what is a good phd supervisor

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• PLoS Comput Biol
• v.17(9); 2021 Sep

Ten simple rules for choosing a PhD supervisor

Department of Biology, Dalhousie University, Halifax, Nova Scotia, Canada

Catherine Bannon

J. scott p. mccain, introduction.

The PhD beckons. You thought long and hard about why you want to do it, you understand the sacrifices and commitments it entails, and you have decided that it is the right thing for you. Congratulations! Undertaking a doctoral degree can be an extremely rewarding experience, greatly enhancing your personal, intellectual, and professional development. If you are still on the fence about whether or not you want to pursue a PhD, see [ 1 , 2 ] and others to help you decide.

As a PhD student in the making, you will have many important decisions to consider. Several of them will depend on your chosen discipline and research topic, the institution you want to attend, and even the country where you will undertake your degree. However, one of the earliest and most critical decisions you will need to make transcends most other decisions: choosing your PhD thesis supervisor. Your PhD supervisor will strongly influence the success and quality of your degree as well as your general well-being throughout the program. It is therefore vital to choose the right supervisor for you. A wrong choice or poor fit can be disastrous on both a personal and professional levels—something you obviously want to avoid. Unfortunately, however, most PhD students go through the process of choosing a supervisor only once and thus do not get the opportunity to learn from previous experiences. Additionally, many prospective PhD students do not have access to resources and proper guidance to rely on when making important academic decisions such as those involved in choosing a PhD supervisor.

In this short guide, we—a group of PhD students with varied backgrounds, research disciplines, and academic journeys—share our collective experiences with choosing our own PhD supervisors. We provide tips and advice to help prospective students in various disciplines, including computational biology, in their quest to find a suitable PhD supervisor. Despite procedural differences across countries, institutions, and programs, the following rules and discussions should remain helpful for guiding one’s approach to selecting their future PhD supervisor. These guidelines mostly address how to evaluate a potential PhD supervisor and do not include details on how you might find a supervisor. In brief, you can find a supervisor anywhere: seminars, a class you were taught, internet search of interesting research topics, departmental pages, etc. After reading about a group’s research and convincing yourself it seems interesting, get in touch! Make sure to craft an e-mail carefully, demonstrating you have thought about their research and what you might do in their group. After finding one or several supervisors of interest, we hope that the rules bellow will help you choose the right supervisor for you.

Rule 1: Align research interests

You need to make sure that a prospective supervisor studies, or at the very least, has an interest in what you want to study. A good starting point would be to browse their personal and research group websites (though those are often outdated), their publication profile, and their students’ theses, if possible. Keep in mind that the publication process can be slow, so recent publications may not necessarily reflect current research in that group. Pay special attention to publications where the supervisor is senior author—in life sciences, their name would typically be last. This would help you construct a mental map of where the group interests are going, in addition to where they have been.

Be proactive about pursuing your research interests, but also flexible: Your dream research topic might not currently be conducted in a particular group, but perhaps the supervisor is open to exploring new ideas and research avenues with you. Check that the group or institution of interest has the facilities and resources appropriate for your research, and/or be prepared to establish collaborations to access those resources elsewhere. Make sure you like not only the research topic, but also the “grunt work” it requires, as a topic you find interesting may not be suitable for you in terms of day-to-day work. You can look at the “Methods” sections of published papers to get a sense for what this is like—for example, if you do not like resolving cryptic error messages, programming is probably not for you, and you might want to consider a wet lab–based project. Lastly, any research can be made interesting, and interests change. Perhaps your favorite topic today is difficult to work with now, and you might cut your teeth on a different project.

Rule 2: Seek trusted sources

Discussing your plans with experienced and trustworthy people is a great way to learn more about the reputation of potential supervisors, their research group dynamics, and exciting projects in your field of interest. Your current supervisor, if you have one, could be aware of position openings that are compatible with your interests and time frame and is likely to know talented supervisors with good reputations in their fields. Professors you admire, reliable student advisors, and colleagues might also know your prospective supervisor on various professional or personal levels and could have additional insight about working with them. Listen carefully to what these trusted sources have to say, as they can provide a wealth of insider information (e.g., personality, reputation, interpersonal relationships, and supervisory styles) that might not be readily accessible to you.

Rule 3: Expectations, expectations, expectations

A considerable portion of PhD students feel that their program does not meet original expectations [ 3 ]. To avoid being part of this group, we stress the importance of aligning your expectations with the supervisor’s expectations before joining a research group or PhD program. Also, remember that one person’s dream supervisor can be another’s worst nightmare and vice versa—it is about a good fit for you. Identifying what a “good fit” looks like requires a serious self-appraisal of your goals (see Rule 1 ), working style (see Rule 5 ), and what you expect in a mentor (see Rule 4 ). One way to conduct this self-appraisal is to work in a research lab to get experiences similar to a PhD student (if this is possible).

Money!—Many people have been conditioned to avoid the subject of finances at all costs, but setting financial expectations early is crucial for maintaining your well-being inside and outside the lab. Inside the lab, funding will provide chemicals and equipment required for you to do cool research. It is also important to know if there will be sufficient funding for your potential projects to be completed. Outside the lab, you deserve to get paid a reasonable, livable stipend. What is the minimum required take-home stipend, or does that even exist at the institution you are interested in? Are there hard cutoffs for funding once your time runs out, or does the institution have support for students who take longer than anticipated? If the supervisor supplies the funding, do they end up cutting off students when funds run low, or do they have contingency plans? ( Fig 1 ).

Professional development opportunities—A key aspect of graduate school training is professional development. In some research groups, it is normal for PhD students to mentor undergraduate students or take a semester to work in industry to get more diverse experiences. Other research groups have clear links with government entities, which is helpful for going into policy or government-based research. These opportunities (and others) are critical for your career and next steps. What are the career development opportunities and expectations of a potential supervisor? Is a potential supervisor happy to send students to workshops to learn new skills? Are they supportive of public outreach activities? If you are looking at joining a newer group, these sorts of questions will have to be part of the larger set of conversations about expectations. Ask: “What sort of professional development opportunities are there at the institution?”

Publications—Some PhD programs have minimum requirements for finishing a thesis (i.e., you must publish a certain number of papers prior to defending), while other programs leave it up to the student and supervisor to decide on this. A simple and important topic to discuss is: How many publications are expected from your PhD and when will you publish them? If you are keen to publish in high-impact journals, does your prospective supervisor share that aim? (Although question why you are so keen to do so, see the San Francisco Declaration on Research Assessment ( www.sfdora.org ) to learn about the pitfalls of journal impact factor.)

Rule 4: It takes two to tango

Sooner or later, you will get to meet and interview with a prospective PhD supervisor. This should go both ways: Interview them just as much as they are interviewing you. Prepare questions and pay close attention to how they respond. For example, ask them about their “lab culture,” research interests (especially for the future/long term), and what they are looking for in a graduate student. Do you feel like you need to “put on an act” to go along with the supervisor (beyond just the standard interview mode)? Represent yourself, and not the person you think they are looking for. All of us will have some interviews go badly. Remember that discovering a poor fit during the interview has way fewer consequences than the incompatibility that could arise once you have committed to a position.

To come up with good questions for the prospective supervisor, first ask yourself questions. What are you looking for in a mentor? People differ in their optimal levels of supervision, and there is nothing wrong with wanting more or less than your peers. How much career guidance do you expect and does the potential supervisor respect your interests, particularly if your long-term goals do not include academia? What kind of student might not thrive in this research group?

Treat the PhD position like a partnership: What do you seek to get out of it? Keep in mind that a large portion of research is conducted by PhD students [ 4 ], so you are also an asset. Your supervisor will provide guidance, but the PhD is your work. Make sure you and your mentor are on the same page before committing to what is fundamentally a professional contract akin to an apprenticeship (see “ Rule 3 ”).

Rule 5: Workstyle compatibility

Sharing interests with a supervisor does not necessarily guarantee you would work well together, and just because you enjoyed a course by a certain professor does not mean they are the right PhD supervisor for you. Make sure your expectations for work and work–life approaches are compatible. Do you thrive on structure, or do you need freedom to proceed at your own pace? Do they expect you to be in the lab from 6:00 AM to midnight on a regular basis (red flag!)? Are they comfortable with you working from home when you can? Are they around the lab enough for it to work for you? Are they supportive of alternative work hours if you have other obligations (e.g., childcare, other employment, extracurriculars)? How is the group itself organized? Is there a lab manager or are the logistics shared (fairly?) between the group members? Discuss this before you commit!

