Supervisor-Student Relationship · Chemistry Though graduate-on-time (GoT) is a statistical General (read: public) perception is based on statistics ... (ideate, experiment) Write

Academic research Effective supervision Typology Sv dynamics Joint sv Conflict resolution

Supervisor-Student Relationship

We are human after all

M N MarsonoSchool of Electrical Engineering

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Outline of presentation

1 Academic research

2 Effective supervision

3 Types of supervisors and students

4 Supervision dynamics

5 Joint supervision

6 Conflict resolution

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References

Ahmed A. Wadee, Moyra Keane, Ton Dietz, Driekie Hay,“Effective PhD Supervision“, Rozenberg Publishers, 2010https://openaccess.leidenuniv.nl/bitstream/handle/1887/38561/ASC-075287668-2854-01.pdf?sequence=1

Supervising Graduate Students, UBC Graduate Schoolhttps://www.grad.ubc.ca/faculty-staff/information-supervisors/supervising-graduate-students

Estelle Phillips, Derek.S. Pugh, “How to get a PhD: Ahandbook for students and their supervisors”, OpenUniversity Press; 3rd ed. 2000.https://www.mheducation.co.uk/openup/chapters/033520550X.pdf

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https://openaccess.leidenuniv.nl/bitstream/handle/1887/38561/ASC-075287668-2854-01.pdf?sequence=1

https://openaccess.leidenuniv.nl/bitstream/handle/1887/38561/ASC-075287668-2854-01.pdf?sequence=1

https://www.grad.ubc.ca/faculty-staff/information-supervisors/supervising-graduate-students



https://www.mheducation.co.uk/openup/chapters/033520550X.pdf

https://www.mheducation.co.uk/openup/chapters/033520550X.pdf


References

Johann Mouton, “How to succeed in your master’s anddoctoral studies: A South African guide and resourcebook”, Van Schaik Publishers, 2001Joseph Hun-wei Lee, “How to Write a Good Paper for aTop International Journal”, 2008.https://www.elsevier.com/__data/promis_misc/international%20publishing%20china.pdf

Guidelines for Good Practice of Joint Supervision, U oAuckland.https://www.math.auckland.ac.nz/Research/Guidelines_Joint_Supvn.html

All artworks are subject to copyright of the artworkcreators.

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https://www.elsevier.com/__data/promis_misc/international%20publishing%20china.pdf

https://www.elsevier.com/__data/promis_misc/international%20publishing%20china.pdf

https://www.math.auckland.ac.nz/Research/Guidelines_Joint_Supvn.html

https://www.math.auckland.ac.nz/Research/Guidelines_Joint_Supvn.html


On academic research

All engineering degrees have research elementsIt is aimed at expanding knowledge and technology

Does not have any specific limits nor bounds (tangiblegoals or outputs)Philosophical in nature

Academic research involvesIdentifying a research area of interestIdentifying and analyzing problems and understand theircontemporary solutionsConceiving, designing, and implementing improvedsolutionsOrganizing and planning research worksReporting the findings in writing and orally

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Expectation outcomes of different degrees

PhD degreeAbility to carry out advanced research in their fields andsolve complex problemsDiscover and contribute to new knowledge.An authority in the area of specialization

Masters degreeAdvanced knowledge and capabilities to deal with complexengineering problemsFurtherance of knowledge, skills and abilitiesA specialist in the area of specialization

Bachelor degreeProvide a broad-based educational background and skills insolving complex and multi-faceted engineering problemsResponsible and able to make professionaldecision-makingA practitioner in the general area of specialization

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Research degrees are performance based

The philosophical, problem-specific research is uniqueNot structured - has to be well plannedThe philosophical nature of PhD and MPhil degreescontribute to large stdev of graduation time c.f. taughtcourse degrees

Also other factorsCandidate readinessSupervisor expertiseMaturity of topicsAccess to data and equipmentChemistry

Though graduate-on-time (GoT) is a statisticalGeneral (read: public) perception is based on statisticsScholarships and study leave are awarded based on thisstatistic!

