part of the decision and consult with the full committee when appropriate. 
• Ensure that your program approves the change. As appropriate, your program will then notify Graduate and Postdoctoral Studies. 

For complete information, see  Policies and Procedures / Supervision

Any faculty member who is a member of the UBC Faculty of Graduate and Postdoctoral Studies is eligible to serve as a graduate student supervisor.

The UBC Calendar has the full Senate policy on  membership in the Faculty of Graduate and Postdoctoral Studies .

Supervision of a student can be shared by two co-supervisors. At least one co-supervisor must meet the criteria (a member of the UBC Faculty of Graduate and Postdoctoral Studies). Other appropriately qualified individuals may be approved to serve as co-supervisors.

In all cases where the Faculty of Graduate and Postdoctoral Studies must approve a supervisory role for a non-member, the request must be made when the committee is formed.

Wellness resources

UBC Wellness Centre believes that a healthy mind, body, and spirit are foundations for students to achieve their personal and academic goals. Located in the UBC Life Building, the Wellness Centre is a friendly, peer-hosted space that offers many wellbeing programs for graduate students.

• Why Grad School at UBC?
• Graduate Degree Programs
• Application & Admission
• Info Sessions
• Research Supervisors
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• Newly Admitted
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• Student Responsibilities
• Managing your Program
• Health, Wellbeing and Safety
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• Life in Vancouver
• Vancouver Campus
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Strategic Priorities

• Strategic Plan 2019-2024
• Improving Student Funding
• Promoting Excellence in Graduate Programs
• Enhancing Graduate Supervision
• Advancing Indigenous Inclusion
• Supporting Student Development and Success
• Reimagining Graduate Education
• Enriching the Student Experience

Initiatives

• Public Scholars Initiative
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• PhD Career Outcomes

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• Supervision and regular assessments

Successful supervision

Supervision plays a crucial role in the PhD study. It is the supervisors role to contribute to teaching the PhD student how to think academically in the particular field and how to manage research processes.

10 tips for a great start

• Arrange a kick-off meeting to discuss and align expectations . Be aware that needs may change during the PhD programme, so it might be necessary to adjust expectations after one or two years.
• At one of the initial meetings, you and the PhD student could identify what you consider particularly interesting about the project so that both of you know where to focus your energy.
• Take the time to build a relationship based on mutual trust and respect so that the PhD student feels free to discuss issues with you.
• Formalise supervision meetings – agree on fixed times for meetings, and agree on their form and content.
• Evaluate the supervision on a regular basis. What is needed and when? Are all parties satisfied with the process?
• Organise the supervision so that the student has something tangible to work on.
• The four Cs: Feedback should be caring, concrete, constructive, and critical.
• Implement mentoring schemes, which help the new PhD student integrate into the research environment more quickly.
• Use the project description as a project management tool, and use the supervision to adjust the plan.
• Know the rules so that both parties’ formal obligations are fulfilled on time.

The recommendations is taken from the University’s “To Lead the Way”  booklet, which concerns the relationship between supervisors and PhD students. The booklet is based on interviews with PhD students, supervisors, and heads of graduate schools.

Brochure: To lead the way

Clarifying expectations among PhD supervisors

The document  alignment of expectations among PhD supervisors  is a tool that can help PhD supervisors align expectations from the start of the PhD project for the benefit of the PhD student, the project and the supervisors involved.

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Career advice: how to supervise a PhD student for the first time

There are numerous survival guides for doctoral students, but much less advice on how to supervise phd candidates. robert macintosh offers some tips on becoming an effective supervisor.

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Starting out Supervision will give you a chance to share the accumulated wisdom of your own PhD journey and anything else that has followed. However, you need to start at ground zero with each new student to help build a shared sense of what good practice looks like. 

A good first step is for both of you to take a small batch of seminal papers and agree to read them before swapping notes. This simple exercise will allow you the chance to demonstrate how to scrutinise the key ideas, assumptions, limitations and contributions that each author or authoring team makes in its paper. Doing so in the style of a collaborative, worked example will help to set a particular tone that will pay rich rewards in the months and years ahead. 