Two key attributes of a research group are the supervisor’s career stage and number of people in the group. A supervisor in a later career stage may have more established research connections and protocols. An earlier career stage supervisor comes with more opportunities to shape the research direction of the lab, but less access to academic political power and less certainty in what their supervision style will be (even to themselves). Joining new research groups provides a great opportunity to learn how to build a lab if you are considering that career path but may take away time and energy from your thesis project. Similarly, be aware of pros and cons of different lab sizes. While big labs provide more opportunity for collaborations and learning from fellow lab members, their supervisors generally have less time available for each trainee. Smaller labs tend to have better access to the supervisor but may be more isolating [ 5 , 6 ]. Also note that large research groups tend to be better for developing extant research topics further, while small groups can conduct more disruptive research [ 7 ].

Rule 6: Be sure to meet current students

Meeting with current students is one of the most important steps prior to joining a lab. Current students will give you the most direct and complete sense of what working with a certain supervisor is actually like. They can also give you a valuable sense of departmental culture and nonacademic life. You could also ask to meet with other students in the department to get a broader sense of the latter. However, if current students are not happy with their current supervisor, they are unlikely to tell you directly. Try to ask specific questions: “How often do you meet with your supervisor?”, “What are the typical turnaround times for a paper draft?”, “How would you describe the lab culture?”, “How does your supervisor react to mistakes or unexpected results?”, “How does your supervisor react to interruptions to research from, e.g., personal life?”, and yes, even “What would you say is the biggest weakness of your supervisor?”

Rule 7: But also try to meet past students

While not always possible, meeting with past students can be very informative. Past students give you information on career outcomes (i.e., what are they doing now?) and can provide insight into what the lab was like when they were in it. Previous students will provide a unique perspective because they have gone through the entire process, from start to finish—and, in some cases, no longer feel obligated to speak well of their now former supervisor. It can also be helpful to look at previous students’ experiences by reading the acknowledgement section in their theses.

Rule 8: Consider the entire experience

Your PhD supervisor is only one—albeit large—piece of your PhD puzzle. It is therefore essential to consider your PhD experience as whole when deciding on a supervisor. One important aspect to contemplate is your mental health. Graduate students have disproportionately higher rates of depression and anxiety compared to the general population [ 8 ], so your mental health will be tested greatly throughout your PhD experience. We suggest taking the time to reflect on what factors would enable you to do your best work while maintaining a healthy work–life balance. Does your happiness depend on surfing regularly? Check out coastal areas. Do you despise being cold? Consider being closer to the equator. Do you have a deep-rooted phobia of koalas? Maybe avoid Australia. Consider these potentially even more important questions like: Do you want to be close to your friends and family? Will there be adequate childcare support? Are you comfortable with studying abroad? How does the potential university treat international or underrepresented students? When thinking about your next steps, keep in mind that although obtaining your PhD will come with many challenges, you will be at your most productive when you are well rested, financially stable, nourished, and enjoying your experience.

Rule 9: Trust your gut

You have made it to our most “hand-wavy” rule! As academics, we understand the desire for quantifiable data and some sort of statistic to make logical decisions. If this is more your style, consider every interaction with a prospective supervisor, from the first e-mail onwards, as a piece of data.

However, there is considerable value in trusting gut instincts. One way to trust your gut is to listen to your internal dialogue while making your decision on a PhD supervisor. For example, if your internal dialogue includes such phrases as “it will be different for me,” “I’ll just put my head down and work hard,” or “maybe their students were exaggerating,” you might want to proceed with caution. If you are saying “Wow! How are they so kind and intelligent?” or “I cannot wait to start!”, then you might have found a winner ( Fig 2 ).

Rule 10: Wash, rinse, repeat

The last piece of advice we give you is to do this lengthy process all over again. Comparing your options is a key step during the search for a PhD supervisor. By screening multiple different groups, you ultimately learn more about what red flags to look for, compatible work styles, your personal expectations, and group atmospheres. Repeat this entire process with another supervisor, another university, or even another country. We suggest you reject the notion that you would be “wasting someone’s time.” You deserve to take your time and inform yourself to choose a PhD supervisor wisely. The time and energy invested in a “failed” supervisor search would still be far less than what is consumed by a bad PhD experience ( Fig 3 ).

The more supervisors your interview and the more advice you get from peers, the more apparent these red flags will become.

Conclusions

Pursuing a PhD can be an extremely rewarding endeavor and a time of immense personal growth. The relationship you have with your PhD supervisor can make or break an entire experience, so make this choice carefully. Above, we have outlined some key points to think about while making this decision. Clarifying your own expectations is a particularly important step, as conflicts can arise when there are expectation mismatches. In outlining these topics, we hope to share pieces of advice that sometimes require “insider” knowledge and experience.

After thoroughly evaluating your options, go ahead and tackle the PhD! In our own experiences, carefully choosing a supervisor has led to relationships that morph from mentor to mentee into a collaborative partnership where we can pose new questions and construct novel approaches to answer them. Science is hard enough by itself. If you choose your supervisor well and end up developing a positive relationship with them and their group, you will be better suited for sound and enjoyable science.

Funding Statement

The authors received no specific funding for this work.

• What You Should Expect from Your PhD Supervisor
• Doing a PhD

A good supervisor will act as your mentor. They will not only help you progress through each stage of a PhD program  but can also act as a source of information or someone to bounce ideas off. To get the most from your supervisor, it’s essential to first understand what their role and responsibilities are in relation to you and your PhD. This won’t only help you understand the different ways they can support you, but also enables you to define clear boundaries which will go a long way to ensuring an enjoyable and respected relationship between the two of you.

1. Expertise in Your Subject Area

You should expect your supervisor to be an expert in the subject you are focusing your PhD on. This is crucial as your supervisor will act as your primary means of support during your PhD. Therefore, the effectiveness of his or her support directly corresponds to their knowledge of your chosen subject, which could be the difference to your PhD succeeding or not.

In addition to this, a supervisor who is an expert in your chosen field could save you from unnecessarily adding a year or more to the duration of your PhD. This is because, as an expert, they will already possess an in-depth understanding of what can and cannot be achieved in the field and have an appreciation as to what would and what wouldn’t help your research stand out. This trait will help them keep you on track, which helps ensure your time is being used most effectively.

Ideally, your supervisor should have experience in supervising PhD students. Although you could theoretically tackle your PhD alone, there are many areas applicable to all PhDs, such as literature reviews, methodologies, experiments, thesis, and dissertations, that an experienced supervisor can guide you on.

2. Regular Supervisory Meetings

As good as your supervisor may be, their ability to support you only comes into fruition if you interact with them. You will be expected to arrange regular meetings with your supervisor, and if necessary, other members of your PhD panel. This will allow you to report back on your latest progress, discuss any issue you’re facing, and review any plans to identify potential improvements, etc. Some supervisors will suggest meeting at regular intervals, i.e. every other week, some will suggest meeting on completing a milestone, i.e. completion of your first draft of the literature review, and others will suggest meeting specifically as and when you need their support. While none are notably better than the other, the key is to pick what works best for you and to ensure you’re meeting them frequently, even if that means having to combine two or all of the approaches.

It’s important to appreciate your supervisor is going to be busy. They are not only going to be supervising you, but they’ll likely be providing supervision to several other students, teach undergraduate classes and have their own research projects going on. However, if you can’t meet your supervisor as often as you would like because of this, your communication doesn’t need to suffer. Instead, make use of email . Not only will your supervisor appreciate this as it gives him time to respond on his own schedule, but you’ll likely get a more detailed response.

3. Feedback on Work in Progress

Another vital aspect to expect from your supervisor is to receive continuous feedback on your work. With your supervisor being an expert in their field, he should be able to review your work and identify any issues or areas for improvement. Gaining feedback on your work is critical through all stages of your PhD. Initially, feedback will be imperative to ensure you’re staying on track. Besides this, it gives your supervisor the opportunity to help set up aspects of your PhD in ways they’ve witnessed first-hand to be most effective, for example, by suggesting an alternative way to structure your literature review or record your research findings. During the ending stages of your PhD, your supervisor will play an essential role in supporting you in the production of your thesis or dissertation. The more you liaise with them during this process, the smoother the process will be.

4. Advice and Support

The advice and support that your supervisor can offer you throughout your degree will be invaluable. As an old saying goes, you can never be distracted if you get the right advice from the right person, which in this case will be your supervisor. As well as providing technical support, many supervisors will also look to provide emotional support through words of encouragement when the moment warrants it. Having once undertaken the journey themselves, they fully appreciate how challenging and stressful the journey can be.

It’s important to note that although your supervisor is there to provide support, they are not there to help with the minor details or every problem you may encounter. The role of the supervisor is to mentor, not to teach, or do it for you. It will be your responsibility to plan, execute and monitor your own work and to identify gaps in your own knowledge and address them. Your supervisor may help by recommending literature to read or suggesting external training courses, however, you should expect nothing more intrusive than this.

5. Mediation and Representation

All universities and departments will have their own rules and regulations. As a professional academic student, you will have to adhere to these rules. These rules are unlikely to be limited to behaviour only with several rules influencing your work as a PhD student. These rules may relate to how you are expected to submit documentation or to the experiments that require special permission before being conducted within their labs. If you have any queries about any rule or regulation, your first point of contact should be your supervisor.