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PG research is unstructured

Unique to specific topic or problemGenerally students have to experience these phases

www.core77.com

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Simultaneous read-do-write cycles

The research phasesRead (examine, undertsand)Do (ideate, experiment)Write (distill)

Make sure student do not get stuck to long at one phaseWriting regularly helps to structure thoughts

Most fruitful ideas, experiments or observations are madebetween writing drafts

Also ask questions on things that student read andexperiment – do not just evaluate based on writingGive simpler (undergrad level) task to familiarize with thetoolsHelps student to formulate design of experiment

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When selecting a research problem

Avoid subject that is overdone – difficult to throw any newlightAvoid problems that are too narrow or vagueControversial subject should be avoidedSubject selected must be a familiar one and resourcesneeded are within one’s reachThe selection of problems must be proceeded by apreliminary study.

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Critically assess your work

Be honestCheck!

Is the topic outstanding and hot?How this topic has been researched before?Is there an apparent gap that that worthy a publication?Has your solution value-add the current solutions?

Track recent works in the topicRSS and Google alerts make this possible nowadays

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Criteria of a good academic research

A good research is systematic and logicalUse proper scientific method attempts to minimize bias

Preference (tools, outcome)Quantitative and empirical approach

There is no single, universal formal scientific methodUnique to a given given field and scope of study

Researcher needs to tune the process to the nature of theproblem and his/her working methods

Be undertaken within a framework of a set of philosophiesUse procedures, methods and techniques that have beentested for their validity and reliabilityBe designed to be unbiased and objective

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Tinkering is NOT experimental science

Unless it seeks to support a hypothesis, tinkering is notscience.It is not science to assemble parts to "see what happens."Undirected work wanders aimlessly, finding interestingresults only by accident; it produces "researchers“ withspotty and erratic records.Directed work, systematic testing, and dogged scientificperseverance have traditionally characterized the mostproductive researchers.Tinkering is no substitute for thinking.

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How reality could be so different

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How a supervisor supervises?

Mostly based on his/her own personal experienceProbably not sufficient to deal students with uniquebackgrounds

Learn best practices in supervisingRead – tons of books out thereTalks to seniors for guidanceBe a mentee – experience supervision process beforesupervising on your own

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Do not left it to chance

Phillips and Pugh (2000) stressed that supervisor-studentrelationship is too important to be left to chanceDuring the process, PhD students tend to know moreabout the details of a research topic than their supervisorsPhD students expect a lot from their supervisors, and viceversaEach supervisor is a role-model of a good researcher him-or herself and showing that to the PhD students (tacitknowledge that can never be taught)Joint publication and joint presentations at scientificconferences are important ways of doing that and are oftenof mutual benefit

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A supervisor...

Is a teacher-mentor-inspiration-friend-critic all in oneTeaches good research practiceGives satisfactory amount of time & quality of time tostudentGives advice regarding researchDiscusses issues pertaining to future careers,responsibilities, character building, and life in generalHas an effective supervisory policy for controlling time tograduate

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How a student choose a supervisor?

Is he/she an expert in the area of interest?Is he/she well connected in the international scientificarena?Is he/she active (research, publications)?Has previous supervision experience?Is he/she interested in the selected topic?Can he/she provide research facilities?Personal chemistry?

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Bridging expectation

Supervisor A student● Knowledgeable in the

research area● Is competent to supervise● Gives constructively critical

suggestions and assessment ● Reassurance, support,

comfort ● Read/polish technical writing● Provide resources, hosting

project● Friendly, open, and

supportive● Contacts, social networking● Facilitator to access scientific

channels ● Shares experience in the

craft of research● Role model, mentor, friend,

adviser

● Technically competent● Hard work, enthusiastic● Independence● Generation of experimental

results● Contribution to publications● Labor resource (for projects,

etc.) ● Contribution to project

proposals (at a later stage)

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When considering accepting new students

Conduct an interview whenever possible before acceptingnew graduate studentsSome questions you might ask yourself

Do I have the time, resources and knowledge to supervisethis student?Does this student have adequate academic backgroundand experience to be successful?Are the student’s goals and expectations consistent withexpected outcomes?Will I be able to work with well with this student?Do we have compatible communication styles?How might I address any personal, cultural or structuralchallenges this student may face?