Being clear about the level of depth and the practicalities of note taking is as important as showing how you approach the basic task of getting to grips with the literature.

Give the feedback you wish you’d received Bemoaning the failings of your supervisor represents one of the most common ways of establishing rapport among a group of doctoral students. “They’re never there”, “they don’t give detailed comments”, “they’re always in a rush” and so forth. Each new supervisory relationship, however, represents your opportunity to break the cycle.

Recall your own anxieties and needs as a PhD student and try to offer your new student the kind of supervision that you wish you had received. Draw on your own supervision experiences, whether these were of being micromanaged or of Zen-like levels of uninterest. These formative experiences probably mean that you know what you should offer to your new student. Be bold and strive to provide the right balance between nurturing and challenging. You’ll also need to balance the other demands that arise in modern academic life – maybe you’ll find yourself reflecting on the reasons that your supervisor was always in a rush.

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Beware unrealistic expectations As a new supervisor, one of the worst mistakes you could make would be to overlook quite how inexperienced you were as a new PhD student. Unfortunately we tend to airbrush out our early, bumbling incompetence and concentrate on the latter-day, polished professionalism that we now exhibit. 

Do not set supervisory expectations around the version of you that completed your own PhD some time ago. Rather, set them at the more modest level of the version of you that started your PhD journey even longer ago. Visiting unrealistic expectations on your new student is a recipe for unhappiness. You’ll be disappointed; they’ll be confused.

Be patient, supportive yet demanding Newly qualified supervisors can be among the most demanding because they remember the intensity of writing up and preparing for a viva. Having recently watched their own work being subjected to unforgiving scrutiny in the context of a viva, new doctoral graduates can, in turn, impose demands when they come to supervise and/or examine. 

However, a PhD is more expedition than sprint. Try to remember this, particularly in the early months, because your new student will no doubt experience plenty of false dawns and blind alleys as they grapple with the literature, realise that accessing data might be tricky and worry about their methodological preferences.

Simply being there and empathising is not enough either. You face the particular challenge of finding the right times and the right issues over which to demand higher quality work than your student feels that they can produce. Done well, later this will be recounted as providing inspiration. Handled badly, you will be seen as the uncaring taskmaster who made the whole thing unnecessarily tense. 

Notice your own foibles It is natural for us to develop particular quirks and preferences in our reading, reviewing and supervising. As you offer feedback on written work, draft presentations, posters and the like, see if you can spot common themes. Once you know the common themes, it is incumbent on you to offer some exemplars when students ask the not unreasonable question, “so what would good look like”?

Cultivate a little stockpile of excellent literature reviews, contribution statements and analyses of data. Have these to hand and offer them as a complement to the red ink in your feedback. 

These examples don’t have to be in exactly the same subject area, methodological tradition or empirical context. Indeed, it may be helpful if they aren’t. They don’t even have to be particularly contemporary. But you should be able to play the Graham Norton role while fronting the imaginary TV show called The Top 10 Research Papers Ever. 

Robert MacIntosh is head of the School of Social Sciences at  Heriot-Watt University . He writes regularly about academic life on the Heriot-Watt blog  thePhDblog.com .

POSTSCRIPT:

Print headline:  Steady yourself first to help others fly

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What benefits do faculty members get by supervising PhD students?

What happens if a faculty member with many years of experience has never supervised a PhD student, but has supervised many masters and undergraduate students? Does this faculty member lose some benefits?

• supervision

• 7 This may vary by university and by field of study. –  GEdgar Commented Oct 15, 2021 at 0:31
• Related: academia.stackexchange.com/q/155085/68109 –  GoodDeeds Commented Oct 15, 2021 at 0:36
• 8 For one thing, you build a legacy. For example Ferdinand Georg Frobenius has, from 1870, more than eleven thousand mathematical descendants, of which I'm one. –  Buffy Commented Oct 15, 2021 at 11:54
• 11 I've learned a lot from some of my Ph.D. students. –  Andreas Blass Commented Oct 15, 2021 at 14:58

5 Answers 5

Note: Academic positions vary in the expectations for the role, and some academic positions do not include an expected supervision component (e.g., at some teaching schools with small or no PhD program). I will assume you are taking about an academic at a school that has a PhD program, in a role where there is a supervision component.