Before starting a PhD, it’s reasonable to have many expectations in mind. However, of all expectations, the one of your supervisors is likely to be the most important. Your supervisor will act as the backbone of your research project and should provide you with continuous support throughout each stage of your degree. A great supervisor may not only be the difference between a smooth and turbulent process, but sometimes may also be the difference between a successful and unsuccessful PhD.

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#10: Good PhD-supervision: What you can expect

May 14, 2019 by Tress Academic

Are you wondering what one might typically be able to expect from a good PhD supervisor? Are you uncertain if your own supervision ticks all the boxes? Are you having one issue or another with supervision and you’re not sure if this is normal? We’ve compiled this exposé of ‘Five pillars of good PhD-supervision’ to give you more clarity on what to expect, plus an added bonus self-check ‘How good is my PhD supervision?’

We often find that PhD students are uncertain as to what they might actually be able to expect from a PhD supervisor, and what actions a good supervisor would or wouldn’t take. We also often meet PhD students who are having issues with supervision, but do not know if what they’re experiencing is common, normal or actually an exception. 

There is evidence from a range of studies of how important good supervision is for the PhD experience, process and outcome ( Woolston, C. 2017 , Max Planck PhD-net 2018 ). It is quite clear, that the difficulties in undertaking a PhD study become easier with a great supervisor by your side. That is not to say that individual PhD students- who do not have good supervision won’t make it, but there is a significant difference between just ‘completing ’ or handing in a great dissertation with a fantastic learning experience behind them. Everyone can benefit from the expertise of a superb and experienced supervisor. 

The aim of this blog-post is to give you an idea about these five essential elements, which together constitute the pillars of good PhD-supervision. This can help you to make an informed judgement about your personal situation and eventually encourage you to start improving aspects of your supervision, if you feel it necessary. For those of you who are right at the beginning of a PhD and have not yet chosen a supervisor (or not appointed all your supervisors), our five features can give you some orientation of whom to pick. Ideally, you get a trusted supervisor who will meet all five features. If you’re curious how yours stack up, we’ve included a self-check ‘How good is my PhD-supervision?’ for you to take at the end of this post! 

However, there is no black and white standard of exactly what your supervisor should do, so it can be difficult to evaluate based on a formula of “if this does not happen, then they’re not a good supervisor”. The boundaries are rather grey and a good relationship to your supervisor does not hinge upon the fulfilment of a single aspect. There are many ways  for good supervision to express itself. 

Still, we believe there are a couple of features that are essential and constitute “good supervision” and we want to outline these for you. If your supervisor lacks several of these essential features, it can be tricky to get sufficient support for your PhD in the long run. 

Today in many countries and disciplines, it is common to have a supervisory team, so you are advised by multiple people. The responsibilities are often shared between one main supervisor and 1-3 (and eventually more) co-supervisors. Supervisors may also be called mentors or advisors(just so you know that this is the same thing unless your PhD regulations specify another meaning in your case). 

So here are our five pillars of good PhD supervision:

1. Guidance

Guidance is the no.1 pillar of good supervision. You should receive guidance from your supervisor for all matters – big and small – regarding your PhD study. Your supervisor should give guidance in particular, regarding:

• Your research and individual aspects hereof. What do you research and how?
• The planning of your project. That means guidance on how to design, set-up and carry out a project in the given time span. 
• The outcomes of your PhD in terms of publications, patents or potential applications.
• The educational part of your studies. How you acquire the necessary skills to succeed with your project, and in a broader sense, how to become an independent researcher. This also includes complementary skills courses like the ones from TRESS ACADEMIC .
• The administrative aspects around your PhD , such as: PhD regulations of your university, deadlines and documents that have to be handed in to your graduate programme , composition of a supervisory team, examination board, submission of your dissertation, etc… 

2. Expertise

Good supervision means to have a supervisor who has expertise in the very subject area in which you undertake your PhD project. So they should have excellent knowledge of the discipline, know the latest innovations and cutting-edge questions, can anticipate future trends, and are  recognised scholar in your scientific community. Their research interest is your research interest and vice versa. 

Ideally, your supervisor is also trained pedagogically on how to supervise PhD students. The pedagogic expertise is complementary to the research expertise. You won’t benefit much from a superstar from  your field who shows little interest in transferring their knowledge to you, or does not concern themselves with  how they can help you learn. 

Your supervisor should support you in pursuing your goal of getting the PhD degree. Having a supportive supervisor means you have a person you can trust and who will be on your side. Support should include mental support, but it also means having  a helping hand when needed – to make contact with other scientists, get help with data permits or ethical clearances, gaining you access to data, or financial support. Having a person you know you can rely on when things get tough is a big plus. 

A supportive supervisor maintains a positive attitude towards your project and displays empathy. They should display a keen interest in seeing you succeed, encourage you to broaden your horizons and try out new things. They offer sympathy when something goes wrong, show understanding for your situation, and motivate you when you’re feeling down. 

While guidance emphasises the procedure of successfully steering you through the 3-4 years of a PhD, support is your safety net, when you’re off track or when there’s something to handle that exceeds your power.   

4. Regular interaction

Although ‘having regular interaction with your PhD supervisor’ sounds almost too obvious, we know that many PhD students struggle with this aspect. We often hear comments like ‘my supervisor is difficult to get hold of’, ’my last meeting with my supervisor was months ago’, ‘my supervisor often cancels/postpones meetings’, ‘it takes ages for my supervisor to give me feedback on my work’ and so on. 

The problem with a lack of interaction is that it is key to the other pillars. If you have little interaction, most other features become problematic as well. If you lack interaction, you also lack support and guidance. You can have the ‘internationally-acknowledge-no.1-specialist’ in your field as supervisor, but if they hardly ever meet with you, you won’t get much out of their supervision. 

A good supervisor maintains interaction by way of regular supervisory meetings and spontaneous encounters. Here’s a short characteristic of both types: 

4.1. Supervisory meetings

In these meetings your supervisor and you meet regularly to discuss aspects of your project and PhD progress. This is the time when you get your supervisor’s full attention. You get input, can exchange ideas, you receive constructive feedback, and – as part of the package –  quite a lot of –  criticism as well. Through feedback in regular meetings you learn and grow. Your supervisory meetings are scholarly disputes about your work among the expert and the novice. Supervisory meetings are also necessary to administer and manage your project – setting targets, checking progress, and making sure that whatever you have to hand in to the university or grad school gets there on time and as required. 

4.2. Spontaneous encounters

You should also be able to approach your supervisor spontaneously with a question, a problem, or some great news you want to share and vice versa. Spontaneous interaction allows you to ‘be-in-touch’ and get to know each other in different ways and built a collegial relationship. It can help to clarify an urgent question so that you can proceed with your work without having to wait until the next meeting. 

But ad-hoc encounters are never a substitute for the regular meetings. If you have no meetings, and you receive all your supervision in form of spontaneous chats or advice, there’s something wrong. 

5. Advice on progress

You’ve got a limited time to complete your PhD of 3-4 years normally. Your supervisor should be keen to see you finish in this time-frame. A good supervisor is aware of your time-constraints right from the start, and supports you in getting through the entire process in a timely manner. But, apart from guidance and support, advice on your progress needs specific actions from your supervisor. It is conscious and deliberate checking of the adequateness of your progress in the different phases of your PhD that will make the difference. 

At the beginning of your PhD project, you should get advice on the adequateness of the project itself. Your supervisor should be checking if the project you want to work on is suitable for completion, with the expected outcome, in the given time-frame. A good supervisor will also warn you if that is not the case, and suggest changes to your project. 

After the onset of your PhD project and further into the process, you’ll need a supervisor who is regularly checking-in with you regarding the progress of your work and it’s quality. Towards this goal, many PhD programmes have included ‘TAC’ (Thesis Advisory Committee) meetings as a fixed requirement that has to be completed in order to progress with the PhD, or getting the necessary credits for the accompanying graduate programme. In case you’re not familiar with this: during the ‘TAC’ meetings, which take place 1-4 times a year (frequency depends on your programme), all of your supervisors formally meet with you. You present your recent progress and latest results to  get feedback on the adequateness of your advancement. ‘TAC’ meetings may also be called ‘PAC’ (PhD advisory committee) meetings, or ‘Supervisory Committee’ meetings.

The crucial point here is that you have at least one supervisor (but ideally multiple) who give you candid feedback once in a while so you know if you are on track or not. If you have a main supervisor who regularly checks your progress, and you hold the required number of TAC-meetings, you’re minimising the chance that there will be problems with the acceptance of your PhD thesis and the potential for lengthy demands to make fundamental changes to your dissertation in the end. 