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Elements of successful graduate supervision

Clear and frequent communicationBridging diverse cultural/regional backgroundsNon-shared assumptions, values

Agreement on mutual expectations – from early onSufficient supervision time and research resourcesSupervision approach should be tailored to the needs,attributes and aspirations of each student

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Communicate early and often!

Clear and frequent communication is the key to buildingthe trust and mutual respect

Foundation for effective supervisory relationshipsRegular and guided meetings

Avenue to discuss any particular needsAddress deficiencies of the studentDiscuss their career aspirations

The best mentors lead in part by exampleSharing knowledge and experience

Openness about the challenges help assimilate studentsinto the professional culture and broaden their learningexperience

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Give constructive feedbacks

Keep yourself updated with the latest knowledgeYou are expected to know better than them

Essential to build students’ confidence in their supervisorsGive timely feedbackCritique but do not condemn (Yin-Yang)When commenting on students work, do not just point outwhat wrong – add in praises on things that the student didright (reinforcement learning)

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Keeping the momentum!

Help students to maintain good progressStudents can lose momentum at any stage for a variety ofreasonsFrequent and open communication will help you to identifyissues and help the student to get back on track

Frequently-scheduled meetingWritten research summary/journals

Clearly define expected progress and continue assessprogress

Can help identify when students are becoming sidetrackedor losing momentumDiscuss for best approach to help the student get back ontrack

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Prepare students’ mindset

Tell themHave a balanced view, all negative advices/comments willde-motivate studentsDoing research is not a walk in the park – it is hard but notimpossibleTo be successful is an attitudeBeing resourceful is an important trait in solving researchproblemsAll research involves risk

Believe in scientific methodResearch can take much longer, so plan wiselyThey’ll encounter hardships and failures – these will makethem stronger

Open-up to learning and learn new thingsGive students responsibility other then their research work(undergraduate mentoring, review paper etc)Their knowledge contribution can benefit the advancementof science 26 / 55


It is a long-distance run, not a sprint

Tell themAsk them to work regularly – it helps keeping things in mindHas proper research plan helps to visualize on what to doTo come during office hoursAllocate large blocks of time for research

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Train them to refine their thoughts

Tell themMaintain a research notebook / journal of day-to-daythoughts

Writing regularly helps to structure thoughts

Send a research journal, weekly, to youIt works both ways

You will know your students’ status (and you know they aredoing their work)You will be able to provide quick feedback of their work

Give regular talks

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Ask them to adapt!

Tell themAdopt the best as in the best literatureFamiliarize with tools of the trade

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Command of English is a must

Tell themScientific research is an intense intellectual activityCommand of language is of utmost importanceLearning new things is hard, especially if the medium oflearning is weakPoorly written works could not relay the ideas you have inmindIf you are writing in a language other than your motherlanguage

Get help early – attend English classes/coursesGet specialized editing helps

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Empathize

Mouton (2001) adds five general rules for a healthy andsuccessful relationship

Dignity, respect and courtesyNo harassmentAccessibilityPrivacyHonesty

Show that you careYou were at their shoes few years back

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Styles of Supervisor-student Relationships: A typology

Every PhD supervisor is different and ditto every PhDstudentsHumans are uniquesSo do relationships between a supervisor and a PhDstudentWhich possible relationships will you experience?In discussing styles of supervision there are the followingimportant variables (Wadee et al., 2010)

Relationship behavior: business-like or personalTask behavior

Level of commitment: low/highProduct/process oriented

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Some definitions

Business-like behavior – supervisor and PhD student arefocused on their work; and personal elements are irrelevantPersonal behavior – personalized, where supervisor wantto know everything about the personal circumstances andcharacteristics; develops a relationship of personal orfamily friendshipTask behavior can be very minimal, or intensive (dailymeeting, joint activity)