There are a number of benefits to supervising PhD students, and it can be a rewarding relationship in good cases. As a starting point, PhD supervision is part of the academic duties of an academic, so just as with teaching responsibilities, failure to supervise PhD students would count against the academic insofar as they are not performing one of their expected duties. Aside from this basic necessity, there are three main benefits to supervising PhD students:

One benefit from supervision ---which depends a lot on the quality of the student--- is that the academic will probably be able to generate joint publications with the student, which counts towards the research output of the academic. Publications undertaken by a PhD student are often supervised by their supervisor or broader academic panel, and it is usual for this to lead to co-authored publications. Since the student does most of the "legwork" on these publications, the supervision role is usually a smaller role, but it often leads to co-authorship (depending on the contribution).

Another benefit from supervision of PhD students is that ---as with other teaching roles--- it helps the academic learn/solidify teaching and management skills . Supervision of a PhD candidate involves deep-level one-on-one teaching and supervision of a research project, plus general assistance with management of the student. These are all good skills to learn for a starting academic, and are useful practice for more experienced academics. Supervision of graduate students is one of the early ways that academics gain general management experience.

Another benefit from supervision is that it acts as a marker of seniority and experience . Academics who have successfully supervised several PhD students (who have graduated successfully) demonstrate they are experienced in the field and have a track-record of successfully training new researchers. Supervisors often act as references for future job applications for successful PhD graduates, and this also acts as a marker for seniority. This is inherently beneficial for an academic career, insofar as it demonstrates supervision and managerial experience. (It is a bit like with other jobs, where management responsibilities and supervision over a team is used as a marker of seniority and experience.)

Finally, an important ---but sometimes overlooked--- benefit of PhD supervision is that it is psychologically rewarding to pass on your own research skills and help another person become trained to a level where they can work unsupervised in an academic capacity. Supervisors usually form a good bond with their graduate students, and it is a lovely feeling to see your own students successfully publish papers, get their PhD, and (hopefully) go on to a rewarding career.

With regard to your second question, if an academic spent many years in the field and didn't supervise any PhD students, it would make it hard for that academic to advance their career. Failure to supervise PhD students would probably be an issue in annual performance reviews (unless the school doesn't have a PhD program to supervise or this is not part of the role) and it would be a deficiency on an academic CV when applying for positions at mid-to-high academic levels. An entry-level academic is not expected to have supervised graduate students, but most mid-to-high level academic roles expect evidence of supervision experience, including successful supervision of PhD students.

• In some fields, such as mathematics, there is a "genealogy" project, where the PhD students that a professor supervises become their academic "children," and the "descendants" of those students become their "descendants." –  Tom Au Commented Oct 16, 2021 at 14:26
• Yes, I've seen it, but that is something of a pretence after the first generation. The notion that modern academics are "descendents" of supervisors three or four (or twenty) nodes back is really quite silly (not to mention being an insult to their actual parents and ancestors). –  Ben Commented Oct 16, 2021 at 22:17

At an American research university, supervising graduate student research is a significant part of a professor's job (especially in the sciences). Not working with graduate students will hurt a faculty member's job evaluations, just as would not publishing enough research or getting teaching evaluations. How many graduate students is an appropriate number can still depend a lot of the institution and the specific field.

Usually, graduate student supervision will be part of a holistic evaluation of how well a faculty member is doing. However, there may sometimes be specific requirements—such as, in my department a faculty member cannot be promoted to the rank of full professor without being the primary supervisor for at least one Ph. D. graduate. More generally, when faculty members are up for tenure or promotion, quite a bit of attention is paid to whether they have worked with or are working with graduate students. Masters students are certainly worth something in this regard, but not nearly as much as doctoral students. Similarly, when it comes time to be evaluated for merit raises, among the evaluation criteria are whether a professor is successful in advising Ph. D. students.

For faculty who do not show a record of involvement in graduate student training, this will count against them. Since supervising graduate students is a part of a professor's teaching responsibility, if someone rarely or never works with graduate students, they may be assigned a heavier load of classroom teaching to make up for that absence.