In the final year and months, a good supervisor will advise you on the completion of individual parts of your work and requirements for submitting your thesis and preparations for the defence and final examination. 

How good is your supervision?

Now, are you pondering how your supervision scores on the five mentioned pillars? Are you happy with your supervision? Do you get good guidance? Are you benefitting from your supervisors’ expertise? Does your supervisor meet regularly with you? Do you receive support when you’re feeling down and demotivated? And, is someone giving you frank feedback on your progress? 

If you’re curious, take our self-check ‘ How good is my PhD supervision?’  

So how were your results? Did you score super high and you have an amazing supervisor? Well great! You’ll get all the necessary support along the path to PhD completion. 

Or are you among those with quite modest scores and feeling  unhappy with your supervisory situation? Think about what you might do to improve it. Like in any other relationship you have a great deal of influence! Have you spoken to your supervisor about your requirements and made them explicit? Have you been honest about your struggles or difficulties? Your supervisor only has a chance to respond to your needs if you let them know what they are! Stay tuned to the SMART ACADEMICS blog for more supervision topics that give more detail on how to improve your relationship with your supervisor!

Related resources:

• Expert guide: 8 reasons why supervision can fail. 
• Self-check: ‘How good is my PhD supervision?’  
• Smart Academics Blog #12: PhD graduate school: Your game changer!
• Smart Academics Blog #57: Can’t get your message across to your supervisor?
• Smart Ac ademics Blog #68: PhD Support: Pick the perfect co-supervisor
• Smart Academics Blog #80: Do I have to include my supervisor as a co-author?
• Smart Academics Blog #81: Meet your PhD supervisor online!
• Smart Academics Blog #98: Should I replace my PhD supervisor?
• Smart Academics Blog #114: PhD-journey with obstacles and happy end!
• Woolston, C. 2017: A love-hurt relationship. Nature, vol. 550, pp. 549-552 .
• Max Planck PhD-net 2018: 2017 PhDnet report.  

More information: 

Do you want to complete your PhD successfully? If so, please sign up to receive our free guides.  

© 2019 Tress Academic

#PhDStudent, #PhDEducation, #Supervision, #PhDSatisfaction, #Doctorate 

• What to Expect from your PhD Supervisor

Written by Mark Bennett

Your PhD supervisor will play a vital role in your doctorate, supporting you from starting out to thesis submission (and beyond).

But what does ‘PhD supervision’ actually mean in practice? What sort of support and assistance can you expect your supervisor to provide?

This guide introduces some of the obligations and expectations that underpin a healthy supervisory relationship, as well as explaining how that relationship develops along with your PhD.

What you can expect from your PhD supervisor

Your PhD supervisor will have some core responsibilities towards you and your project. These will normally include meeting to discuss your work, reading drafts and being available to respond emails and other forms of contact within a reasonable timeframe.

Some universities may formalise these commitments in a research degree handbook and you should consult this if so. Other universities may leave more of the details to the student and supervisor themselves.

In either case, the following are some of the basic expectations a PhD supervisor should fulfil:

Expertise in your subject area

Regular supervisory meetings, feedback on work in progress, advice and support, mediation and representation.

Your supervisor will be an expert in your academic field. They will have recognised experience researching it, with a publication record to match. They may even have supervised other students working on related subjects.

What your supervisor won’t be is an expert in your topic. There’s a very simple reason for this: if they were, you couldn’t research it as an original PhD.

In practice this means that you can expect your supervisor to offer competent advice, particularly in the early stages of your research. If you’re suggesting a topic or approach that has been undertaken before, they should be able to alert you to that. If you’re looking for material to consult for your literature review they will be able to make suggestions and help you get started.

Eventually though, your expertise will outstrip your supervisor’s. It’s important to be aware of this and not to rely on your supervisor to understand your project for you.

These are the nuts and bolts of a supervisory relationship. Whatever your project, you can expect your supervisor to set aside regular time for one-to-one meetings and discussion of your work.

How regular these meetings are will be up to you and your supervisor to decide (though your university may set some guidelines). You’ll also have the freedom to set up a schedule (and venue) that works for the two of you. This could be a corner of the lab, your supervisor’s office or even just a coffee shop on campus.

Once this schedule is agreed you can expect your supervisor to be available at appointed times and to have reviewed any drafts, data or other work sent to them (with sufficient notice).

Note that the ability to attend supervisory meetings is an expectation of full-time PhD students who are based ‘on campus’. If you are studying by distance learning your supervisor may arrange for a different format, such as discussing work over the phone or via video conferencing.

Your supervisor may also take responsibility for any formal record keeping associated with meetings (though that doesn’t mean you won’t have any paperwork of your own to fill out).

Unlike other degrees, a PhD doesn’t normally involve any ongoing formal assessment. There are some exceptions such as first-year upgrade exams and training modules, but, ultimately, your doctorate will be judged on the strength of a single piece of work: the thesis you submit for examination at the end.

So what happens to all the chapter drafts, data reports and other work you do along the way? Your supervisor looks at it and offers you feedback. This feedback is formative rather than summative (you won’t be given a grade) but it’s still incredibly important.

In the early stages of a PhD feedback will help ensure you’re on the right track (or get you onto it). Later on you’ll know more about your project than your supervisor, but they’ll still be able to tell you how effectively presented your results are and how persuasive your argument is.

Standards for feedback vary between disciplines, projects and universities. You may find that your supervisor regularly sees your data as part of the working arrangement in your laboratory. Or you may find that you only submit drafts of written work every few months.

Your university may set out its own feedback guidelines, but, as with so many aspects of the supervisory relationship, setting up an effective system will be down to the individuals involved. As a general rule, you can expect your supervisor to review each piece of work in progress at least once and to offer further feedback on the final dissertation draft.

Contact with your supervisor doesn’t need to be restricted to scheduled meetings. They should also be able to offer advice on a more ad hoc basis.

This won’t normally extend to immediate feedback on impromptu chapter drafts sent over at 3am on a Monday morning, but you can expect a response to questions or ideas emailed during office hours.

Remember that one of the key things a supervisor offers isn’t topic expertise (we covered that earlier) so much as research experience. You haven’t completed a PhD before. They have. That problem that seems insurmountable to you? It probably isn’t. And your supervisor will be able to help you see why.

‘Support’ can also extend beyond your PhD thesis and include additional academic opportunities. It’s not uncommon for supervisors to identify suitable conferences for their students to attend or present at. In some cases you may also have the chance to publish work alongside your supervisor or participate as a second author on one of their papers.

You should make the most of these opportunities if they arise, but it’s important not to treat them as a basic expectation. Unless otherwise established by your institution, your supervisor’s main commitment is to your PhD.

For most of your PhD, your supervisor will ‘represent’ the university to you. They’ll be your most frequent point of contact and will be responsible for ensuring you do the things your institution expects of you.

Those include the obvious (researching your PhD) but can also cover other areas such as professional development, progression monitoring and compliance with any ethical policies. You probably won’t find the associated paperwork to be the most thrilling part of your PhD, but can take heart from the fact that your supervisor will probably agree with you.

As well as representing the university to you, your supervisor will also represent you to the university. They’ll understand the peculiarities of your project, together with any specific needs or circumstances you have as a researcher (such as a disability or conditions associated with your funding ).

Your supervisor will therefore be your first point of call if problems arise with your project. It’s part of their role to provide pastoral support and you shouldn’t be afraid to approach them with problems or concerns.

Second supervisors

Some universities assign two supervisors to each PhD students. If so, the 'second' supervisor may be more responsible for your pastoral support and for the administration of your project. This allows the 'primary' supervisor to focus on your academic work.

Targets, planning and meetings

Your supervisor (or supervisors) will be involved throughout your PhD, but their function will change slightly as your doctorate progresses.

In part this will reflect your changing needs as a student. You’ll go from mapping out a project to researching, writing and eventually submitting for examination. This is all part of the normal PhD journey .

Planning your project and setting targets

Most PhDs begin with an initial meeting between the student and their supervisor. This will be your first chance to sit down together and discuss your project.

You’ll review the aims set out in your research proposal and think about how to proceed with the first stages of your doctorate. This normally means gathering scholarly material for your literature review and / or identifying initial avenues for your own research.

Your supervisor’s input will be invaluable here. You’ll probably have some idea of existing studies that relate to your topic. You may also have some idea of the sources you’d like to examine or the data you’d like to collect first.

But your supervisor will have a much more complete sense of the current state of your academic field. They’ll also know many of the other scholars currently working in it.

If there are some avenues you haven’t considered, they’ll be able to make suggestions. And if there’s new work being published, they’ll be able to make you aware of it.

What happens at a PhD supervision?

PhD Supervisions can be as varied as the supervisors (and PhD students) involved.

You may meet formally in an office, or you might simply grab a corner table in the campus coffee shop. Most meetings last from one to two hours, but this will depend on how much there is to discuss and what stage of the PhD you’re at.