Product-oriented are always about the results, deadlinesProcess-oriented are always about the process to get toresults – supervisors are more as a process manager

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Typology of Supervisor

Six supervisor typesA delegatorA friendAn expert guideA coachA quality controllerAn editor

One can have multiple roles at the same time, dependingon students traits and stage-of-study

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The delegator: low intensity and business-like

Busy supervisorSometimes leaders of large-scale research programsAcquire PhD projects and funding circlesDo not really have time to be fully engaged in the actualtask of supervisionUsually have co-supervisor to do actual supervision

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The friend: low intensity but personal

Rarely talk about the contents of the research workMeetings are often discuss little on progress or productsSupervisors try to solve students problems, but indirectlyAvoiding confrontations and not to jeopardize the friendship

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The expert guide: higher intensity, business-like andprocess-oriented

Avoid personal matters of studentsSee their role to stimulate a process of work improvementand students growthSub-roles

The director – focuses on methodology, analysis, chain ofargumentation, and logical reasoningThe innovator – the supervisor who stimulates pioneeringthinking and creative ideasThe coordinator – always puts an emphasis on workschedules, adherence to deadlines and process planningThe monitor – always keep-track and measures progressagainst work schedulesThe broker - Ensuring funds and assistance to the studentand the research project and well as maintaining contactsand network partners

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The coach: higher intensity, more personal andprocess-oriented

Very much involved in the growth of a studentFocus is more on the growth of students personality butless in their PhD jobThey try to understand the personality of the student andare aware of their personal circumstancesWould try to be part inf finding solutions to students’problemsAlso interested in stimulating the scientific career ofstudents beyond their PhDLike to advice about time management, funding, researchethics

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The quality controller: higher intensity, business-likeand product-oriented

Emphasize on the written products of their students toassess students’ scientific qualityWilling to discuss after students submit written productsUrge students for prestigious journal and conferencesTheir comments can be judgmental, without detailed andsupportive suggestions for improvementsOften upset if students do not work according to the agreedschedule as they are conscious of time-lines and deadlines

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The editor: higher intensity, more personal,product-oriented

Very product-oriented as well, but who will put substantialamounts of time and energy into correcting mistakesThere is much emphasis on language, both on concepts,ways of expression, and spellingStudents always get their work back covered in red marksSome supervisors would edit themselves after failedattemptsTry to understand the reasons below-par quality

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Typology of Supervisor-student relationships

Supervisory styles have to do with the personality andposition of the supervisor(s), but they also have to do withthe personality and position of the PhD studentStudent-side factors

degree of independenceself-securityexpertisematuritymotivation and commitmentarticulationcommunication

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Types of PhD students

The independent studentSome students have a very independent attitude, and theywant to do the job aloneThey would prefer a delegator, they want to keep thesupervisor at a distanceThese types of students do not like being told to go tocoursesIf they need some, they will organize it all themselves

Students preferring a personal relationshipSome PhD students do not mind a personal relationshipwith their supervisor – save the PhD progressProblems are not directly discussed and expect their friendto become aware of it and work on a solution

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The business-like studentLike to keep the relationship business-like and do not likeany interference in their personal livesHas business-like, product/task-oriented personalities –defined roles, clear goals, planned timing, expect reliabilityon both sidesLike being guided to become a good scientist and prefer acool, efficient supervision styleLike useful suggestions about what to do next and how toimproveThey always try to perform at their best during thesemeetings and like being judged on the quality of theirperformance.

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The personal-interest, interactive studentCannot function without a personal touch and interest intheir life and personalityPersonal-relationship, process-task personalities arepersonality-oriented, empathic, liking social-emotionalbonds, with trustful and fluid arrangementsLike to share experiences beyond the PhD workSome prefer getting continuous advice on theirperformance, with attention to their personalitySome prefer focusing on their written work and expectdetailed suggestions for improvementsExpect their supervisors to take co-responsibility

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Chemistry between student and supervisor

The success of a supervisor-PhD student relationshippartly depends on the chemistryPreviously incompatible relationship wouldn’t start a PhDproject togetherSupervisors may be appointed without much or any priorcontact with students

If things go wrong, it is often quite clear in the early phaseof supervisionSupervisor and PhD student may change their preferredstyleRelationships that becoming too personal andconfrontational can only really be solved if both supervisorand student agree a more business-like supervisionOr they split up and the PhD student looks for anothersupervisor.