• 1 This seems to address the situation pre-tenure, but what about post tenure? How explicit of a job requirement is this compared to, for instance, teaching? –  overfull hbox Commented Oct 15, 2021 at 3:29
• I feel like this outlines the consequences of not but doesn't speak at all to the benefits of doing it. Sure, the reasoning can be inverse, but what about what is inevitably learned by the instructor through the process? –  TCooper Commented Oct 15, 2021 at 16:30
• 2 Post-tenure in some departments your colleagues can’t fire you, but they do have some say in your raises. No students could mean year after year of no students could mean year after year of no raises. –  Bill Barth Commented Oct 16, 2021 at 16:06

Faculty members usually supervise PhD students because they have to. Usually faculty memebers apply for projects, projects carry money to the faculty members and their departments, but faculty members are too expensive to perform all the duties paid by projects. In fact PhDs carry on the most menial tasks in research, effectively concretizing the ideas and testing the concepts developed by the faculty member, ideally developing some sort of independence along the time spent doing this tasks.

PhDs therefore provides:

• quality control;
• fertile soil for new ideas;
• publications & citations;
• money (indirectly, usually when an academic applies for a project has to define who will do the job and receive part of the fundings ...);

These things are delivered even by the worst PhD, even by a PhD quitting after a couple of years. Because the PhD is spread over 3 (or 5) years, how effectively these things are delivered are "just" a matter of planning by the supervisor.

Supervising master/undergraduate students you obtain an infinitesimal fraction of the benefits above listed, because they are not committed full-time nor for a long span of time, as a PhD student.

• 6 "In fact PhDs carry on the most menial tasks in research, effectively concretizing the ideas and testing the concepts developed by the faculty member" This statement depends hugely on the field. It is certainly true in chemistry and in biology, but more dubious in mathematics. –  Stef Commented Oct 15, 2021 at 13:18
• 1 Even then, undergrads do the "most menial tasks" –  Azor Ahai -him- Commented Oct 16, 2021 at 3:32
• @Stef In mathematics there are ~2000 PhDs awarded per year (in the US). In the US, ~200'000 PhDs are awarded per year. OP did not specify the subject of the PhDs. If mathematics is different, good to know, but it is statistically irrelevant –  EarlGrey Commented Oct 18, 2021 at 7:30

Certainly in biology, it is PhD student who, under the supervision of a faculty member, conduct research. Faculty have little time for experimental research themselves. Faculty have classes to prepare and teach, committees to attend, admin roles to fulfil, grants to write, paper to review and more. Experiments can take days of fully focused attention, and faculty members just don't have this time. I'm lucky if i have 2 or 3 clear days in a month, and then not together.

Think of a faculty member as the CEO of a research organisation, and the PhD student and postdocs as the employees of this research organisation. The faculty member provides the strategic direction, advises and trains the workers and provides the funding. The PhD students and postdocs do the experiments and analyse the results.

• Although this is certainly true in some disciplines, there are others where this is not the common mode of operation. A good example of a discipline where this is not the model is mathematics. –  Brian Borchers Commented Oct 16, 2021 at 16:13
• 1 As I said - this is biology I'm reffering to. –  Ian Sudbery Commented Oct 16, 2021 at 22:12

Depending on the country, it may be a requirement for the faculty member to actually get their title .

This may for instance be a requirement for "advanced PhD" (a title in some European countries that formally makes you an independent researcher), or a professor title (as opposed to "position").

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Rethinking Professional Development for Grad Students

Laura Kuizin describes how to create opportunities that go beyond the classroom and prepare students for the dynamic workforce they’ll soon enter.

By  Laura Kuizin

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As director of the master of applied professional studies (M.A.P.S.) at the University of North Carolina at Chapel Hill , I’ve seen firsthand how transformative a well-designed professional development program can be for graduate students. My 15 years in higher education have driven home a simple truth: Preparing graduate students for success goes well beyond academic performance. It demands a personalized and integrated approach—one that arms students with the skills, insights and networks necessary for them to excel in a variety of career paths.