A typical PhD supervision normally involves:

• Checking your current progress – Your supervisor will want to know what you’ve done since the last meeting and how you’ve been finding things. If you’ve hit upon difficulties you can discuss these and benefit from your supervisor’s advice.
• Reviewing work in progress – As you get further into your PhD you’ll begin to gather results or even produce chapter drafts. Your supervisor will normally be able to offer feedback on this and make sure you’re heading in the right direction. Their encouragement will be a big source of support, particularly as you begin to get properly stuck into your project.
• Setting future targets – Reflecting on what you’ve done will be an important part of your supervisions, but so will agreeing new short and medium term goals. There are few formal deadlines in a PhD, but setting some ‘self-imposed’ deadlines with your supervisor can help keep you on track.
• Taking care of any admin – Part of your supervisor’s job involves reporting your progress to the university. For structured PhDs this can also mean checking completion of any formal training and development activities.

Eventually, PhD supervision meetings will also focus upon more specific milestones in your doctorate.

A PhD supervisor by any other name...

You might occasionally see different terms to refer to a PhD supervisor, such as dissertation advisor, thesis advisor or doctoral supervisor. Most of the time, these will all refer to the same person (the academic who will support and advise you through your PhD).

Progression and professional development

As you enter the middle stretch of your PhD the relationship with your supervisor will shift slightly. You’ll still have regular meetings, but won’t be as dependent on them to help set targets, or reassure you that you’re heading in the right direction.

Instead your supervisor will be much more focussed on the work you’re producing – particularly as the embryonic version of your final thesis begins to take shape.

Part of this could involve supporting you as you formally ‘upgrade’ to full PhD candidacy (many universities initially register research students for an MPhil ).

Once this is done you’ll be confirmed as a junior scholar, with an original contribution to make to your field. This may therefore be the time to think about taking on additional development opportunities and earning more exposure for your work – another area in which your supervisor’s support will be important.

Reviewing drafts and checking results

By this point in your PhD the outline of your final project will probably be fairly well established. You’ll have done a lot of the research that will form the basis of your thesis. Eventually you’ll begin gathering in your findings and laying the foundations of your dissertation .

Your supervisor will help identify the point at which you’re ready to do this. From then on a big part of their role will be to help review your findings as you move towards the final stretch of your doctorate.

If you’re in the Arts and Humanities this process may involve drafting actual chapters of your dissertation and receiving feedback on them. The writing usually comes later for STEM students, but you’ll still discuss the results of experiments and / or confirm that your data is up to the required standard.

Assisting your professional development

As your project progresses so will your expertise. The primary outlet for that expertise will be your thesis.

But the second and third years of your PhD are also an important period for your professional development – particularly if you’re considering an academic career.

Now is the time to think about:

• Conference presentations
• Scholarly publications
• Teaching work

Most supervisors will be happy to support their students at this point – and will take pride in seeing them step up to the academic stage (or at least the front of the conference hall). Some universities may also make professional development a formal part of their PhD programmes – particularly when it comes to undergraduate teaching.

Submission and examination

Eventually, it will be time to gather up your results, write up your thesis and submit it as a dissertation. The way you do this can vary between projects.

If you’re in the Arts or Humanities you’ll probably have been producing chapter drafts alongside your research and your supervisor will already have provided feedback on them.

If you’re in Science or Engineering you’ll probably have been focussed on conducting experiments and gathering results, with a dedicated ‘writing up period’ at the end of your degree.

Whatever your approach, your supervisor will help you put together a final version of your thesis. They will then read through that draft and provide any feedback or advice. Once your supervisor decides that your dissertation is up to the required standard they will advise you to submit it for examination.

Most universities will allow you to submit against the advice of your supervisors, but this is almost always a bad idea. If your supervisor does not believe a thesis is ready for examination it probably isn’t. Vice versa, your supervisor won’t recommend you submit unless the thesis is likely to pass a viva.

Selecting external examiners

Having guided you up to the submission point your supervisor has one final task to perform: helping you select the external examiner (or examiners) for your viva voce.

This may seem quite minor, but it can actually be one of the most important contributions a supervisor will make to your PhD.

Some universities allow supervisors to invite and appoint external examiners themselves, but this is relatively uncommon in the UK. Instead you will normally have the chance to suggest examiners and will have the final say over who is invited to examine you.

By this point you may have a good idea of who might be a good external examiner – particularly if you’ve been active at conferences and networked within your field. But you should make sure you take advice from your supervisor at this crucial point.

Not only will they know who in your field is best placed to examine your work, they will also know who is most likely to appreciate it. All PhD examinations are objective, but academia can be home to diverse methodologies and approaches. Selecting an examiner with very different principles to your own can make the viva much more challenging for both parties and put extra pressure on your thesis defence.

In most cases a supervisor isn’t directly involved in the actual viva voce exam that concludes your PhD.

They will have reviewed your thesis and helped you select your examiners (see above). They will also meet with you on the day of the viva and provide support as you get ready for the exam. This could simply involve finding the venue and waiting with you as your examiners arrive. Or it could mean calming a few last minute nerves and helping you relax before the event.

Once the viva is over your supervisor may be invited to discuss the result with the panel before you yourself receive feedback. This may allow them to provide some perspective on any areas of concern, but such contributions are usually off the record. Your examiners will be making a decision based on your thesis defence, not your supervisor’s.

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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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What makes a good PhD supervisor? Top tips for managing the student-supervisor relationship.

Jan 8, 2020

When I started my PhD, the entire cohort of incoming students had an induction session in the university’s great hall. There were around 500 of us, from every department and every imaginable discipline. 

The induction itself was tedious, but there was one comment in particular that stood out immediately and stuck with me throughout my entire PhD journey. When a professor was asked in a Q&A what advice he would give incoming PhD students, he said to remember that, after your mother, your supervisor will be the most important person in your life.

Interested in group workshops, cohort-courses and a free PhD learning & support community? 

The team behind The PhD Proofreaders have launched The PhD People, a free learning and community platform for PhD students. Connect, share and learn with other students, and boost your skills with cohort-based workshops and courses.

Now I’m at the other end of the PhD and I’ve graduated, I’ve got some advice of my own to add to his. You see, the professor overlooked something really important, and that is that, by the time we were sitting in the induction, we had already chosen our supervisors (or had them assigned, as in my case).  

Why should that matter? Primarily because whether or not your supervisor becomes the most important person in your life depends how good that supervisor actually is, how well they are executing their duties, and how well you are managing the student-supervisor relationship. 

In this guide, I want to dig in a little more into what makes a good supervisor, before discussing what they should and shouldn’t be doing, why you need to please them (and how you can go about doing so), and how to make the 

How to choose a PhD supervisor 

The most important piece of advice for someone about to embark on a PhD and looking for a potential supervisor is to actually make an effort to talk to them about your research proposal.

Now, for many, your potential supervisor may be someone you already know, such as a lecturer, Master’s dissertation supervisor or tutor. Or, it may be someone from your department who you don’t know so well, but whose work fits your research interests. 

In either case, chances are you’ve interacted with them in a teacher-student kind of relationship, where they lecture and you take notes. Well, when thinking about your PhD and their role as a potential supervisor, it’s time to put on a different hat and approach them as a peer. Email them or call them and schedule a phone call or face-to-face meeting to talk about your proposal and solicit their advice. Be explicit about wanting them to supervise you and tell them why. They won’t bite. In all likelihood, they’ll be flattered. 

Now, the same applies even if it’s someone you don’t know or have never interacted with (perhaps if it’s someone from a different university or country). Approach them, explain what you intend to do and tell them exactly why you think they should supervise you.  

As you ask these questions, you’ll get a pretty good idea of what to look for in a potential supervisor. For one, their research interests need to align with yours. The closer they align the better. But, more than that, you need to consider whether they have published in your field (and whether they’re continuing to do so).

Often, though, the more high-profile academics will already be supervising a number of students. Try, if you can, to get an idea of how many PhD students they are currently supervising. This will give you a good idea of whether they’ll have the time required to nurture your project over the years it will take you to complete it, or whether they’ll be stretched too thin. Also, look at how many students they have supervised in the past and how many of them completed successfully. This will give you a good insight into their experience and competence.  

Remember back to that advice I got on my first day: the person you’re choosing to supervise your study will become the most important person in your life, so you need to consider the personal dimension too. Do you actually get on with them? You’ll be spending a lot of time together, and some of it will be when you’re at your most vulnerable (such as when you’re stressed, under incredible pressure or breaking down as the PhD blues get the better of you). Do you think this person is someone with whom you can have a good, friendly relationship? Can you talk openly to them? Will they be there for you when you need them and, more importantly, will you be able to ask them to be?