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The dynamics in styles of supervision

Each supervisor-student relationship is uniqueStyle of supervision can be dynamic and change with time

RelationshipTask orientation

NoYes

Process-oriented Product-oriented

Business-like1 Initiation

2 Res. design 3 Res. proposal5 Data analysis

Personal

4 Fieldwork 8 Editing6 Write up 9 Acceptance

7 Final fieldwork 10 Defense11 Follow-up

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The 2-Stage PhD Life

Stage 1: PhD studentBasically students work under (close) supervisionFinding footing in research – to examine, understand,ideate (refer to the five research phases)Supervisors need to play a vital role as expert guide(business-like, process-oriented) to quality controller(business-like, product-oriented)

Stage 2: PhD candidateStudents work under adviseAble to conduct independent research – to ideate,experiment and distillSupervisors need to play a vital role as coach (personal,process-oriented) to editor (personal, product-oriented) tofriend (personal)

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Publish or perish

A PhD candidate must publishThe best way to validate research worksGet reviews from top publications

Students learn from us on etiquette when publishingIn academia, we sometimes overly emphasize on quantityQuality is no less important

Our target

Strategize!detailed QC

w/ ecosystem

w/ ecosystemprogressive improvement

w/o ecosystemquantity first

Where we are now

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Research collaboration and joint supervision

Collaborate with experienced supervisor can jump-startyour researchSharing of knowledge, skills, and techniquesSharing of research resourcesKnowledge and know-how transferExpanding scientific networking and contactsImprove one’s reputation and visibility of the work

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Benefits of joint supervision

Broadens the range of expertise, perspectives, world-viewsShares responsibilityThesis can be more broadly preparedDifferent supervisors can fill different positions of value tothe student (eg, culture, gender etc)

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The risks of joint supervision

Students can get caught between supervisors withdifferent viewsPractically difficult to arrange times for meeting togetherPossibility that no-one may manage the process overall –the student may not get proper supervisionRequires good negotiation skills on part of both studentand supervisorsPossibly more complex supervision dynamicsPossibly harder to agree on a direction for the projectDifferent expectations could lead to difficultiesStatus, cultural, gender, philosophical differences betweensupervisors could create tensions

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Some models for joint supervision

Joint supervision can take various forms that should betransparent to all partiesCo-supervision (50/50) in which supervisors contributemore or less equallyPrimary/secondary (60/40) in which the main supervisoroversees the research and the co-supervisor makessubstantially contribution in specific area of interestPrimary/advisors (80/20) in which the main supervisoroversees the research and the co-supervisor makeslimited contribution in specific area of interest

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A word of caution to supervisors

Initial meeting among supervisors without involvement ofstudents to begin process of forming a working relationshipEstablish

Explicitly specify on how the joint supervision will workAgree on relative contribution from supervisorsAgree on the approach to be used in the research projectWork on the student’s proposal together (so you all knowwhat you’re getting into)Agree on meetings: separate or joint, or sometimes oneand sometimes the other;Agree on the milestones for the period ahead;Agree on who is responsible for managing the overallprocess

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Easier to manage machine sometimes

Dealing with machines is easierStudents have to work in a group, at the same time beindividually competentAffirm good ethical conduct to students

Do not take credits of othersBeware that some may notMaintain personal space and timeBe positive but not naive, be direct but wise

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Conflicts resolution

Conflicts are normal – mostly due to communicationbreakdownResolve conflicts early before they escalateSome individuals may respond by avoiding or ignoringHave open discussionsTalk to somebodySupervision is like marriage, divorce is possible

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Documents

Supervisor-Student Relationship · Chemistry Though graduate-on-time (GoT) is a statistical General (read: public) perception is based on statistics ... (ideate, experiment) Write