Honing your supervisory skills
Are you relatively new to the role of postgraduate supervision? Perhaps you already have some practice but are on the lookout for ways to enhance and improve the supervisory experience for your students and yourself? After all, you’ve been entrusted with nurturing the next generation of researchers and academics – a duty not to be taken lightly.
At most institutions, the minimum requirement for doctoral supervision is a PhD. But the role also requires a range of interpersonal, management and mentoring skills to develop and guide a student. These competencies often develop over time through trial and error, but they can also be taught and shared through supervisor training and development.
Here we outline some guidelines for optimal student support and guidance as shared by senior supervisors.
- Set expectations from the outset
Right from your first meeting with your student, set the ground rules for your ongoing interaction and relationship. Most institutions make provision for this in the form of a memorandum of understanding (MOU) that sets and clarifies expectations and agreements on both sides for a number of processes, including research input and direction, deadlines, feedback, time management and turnaround times to ensure that the research project is as streamlined and productive as possible. Even though you agree on the MOU at the outset, it can – and should – be updated as necessary to accommodate changing realities and unexpected eventualities.
- Be available
Be there for your students – within reason of course. Meet regularly (you should agree to the frequency in the MOU). You will, of course, have other research and teaching commitments but set aside enough time to provide adequate encouragement, motivation and attention. A common complaint from students is that their supervisors show little or no interest and fail to provide timeous feedback when they raise questions. Also, remember that your relationship should extend beyond the thesis into other areas, like communicating funding and conference opportunities and introducing the student to useful contacts in your network.
- Communicate well
Listen attentively and provide constructive and honest feedback as the student’s thesis progresses. The student should embrace consistent and prompt criticism as constructive and adding value to their research. On the other hand, a lack of communication may fuel confusion and disagreement on outcomes, like the aims of the project and the interpretation of findings. Together, you should review the progress and direction of the research clearly and often.
- Provide direction and structure
There may be times when you need to inject momentum, direction or structure into a project that is in danger of drifting off course. Strive to create a supervisory style that is supportive while providing structure. For example, when students need to be challenged, set deadlines and motivate them to achieve their desired outcome.
- Manage conflict
Understand that conflict may arise. There may be personality clashes or a difference in opinion on progress and outcomes that can’t be easily resolved. There may even be disagreement with a co-supervisor. Try to identify the root of the problem. Is it because of a lack of communication or respect? Are your expectations unrealistic? Do what you can to mitigate the situation but realise that both parties need to be in harmony, and if there are irretrievable differences, then parting ways may be the only solution.
In conclusion, remember that the supervisory process is a relationship between two parties: all of the guidelines above will be fruitless if the student doesn’t fulfil their end of the bargain and deliver on the expectations agreed to at the outset. Do what you can to create a nurturing environment for students, but your respect and energy should be reciprocated. If it isn’t, refer them to the MOU and consider appropriate remedial action.
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