Once you’ve considered all this, don’t be afraid to approach them at a conference, swing by their office, drop them an email or phone them and run your project by them. The worst they can do is say no, and if they do they’ll likely give you great feedback and advice that you can take to another potential supervisor. But they may just turn around and say yes, and if you’ve done your homework properly, you’ll have a great foundation from which to start your PhD-journey. They’ll also likely work with you to craft your draft proposal into something that is more likely to be accepted. 

Your PhD Thesis. On one page.

Use our free PhD Structure Template to quickly visualise every element of your thesis.

What is the role of a supervisor?

Think of your supervisor like a lawyer. They are there to advise you on the best course of action as you navigate your PhD journey, but ultimately, the decisions you make are yours and you’re accountable for the form and direction your PhD takes.

In other words: they advise, you decide. 

I appreciate that is vague, though. What do they advise on?

Primarily, their job is:

8. To a certain extent, they often provide emotional and pastoral support

How many of these jobs they actually do will vary from supervisor to supervisor. You have to remember that academics, particularly those that are well known in their field, are often extremely busy and in many cases overworked and underpaid. They may simply not have the time to do all the things they are supposed to. Or, it may be the case that they simply don’t need to because you already have a good handle on things. 

What does a supervisor not do?

Your supervisor is not there to design your research for you, or to plan, structure or write your thesis. Remember, they advise and you decide. It’s you that’s coming up with the ideas, the plans, the outlines and the chapters. It’s their job to feedback on them. Not the other way around.

Unlike at undergraduate or masters level, their job isn’t to teach you in the traditional sense, and you aren’t a student in the traditional sense either. The onus is on you to do the work and take the lead on your project. That means that if something isn’t clear, or you need help with, say, a chapter outline, it is up to you to solicit that advice from your supervisor or elsewhere. They won’t hold your hand and guide you unless you ask them to.

Having said that, their job isn’t to nanny you. At PhD level it is expected that you can work independently and can self-motivate. It is not your supervisor’s job to chase you for chapter drafts or to motivate you to work. If you don’t do the work when you’re supposed to then it’s your problem, not theirs.

It’s also not their job to proofread or edit your work. In fact, if you’re handing in drafts that contain substantial fluency or language issues (say, if you’re a non-native English speaker), it’s likely to annoy them, particularly if you’re doing so at the later stages of the PhD, because they’ll have to spend as much time focusing on how you’re writing as they do on what you’re writing.

More troubling would be if you explicitly ask them to correct or edit the language. They won’t do this and will take a dim view of being asked. Instead, hire a proofreader or ask a friend with good writing skills to take a read through and correct any obvious language errors (check the rules laid out by your university to see what a proofreader can and cannot do though. As with everything in your PhD, the onus is on you to do things properly).

What you need to do to please your supervisor

The lines between what your supervisor will and will not do for you are blurred, and come down in large part to how much they like you. That means you should pay attention to pleasing them, or at least not actively irritating them.

There are a few simple things you can do that will make their life easier and, with that, boost their opinion of you and their willingness to go beyond their prescribed role.

First, and by this stage you shouldn’t need to be told this, meet deadlines, submit work to them when you said you would, and turn up to your supervision meetings on time. If you meet the deadlines you’ve set, they’re more likely to return work quicker and spend more time reading it prior to doing so.

Wrapping up

Managed well, you too can ensure that your supervisor is the most important person in your life. And you want them to be. Those who succeed in their PhDs and in their early academic careers are those who had effective supervision and approached their supervisor as a mentor.

Things don’t always go according to plan, though, and sometimes even with the best will in the world, supervisors under-perform, create problems or, in more extreme cases, sabotage PhD projects. This can be for a variety of reasons, but it leaves students in a difficult position; in the student-supervisor relationship, the student is relatively powerless, particularly if the supervisor is well known and highly esteemed. If this is the case, when things don’t go well, raising concerns with relevant channels may prove ineffective, and may even create more problems. In these extreme cases, you’ll have to draw on levels of diplomacy and patience you may never have known you had.  

Hello, Doctor…

Sounds good, doesn’t it?  Be able to call yourself Doctor sooner with our five-star rated How to Write A PhD email-course. Learn everything your supervisor should have taught you about planning and completing a PhD.

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Share this:

10 comments.

I am very grateful for your interesting and valuable advice here. Thank you very much!

Thanks for the kind words.

Though my PhD journey is still in an infancy stage, i can’t thank you enough for the wisdom, motivation and upliftment shared….thank you, i earnestly appreciate it.

You’re very kind. It’s my aim to help others and make their lives easier than mine was when I was doing my PhD. To hear that it’s working fills me with a lot of joy.

I am grateful for this e-mail. I really appreciate and I have learnt a lot about how to build a fruitful relationship with my supervisor.

Thank you again for your notable contribution to our PhD journey.

You’re very welcome. Thanks for reading.

I’m looking to doing a PhD research and believe your service and material would be very useful. It am in the process of applying for a place at SOAS and hope to be offered the opportunity. I anticipation of this I’m currently investigating and making notes to all the support I’ll need. The challenge for me is I’ll be 69 years old in November and into my 70s in three years time, and would need all the support and encouragement available.

So wish me luck.

Thanks for the comment. What you bring with you is experience and expertise. That will serve you well as you go through the PhD journey. Good luck!

Thank you so much for the valuable advice. I really appreciate your motivation and guidance regarding the PhD journey. Iam a second year PhD student with the University of South Africa and l think your words of wisdom will help me to maintain a friendly relationship with my supervisor until graduation. I thank you

You’re very welcome. I’m glad you’re finding what we do here useful. Keep up the good work.

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What makes a good PhD supervisor?

UQ people Published 5 Jan, 2023  ·  9-minute read

Your PhD advisor will play a key role in ensuring your Doctor of Philosophy is a rewarding and enjoyable experience.

Choosing a PhD supervisor can therefore be a daunting prospect. But we’ve enlisted the help of 2 UQ PhD advisors and researchers, Dr Loic Yengo and Professor Marina Reeves, to pinpoint exactly what you should be looking for. Better yet, they share their tips for maintaining a positive and fruitful working relationship with your PhD advisor throughout the typical 3-4 years of your candidature.

In this article, they'll cover:

• the role of a PhD supervisor
• how to choose a PhD supervisor
• the qualities of a good PhD supervisor
• tips for the first meeting with a PhD supervisor
• how to maintain a positive relationship with a PhD supervisor
• how to give and receive PhD supervisor feedback
• advice for ensuring a mutually beneficial relationship between candidate and advisor.

While the traditional and widely used term is ‘PhD supervisor’, here at UQ, we like to say ‘PhD advisor’ to emphasise the purpose of the role, which is to advise rather than manage. However, we use both titles interchangeably throughout this article.

Meet Professor Reeves: UQ PhD advisor and Deputy Associate Dean Research (Researcher Development), Faculty of Medicine

Professor Reeves’ research is focused on the role of diet, physical activity, and weight/body composition in improving outcomes and quality of life for women diagnosed with breast cancer. She is currently an advisor to 2 PhD candidates whose research concentrates on breast cancer survivorship.

“One of my candidate’s research is focused on understanding more about behaviours that disrupt circadian rhythm (our body clock), like when we sleep and eat, and the role these behaviours may play in improving the health and wellbeing of women after a breast cancer diagnosis,” says Professor Reeves.

"The other is focused on the subgroup of women with triple negative breast cancer, the most aggressive breast cancer subtype.”

This PhD project uses specific data to understand more about the incidence and survival of the different breast cancer subtypes.

“Her research is also exploring whether modifiable risk factors like body weight are associated with prognosis in women with triple negative breast cancer.”

Meet Dr Yengo: UQ PhD advisor and Group Leader of the Statistical Genomics Laboratory , Institute of Molecular Bioscience (IMB)

Doctor Yengo’s research involves matching genetic differences with particular character traits to help predict how societies will evolve. He is currently an advisor to 3 PhD candidates whose research topics are in a similar vein.

“PhD candidates in my lab work on a wide range of projects connected to the analysis of large-scale datasets containing DNA sequences of millions of individuals from across the world,” says Dr Yengo.

“One project is about using DNA patterns to understand how people choose their spouses; another one is about discovering genetic variations that cause disease in specific populations.”

The findings could help policymakers and health professionals better prepare for – and therefore reduce the burden of – genetic disorders and diseases. But how do Dr Yengo and his team draw meaning from such vast quantities of data?

“For each project, we often develop novel statistical techniques to analyse these large volumes of data to answer the fundamental questions that we are interested in,” he says.

“By ‘developing' novel statistical techniques, I mean deriving the maths underlying the algorithms, and also programming these algorithms into new software tools.”

“Our research is intrinsically multi-disciplinary but we do love maths and stats in the Lab!”

The role of a PhD supervisor

When it comes down to it, what exactly is the role of a PhD supervisor? And how will a good PhD advisor guide you with your research?