When I began my career in higher education, the focus was almost entirely on preparing students for academic careers. But times have changed. Today, an increasing number of graduate students are exploring diverse career paths, both within and outside academia. This shift requires us to rethink our approach to professional development.

I remember a conversation with a talented mathematics student who had just been accepted into a Ph.D. program. She was excited but also anxious about how her skills might transfer to a nonacademic career if that became her path. She wasn’t alone in her concerns; many students I met with echoed similar sentiments across the College of Sciences and Mathematics. It became clear that our professional development offerings needed to adapt to these evolving needs.

In this piece, I’d like to share some of the strategies we’ve found most effective in creating professional development opportunities that extend beyond the classroom and help prepare students for the dynamic workforce they’re about to enter.

Unlocking potential. The starting point for any impactful professional development program is understanding where each student stands. We need to help them identify their strengths, areas for growth and the skills they may not even realize they have. In the M.A.P.S. program, students complete a variety of skills, values and strengths assessments during their first semester. These comprehensive skills assessments have been invaluable in tailoring individualized development plans.

I was surprised to discover how many students are unaware of or undervalue their existing skills. For example, one student athlete with a background in retail didn’t recognize the value of her teamwork and customer service experience in other fields. Uncovering these hidden strengths not only boosted her confidence but also provided a clear direction for her professional growth.

Moving from classroom to career. Exploring diverse career paths is essential for grad students, and it’s important not to stop at the obvious choices. Creativity in career exploration can lead to surprising and rewarding outcomes. Alumni panels, informational interviews and job shadowing are just a few ways to broaden students’ perspectives.

One of our recent M.A.P.S. graduates, for example, teamed up with another M.A.P.S. alum to launch an LLC offering basketball training camps for youth in underserved communities around the world. I spoke with him last week as they were preparing to offer a three-day camp to over 150 youth in Hong Kong. They combined their academic knowledge with their passion for sports and community service, demonstrating that a fulfilling career can be crafted by thinking outside the box.

Learning by doing. There’s no substitute for hands-on experience when it comes to applying classroom knowledge in the real world. Internships, consulting projects, volunteering and community engagement initiatives allow students to apply their skills in real-world settings. These experiences not only build practical skills but often open doors to unexpected career paths. Through short-term projects, in particular, students can engage with various industries, often leading them to opportunities they hadn’t initially considered.

Building bridges. Effective mentorship is crucial for any professional development program. By connecting students with both academic and industry professionals, we provide them with the guidance and networks that are crucial for their career advancement.

The most successful mentorships I’ve witnessed are those where both mentor and mentee bring distinct perspectives to the table. For example, one of our M.A.P.S. students with a nursing background partnered with a dean from the school of nursing and a Ph.D. candidate in computer science. Their collaboration resulted in an innovative program aimed at addressing the nurse-educator shortage—an excellent example of how interdisciplinary mentorship and collaboration can lead to groundbreaking solutions.

Communicating with confidence. The ability to effectively communicate is vital in any career, and we emphasize its importance through workshops and courses on both academic and nonacademic writing, presentation skills and digital communication. Practical, interactive sessions such as mock interviews and elevator-pitch competitions help students build the confidence they need to excel in professional settings.

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Leading the way. Leadership and teamwork are essential skills for future success. We offer a variety of opportunities for students to develop such abilities through group projects, student-led initiatives and leadership roles within graduate student organizations.

At the university where I previously worked, we developed a STEM ambassador program to which students applied and interviewed for leadership roles. This program, which was eventually led entirely by students, became a powerful tool for developing leadership, event management and teamwork skills.

Making ethical and responsible decisions. Incorporating ethics and professional responsibility into our professional development programs is essential. These elements ensure that students are prepared to navigate the many complex situations they will encounter and thorny decisions they will have to make throughout their careers.

Keeping pace with technology. In today’s digital world, tech savviness is nonnegotiable, so we should offer graduate students training in relevant technology and digital tools. That could include artificial intelligence workshops, data analysis software and project management tools. In the M.A.P.S. program, introducing data visualization tools has led to significant improvements in the creativity and quality of students’ assignments and capstone projects.