For Dr Yengo, it’s about achieving a balance between teaching practical skills and providing inspiration and support for the PhD candidate to pursue their passion.

“I believe that the role of a PhD supervisor is to help the candidate develop their own program of research, eventually,” he says.

“That includes teaching key skills such as reading a lot, asking the relevant questions, managing time and energy (this is a hard one) and not being afraid to dream big!”

Professor Reeves singles out 3 key roles:

• advising and guiding on the research process and research topic
• being an advocate for your PhD candidate – providing encouragement and opportunities, and helping them to open doors by introducing them to your networks
• being a role model – modelling integrity and championing others’ success.

Choosing a PhD supervisor

Choosing a PhD supervisor can be a tricky business. Undertaking your Doctor of Philosophy is a lengthy process , so you’re going to be in a professional relationship with your supervisor for a pretty long time. The pressure is on to find ‘the one’. But how do you know they’re going to be the right fit? Dr Yengo and Professor Reeves have a few tips to help you reach a conclusion.

The first step? Ironically, it’s doing your research on the researcher.

“I would suggest researching what the supervisor works on and what they have published before,” says Dr Yengo.

Professor Reeves acknowledges the importance of this step too.

“There needs to be a good alignment between their area of expertise and the PhD project so they can guide you appropriately.”

Step 2 is, according to both advisors, to not be afraid to shop around.

“Engage in informal chats with potential supervisors early in the process, especially when you are undecided,” says Dr Yengo.

“These discussions can help you form your own research questions and define a suitable direction for your research.”

Professor Reeves also encourages potential PhD candidates to seize opportunities to work with prospective advisors before locking them in.

“Whether that’s as an honours or other research coursework supervisor, summer research project, or research assistant work – it will allow you to see if their supervisory style and research is a good fit for you,” she says.

Read more tips on how to approach and choose a PhD supervisor , straight from UQ PhD candidates.

A clear discussion on expectations upfront is crucial - expectations around the working relationship and the project itself.

Qualities of a good PhD supervisor

A good PhD advisor requires a careful balance of traits and skills. You want them to provide guidance without being overbearing, and to offer advice while letting you figure things out yourself too. There's a lot to consider when choosing a PhD supervisor, so Dr Yengo and Professor Reeves have pinpointed a few of the most important qualities to look out for.

The first and arguably most critical is more of a requirement than a quality, and it’s that your potential PhD advisor is simply available . They need to have the time and energy to commit to you and your PhD.

A few other essential qualities of a good PhD supervisor are:

• clear communicator
• caring and approachable
• a leader in their field of research
• open to learning from others.

“By generous, I mean someone who is willing to share their wisdom and time to dedicate to your growth and development as a researcher,” says Professor Reeves.

She also advocates for finding an advisor who promotes a healthy work/life balance .

Dr Yengo explains that it’s important for a PhD advisor to be both a coach and a mentor , where as a coach they will help you find your own solution, and as a mentor they would share their experience and lead by example.

Tips for the first meeting with a PhD supervisor

Professor Reeves advises on using the first meeting with a PhD supervisor to outline expectations of both the advisor and candidate.

“A clear discussion on expectations up front is crucial – expectations around the working relationship and the project itself.”

“Find out how often they would meet with you, what resources and support would be available for you, what their research vision is or what they believe the impact of the PhD project will be.”

When Dr Yengo approaches the first meeting with his PhD candidates, he likes to find out:

• What is motivating the student to start a PhD?
• What are their technical skills and why are they interested in the topic?
• What are their career aspirations after completing their PhD? (Note that this can change in the process of doing a PhD.)

Heading into your first meeting prepared to outline your expectations and listen to theirs, and answer these questions, is a good way to create a solid foundation for the relationship between you and your PhD advisor.

Supervisors should create a culture that welcomes questions and mistakes, because that’s what it takes to learn.

The PhD supervisor relationship: keeping it positive

When it comes to maintaining a positive working relationship between PhD advisor and candidate, Dr Yengo and Professor Reeves both agree that the focus should be on the process, rather than the outcome.

“It’s important that the advisor takes an active interest in the candidate’s development as a researcher,” says Professor Reeves.

“A PhD is a research training process, so the focus shouldn’t just be on the outcome of the research project, but equally on the development of the candidate as a researcher.”

Dr Yengo says regular meetings are important for this reason. It encourages candidates to ask questions and share updates on their work.

“Candidates don’t have to wait until (they think) they have solved all the problems before discussing with their supervisor. This is often very counterproductive,” he says.

“Supervisors should create a culture that welcomes questions and mistakes, because that’s what it takes to learn.”

When considering the desired professional outcomes of a PhD, Professor Reeves encourages continued discussions around the candidate’s career plans, to ensure the research experience is always contributing to career goals.

“Regular conversations around the candidates’ career plans and development are important for maintaining a positive working relationship but also a successful outcome for the candidate post-PhD.”

Giving and receiving PhD supervisor feedback

A huge part of the PhD advisor and candidate relationship is giving and receiving feedback. And doing this effectively.

“The most important thing is to understand that feedback is part of the learning cycle,” says Dr Yengo.

“Feedback is never a definitive assessment or an exam; therefore, it should emphasise what can be improved in any given situation and towards a well-specified objective (e.g. a paper or a specific analysis).”

According to Professor Reeves, feedback should be:

• critically thought-out
• constructive, with clear guidance on what is needed to improve and what the next steps are
• positive – it should go beyond pinpointing constructive changes, to also identify what has been done well and what has improved from previous versions
• consistent – not changing from week to week

“If you aren’t getting this with your feedback, don’t be afraid to ask for more detail or guidance,” says Professor Reeves.

She also outlines the importance of acknowledging the receipt of feedback and voicing when you respectfully disagree with it.

“There will come a point in your candidature where you will be more of an expert on a topic than your advisor,” she says.

“So, if you disagree with feedback, instead of just disregarding it, explain why you disagree. That’s also helpful for your development in terms of being able to justify and defend your thesis.”

When it comes down to it, feedback isn’t only for the advisor to give.

“Both candidate and supervisor should be patient and willing to learn from each other,” says Dr Yengo.

Making it mutually beneficial

Like all relationships, the one between a PhD advisor and candidate is a two-way street. Both must be invested in the working relationship for it to flourish. While the purpose of the process may be for the candidate to receive guidance and advice, you can also have a lot to offer your future advisor too.

“Interacting with PhD candidates can be extremely exciting as they often get a fresh perspective on problems,” says Dr Yengo.

“The professional relationship flourishes when we equally want to know the answer to the question. This can lead to fast and productive cycles of discussions, which often generate the most creative ideas.”

Professor Reeves believes mutual respect is key to a successful advisor/candidate relationship, as well as a shared vision.

Both advisors acknowledge the challenges of achieving a positive work/life balance while completing a PhD, and Professor Reeves points out how personal and professional respect can come into play here.

“I think it helps when they can see that you, as the advisor, care about the work and research, but also care about them as a person."

So, what makes a good PhD supervisor? Balance. Balance between professional and personal approaches to work and life, constructive and positive feedback, coaching and mentoring, leading and learning. Search for an advisor who can demonstrate balance in these areas, and you’re sure to have an enriching PhD experience.

Ready to pursue your passion for research with a Doctor of Philosophy?

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Top tips for choosing a phd supervisor.

Özge Özden lays out the pros and cons you need to consider when choosing a supervisor, as well as five key qualities to look out for

Selecting a PhD supervisor is one of the most crucial – and difficult – decisions a young researcher will have to make. And while there is no failsafe method of choosing one, your decision will undoubtedly be influenced by the subject in which you intend to work, the sort of research you wish to do and your checklist of goals for your PhD.

It is unwise to dismiss the importance of any personality traits that you think may make a relationship with a supervisor difficult. Remember that, when doing research, there will be extreme highs and extreme lows throughout the duration of your PhD studies, so you should try to choose a supervisor with whom you can collaborate effectively during challenging circumstances. There are many supervisors out there, and it is almost always feasible to find someone with whom you can work well and produce a good research project.

• Ten platinum rules for PhD supervisors
• Tips for new PhD supervisors: how to hold effective meetings
• Bullying by supervisors is alive and well – now is the time to tackle it

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

Numerous PhD students criticise their adviser/s and, due to unstable supervisor-student interactions, end up dropping out. Ineffective and uncooperative supervisors may cause a lot of research students to feel quite uncomfortable. This is doubly important given that 32 per cent of PhD candidates are at risk of developing or already suffer from depression.

The ideas and opinions of your adviser are very important when you choose your doctoral research topic. If a doctoral student works on a subject that always arouses their curiosity and excites them then their discoveries will also often be interesting and they will be more likely to succeed. Of course, if the doctoral supervisor is interested in the subject chosen by their student, then that supervisor will be able to guide their student better.