Sparking innovation. Encouraging students to explore entrepreneurship and intrapreneurship is another key component of professional development. Provide resources and training for students interested in entrepreneurship or intrapreneurship. This can include workshops on business plan development, start-up funding and innovation processes. Exposure to programs such as Innovate Carolina can spark creativity and lead to successful start-up ventures for our graduates.

Balancing life and work. Graduate students are juggling numerous demands, and helping them manage these effectively is crucial. Incorporating wellness and work-life balance into our professional development offerings helps students develop sustainable career practices. We’ve seen the benefits of mindfulness and stress management workshops, which equip students with skills that will serve them well beyond graduation.

Tips for Continuous Improvement and Success

Creating an impactful professional development program is an ongoing effort. Here are a few strategies that have worked well for us:

• Collaborate across departments. Partner with career services, alumni relations and various academic departments to build a comprehensive program.
• Leverage alumni networks. Engage alumni to provide insights, mentorship and job opportunities for current students.
• Stay current with industry trends. Regularly update your program to reflect the latest industry needs and trends.
• Gather and act on feedback. Continuously seek feedback from students, alumni and employers to refine and improve your offerings.
• Make it inclusive. Ensure that your program addresses the diverse needs of your student population, including international students and those from underrepresented groups.

Creating successful professional development programs for graduate students is both a challenge and an opportunity. It requires an ongoing commitment to integrated education, a willingness to innovate and a deep understanding of the diverse paths our students may take.

To ensure that our professional development efforts are most effective and to continue to improve them, we’ve established clear metrics for success. Key indicators include postgraduation employment rates, job satisfaction, student participation and feedback from employers.

One of my proudest moments was receiving an email from a former student who credited her professional development experiences with giving her the skills and confidence to successfully pivot her career from academia to industry. Such stories are a testament to the long-term benefits of our work.

In fact, as the M.A.P.S. program continues to evolve, I’m continually inspired by the creativity, resilience and success of our students and alumni. By providing students with robust professional development opportunities, we’re not just preparing them for their first job after graduation—we’re equipping them with the skills, mindset and networks to thrive throughout their careers.

I encourage all graduate program professionals to view professional development not as an add-on but as an integral part of graduate education. The investment we make in these programs and experiences pays off not only in the success of our students but also in the positive impact they will have in their chosen fields and society at large.

What innovative approaches to professional development have you implemented in your programs? How are you preparing your graduate students for the ever-changing workforce? Let’s keep this important conversation going and work together to create truly impactful professional development opportunities for our graduate students.

Laura Kuizin is director of the master of applied professional studies in the Graduate School at the University of North Carolina at Chapel Hill. She is a member of the Graduate Career Consortium, an organization providing an international voice for graduate-level career and professional development leaders.

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Pathway to the PhD Micro-credential

Early PhDs can uncover the essential knowledge and skills needed to succeed in graduate school and beyond through the Pathway to the PhD—Preparing for Success micro-credential. Utilizing the book  A Field Guide to Grad School Uncovering the Hidden Curriculum  by Jessica McCrory Calarco, this micro-credential will target doctoral students over one semester.

What will you learn?

Uncover the hidden curriculum of graduate school that you are just expected to know or learn on your own. In this micro-credential, you will learn how to:

• Choose an advisor and build your own team. 
• Get funding for your work.
• Stay on track throughout your PhD. 
• Publish and promote your work. 
• Navigate the job market.
• Participate in and attend conferences.

Upon completion of the micro-credential, you will gain the knowledge and skills that are essential for navigating every step of your PhD journey.

Who is eligible to participate?

This micro-credential is currently offered to University at Buffalo Presidential, Schomburg and Graduate School Fellows. 

Requirements

Upon registering for the micro-credential, participants will gain access to the micro-credential within the Brightspace learning management system. There are a total of eleven modules, which should be completed in sequential order.

Each module includes a video, assessment and an enhance your experience section. The enhance your experience section is optional but is highly recommended for you to get the most out of the micro-credential. Participants must watch the video and complete the corresponding assignment in order to move forward to the next module. To successfully earn the micro-credential, all eleven modules must be completed.

Module 1: Welcome to UB.

Module 2: Understanding Your Department and Jargon at UB.

Module 3:  Building Your Network.

Module 4:  Staying on Track and Tracking Progress.

Module 5:  Understanding and Finding Funding.

Module 6:  Writing at the Graduate Level and Publishing.

Module 7:  Teaching in Graduate School.

Module 8:  Promoting and Talking About Your Research.

Module 9:  Participating in and Attending Conferences.

Module 10:  Navigating the Job Market.

Module 11:  The Balancing Act of Graduate School.

For more information and to register, please email Elizabeth Colucci at [email protected] . 

Visit the Office of Micro-Credentials website to learn more about micro-credentials and digital badges.

Santiago Torres

Research Fields

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• CAREER COLUMN
• 23 July 2021

The lessons I learnt supervising master’s students for the first time

• Emilio Dorigatti 0

Emilio Dorigatti is a PhD student in data science and bioinformatics at the Munich School for Data Science in Germany, working on new ways to design vaccines for cancer.

You can also search for this author in PubMed   Google Scholar

I started my PhD wanting to improve not only my scientific abilities, but also ‘soft skills’ such as communication, mentoring and project management. To this end, I joined as many social academic activities as I could find, including journal clubs, seminars, teaching assistance, hackathons, presentations and collaborations.

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doi: https://doi.org/10.1038/d41586-021-02028-1

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged .

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Out of 1,600 applicants, this PhD student presented his research at Nutrition 2024

From watching presentation year after year, fang zhou finally got to present his research.

Shu Wang (right) and Fang Zhou (left) Photo courtesy of Shu Wang

For  College of Health Solutions doctoral student  Fang Zhou , presenting an in-depth research project about nanocarrier functions as an international student at one of the nation’s premier nutritional conferences filled him with nervousness and honor.

When he got the email stating he was one of the Graduate Student Research Award Competition finalists, he immediately went to his mentor, College of Health Solutions Professor  Shu Wang , to talk to her about it.

Zhou and Wang’s research project started because of a combined interest in both nanoparticles, phytochemicals, and obesity.

After going to the past two annual conferences, Zhou wanted to be a presenter of a research project. When he got the email three weeks before the conference began, he practiced his presentation with Wang.

“I felt very nervous,” Zhou said. “I quickly went to my mentor's lab office to talk with her and get tips and advice from her years of experience. I was really nervous, but I also felt very honored that I was chosen.”

He presented his research along with five other finalists on June 29, 2024.

“Presenting felt pretty good, and I won first place in the post-presentation for the research,” Zhou said. “Something else that was really interesting is that I was the only student of the graduate student research award finalists from ASU at the conference and after I presented there were so many other professors that I got to meet from ASU and get to talk to about their research.”

After mentoring him for the past three years, Wang says that watching a student grow and succeed is always very rewarding.

One of the reasons that Wang thought Zhou was chosen to present the research project is according to her because Zhou’s work is impactful and has a high quality. Also, this research project is innovative, and both Zhou and Wang are pioneers in applying nanotechnology in the nutrition field in the US.

“To improve solubility and delivery efficacy of phytochemicals is an emerging topic, and also our work is innovative by using this technology in the nutrition field,” Wang said. “Our group is a pioneer group, and it can have a huge impact if the result is good by improving human health.”

Zhou came to ASU from his home country, China, in 2021 with a master’s degree in food science and nutritional engineering from  China Agricultural University in Beijing. He reached out to Wang, who he found through a Google search and by reading her research papers, to further his education and fulfill his passion for research.

“I emailed her and let her know I had just graduated and got my master's degree,” Zhou said. “We had a couple of interviews with each other and talked about my research interests and my future goals, and we both felt pretty good. That’s when she decided to admit me into the PhD program.”

The research Zhou presented, according to the  nutrition lab website , uses “biocompatible and biodegradable nanocarriers to enhance bioactivities of nutrients and phytochemicals for the prevention and treatment of chronic diseases, especially cardiovascular disease, obesity and Type II diabetes.”

Zhou and Wang were able to conduct this study by using the obese mouse model. Over several weeks, the mice are given a high-fat diet that makes them obese. The nanocarriers carry nutrients and phytochemicals that can be delivered into the mouse body.

The reason for this study is, according to Wang, the human body does absorb nutrients from food and supplements, but most phytochemicals/bioactive compounds from fruits, vegetables or dietary supplements cannot be absorbed well.

“I know there is an issue with these phytochemicals/bioactive compounds,” Wang said. “One issue is they have low solubility.  For example, if someone takes a big pill of resveratrol, (a phytochemical which according to an article by  healthline.com can have benefits such as possibly easing joint pain, and suppressing cancer cells) a minimal amount of that pill is soluble. If it's not soluble, it cannot be absorbed.”

Wang eventually wants this research project to branch into a new drug entirely, which according to her could take up to 10 years.

She says her main motivation for this research is that she wants to find an innovative strategy for improving human health, especially obesity, diabetes and other metabolic diseases.

PhD Admission FAQ - Under Construction

Please review commonly asked admissions questions while we update our website.

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Follow our news, recent searches, ntu researcher stalked phd student she developed feelings for and sent him 116 emails, gets fine, advertisement.

The victim obtained a protection order against the 34-year-old woman, but she kept sending him emails and even visited his workplace.

File photo of a student entering the Nanyang Technological University. (Photo: Calvin Oh/CNA)

This audio is generated by an AI tool.

SINGAPORE: A researcher at the Nanyang Technological University (NTU) developed feelings for a PhD student who was helping with her project.

She began sending him long messages, persisting in sending him 116 emails and stalking him despite the man obtaining a protection order against her.

The woman also visited the man's workplace in Fusionopolis and asked to see him.

Han Xiaobing, a 34-year-old Chinese national, was fined S$8,000 (US$6,124) by a court on Wednesday (Aug 21) for her actions.

She pleaded guilty to two charges under the Protection from Harassment Act of unlawful stalking and contravening a protection order, with a third charge taken into consideration.

The court heard that the victim, a 29-year-old Chinese national, got to know Han while he was obtaining a PhD degree at NTU. A software developer and analyst, he assisted Han on a research project.

Han began having personal feelings for the victim, which he rebuffed.

In February 2021, after the victim grew uncomfortable with Han sending him long messages and repeatedly expressing her feelings for him, the victim blocked all electronic communications from Han.

However, Han still tried to contact him, and the victim eventually obtained a protection order under the Protection from Harassment Act against Han on Oct 25, 2023.

The order prohibited Han from stalking the victim through any means, making any communication to him or attempting to do so. It also barred Han from entering or loitering in any place near the victim's workplace or any other place he frequents.

Between Oct 25, 2023 and Dec 12, 2023, Han sent 116 emails to the victim's NTU email account. In them, she demanded to see him and speak to him in person.

On Dec 7, 2023, she went to the victim's workplace and asked the counter staff at the lobby if she could see him. However, he was not there.

Han returned five days later and asked to see the victim again.

The victim made a police report later that day, saying Han was not abiding by the terms of the protection order and that her actions were making him "extremely stressed".

The police questioned Han about a week after this, and she admitted to stalking the victim. She promised to adhere to the protection order conditions and cease all communications with him.

However, she visited the victim again on Jan 3 this year, when the victim was working in a school laboratory at NTU as part of his research.

Han approached his office and saw him through the window. The victim registered her presence and left his office to tell Han that he would be calling the police.

Han then left the university without saying a word to the victim.

SENTENCING SUBMISSIONS

The prosecution sought a fine of S$7,500 for Han, saying her actions affected the victim emotionally. The frequency of her stalking was also high, he said.

Han was not represented. She told the court through an interpreter that she had been jobless for a year and eight months because of this incident and asked for leniency.

The judge said the victim had gone to the extent of obtaining a protection order, but Han failed to stop her conduct.

For unlawful stalking, she could have been jailed for up to 12 months, fined up to S$5,000, or both.

For contravening a protection order, she could have been jailed for up to six months, fined up to S$5,000, or both.

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