In my opinion, the key difficulty with completing a PhD is not so much found academically, rather the process is incredibly difficult psychologically and emotionally. And there is added emotional weight if you are pursuing a PhD in a foreign nation far from your home, family and friends. As a result, selecting a good, friendly PhD supervisor is critical for engendering a healthy, long-term educational programme in which you are supported psychologically and emotionally.

What are the qualities of a good supervisor?

1. Effective communicator

Let’s assume you have a supervisor, but it’s still early days and you still have time to leave his or her domain. If you don’t receive a response to your emails from them within a fair amount of time, you need to discuss this. Always talk first, but if it continues you might seriously think about switching supervisors, because if you end up with one who ignores your emails and/or social media communications, such inactivity will always end up causing you issues, either directly or indirectly. An ideal supervisor should reply to your emails and messages promptly, even those sent via WhatsApp or other messaging apps, and offer helpful criticism.

2. Passionate

An excellent supervisor is passionate about the work of their pupils. They should be someone who is inspiring and uplifting, who helps their students reach new heights. Someone is not a good supervisor if they lack enthusiasm and interest in their role as your mentor and do not offer verbal encouragement.

3. Knowledgeable

Your supervisor ought to be informed and skilled in your area of study and have top-notch study methods and data analysis skills. If they do not, there is a higher probability you will experience difficulties with your academic studies.

4. Supportive of your career

You should try to choose a supervisor who has a demonstrable history of assisting students in launching their careers. Typically, a good supervisor would introduce pupils to his or her co-workers and let PhD students know about any seminars or conferences that are pertinent to their field of study and future plans. Additionally, a competent supervisor should encourage future partnerships once their student’s PhD studies are finished and make the publishing of their research products easier.

In order to support their academic careers, some faculty members who are not actively engaged in research take on PhD or masters students. How can you determine if they are active or not is the question. For a start, try looking up the potential supervisor’s research articles on Google Scholar, ResearchGate or other academic websites.

One of the most important aspects to consider when it comes to supervisors is their previous track record. Feel free to enquire how many research fellows or PhD students they have previously educated and what those fellows went on to achieve. How many went on to become successful academics? Finally, remember that it is usually helpful to spend some time working with your potential supervisor voluntarily before making your final decision.

Above all, remember that this is a significant choice; you should not make it without careful consideration.

Özge Özden is the dean of the faculty of agriculture at Near East University, North Cyprus, where she has been working since 2012.

Original post: https://www.timeshighereducation.com/campus/top-tips-choosing-phd-supervisor

Ten types of PhD supervisor relationships – which is yours?

Lecturer, Griffith University

Disclosure statement

Susanna Chamberlain does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

Griffith University provides funding as a member of The Conversation AU.

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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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Educational resources and simple solutions for your research journey

Bringing Out the Best in the PhD Student–Supervisor Relationship

Once you decide to embark on your PhD journey, one of the most important decisions is choosing a PhD thesis supervisor. Every research student grapples with the question of “How to find a PhD supervisor”, more so if they are dealing with physical disabilities or mental health issues. The final choice determines not only the success and quality of your research but also your well-being throughout the program.

Table of Contents

Qualities of a good PhD supervisor

Wondering how to choose a PhD supervisor or what to ask a potential PhD supervisor? Here are the key roles that your supervisor can (and should) play:

Bridging cultural differences

A good supervisor will do their best to make a student comfortable if they are in an unfamiliar geographical and/or cultural setting. They should help a student overcome barriers or biases faced if they’re part of a minority group. When finding a PhD supervisor, see if they make you feel at home and eager to start work.

Supporting students with physical or mental disabilities

When looking at how to choose a PhD supervisor, look for one who will advise how PhD students with disabilities can work effectively by suggesting suitable adjustments or flexibility. Awareness about neurodiversity is on the rise and it is one of the things that should be on your list of what to ask a potential PhD supervisor. Supervisors are becoming increasingly sensitive and more equipped to handle students’ emotional barriers such as lack of motivation, impostor syndrome, and fear of failure.

Navigating administrative and regulatory affairs

If you are new to the institute, system, or country, find a PhD supervisor who can guide you regarding university protocols and regulations, administrative and technical support, etc.

Choose a PhD supervisor who will help connect you with other researchers and forge collaborations and connections to further your research and career.

Being approachable and open to communication

When figuring out how to find a PhD supervisor, it is most important that you choose one who will be available and easy to contact.

Stimulating intellectual growth

An encouraging supervisor should throw challenges at you. They should encourage you to think out of the box and not follow the beaten path.

How to choose a good PhD supervisor

Now that you know the kind of support you can expect, here are some tips on how to choose a good PhD supervisor for your doctoral journey.

Read recent publications by potential supervisors

Check if their area of research is a match with yours and if their experience and expertise align with what you are looking for.

Talk to past and current students

Get an idea about the lab culture and ask about a potential PhD supervisor’s approach to students with disabilities and students from minority communities.

Meet in person if possible

Get to know the personality of your potential supervisor and understand their availability and commitment better. Inform them about any physical or mental health issues and ask your potential PhD supervisor about arrangements to manage these conditions.

Maximizing support and assistance from your supervisor

Your relationship with your PhD guide is not a one-way street. We just discussed the qualities of a good PhD supervisor and how to choose a good PhD supervisor. But how can  you  make sure that your guide will be happy to help you?

Identify specific needs

If you are managing a disability or chronic illness, here’s what you should do and what to ask a potential PhD supervisor:

• Be upfront with your supervisor and discuss any likely effects of your condition in advance.
• Ask a potential PhD supervisor about resources applicable to your particular condition (e.g., software to assist students with visual difficulties, communication aids, or additional financial support as a disabled student).
• Work with your supervisor to draw up a realistic plan for conducting and monitoring your project to help keep your research on track.

  Be honest

One key tip on how to find a PhD supervisor is to be transparent about your work and progress. Do not hide any inadvertent errors you may have made in your experiment or analyses. Always keep your supervisor “in the loop”! Honesty in every aspect of your work and working relationship will help build trust.

Be realistic

Ask your potential PhD supervisor about and align your expectations for work and a work-life balance with them. Set realistic expectations and targets; this will be even more important if health challenges are likely to affect your work pace. Your supervisor can then manage expectations and support your progress in the face of these challenges.

Be independent

No supervisor encourages hand holding. When choosing a PhD supervisor, you must demonstrate independence to inculcate your supervisor’s trust in you. Here are some ways you could to this:

• Meet agreed deadlines and responsibilities as best you can.
• Show that you have worked on feedback they have provided.
• Offer your help on projects, especially if it helps you learn a new skill. Inform your supervisor that you are open to providing assistance with peer review, for example.

Knowing what to ask a potential PhD supervisor combined with a demonstration of responsibility

When choosing a Phd supervisor, know that your supervisor may be simultaneously running many projects. Different students might be at different stages of their PhD, and it is up to the supervisor how to manage each student’s requirements. Trust their approach on this.

Have open conversations

Have regular meetings with your supervisor (every week or 10 days) to discuss your research progress, drafts of upcoming papers, and even emotional roadblocks if any. Understand their working and communication style and adapt accordingly.

Have open conversations about your state of mind; your supervisor is sure to hear you out and offer guidance and motivation.

To conclude

Answering the question of how to find a PhD supervisor may take some effort and time. Moreover, arriving at a comfortable working arrangement with your chosen supervisor may also take some fine-tuning. You should strive to streamline your working style to motivate your supervisor to help you.

Choose a good PhD supervisor who will offer support beyond academic aspects for your overall welfare. That being said, recognize that your supervisor is not your de facto counsellor. You may even leverage other support systems (support groups, online forums, or professional counsellors) to complement the guidance and motivation provided by your supervisor.

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The PhD journey: how to choose a good supervisor

By Matthew Killeya

20 February 2008

Shared interests are the building blocks of your relationship

“Choosing a supervisor is tricky because you don’t know much about them until you start working with them,” says Lewis Wolpert, professor of biology at University College London. “Instead, start by choosing a problem that interests you – it’s easier to do and just as important.”

“It might sound obvious,” says Jim Hough, director of the Institute for Gravitational Research at the University of Glasgow, “but it’s amazing how many students don’t do that.”

John Cowpe, a second-year PhD student from the University of Salford, agrees. “To get the most from your supervisor, you have to be interested in what they do. My supervisor will leap at any chance to discuss – often at great length – a topic he’s passionate about. You learn just as much from anecdotal chatting as you do from your own research.”

A good supervisor says all the right things

Your supervisor will be a mentor, friend, confidante, adviser and also a voice of reason, so make sure it’s a voice you’ll want to hear. “Over the course of three years, it’s crucial to have someone who can encourage you when your experiments fall flat, challenge you when you become cocky and help steer you towards successfully submitting your thesis,” says broadcaster and writer Simon Singh, who did a PhD in particle physics at the University of Cambridge.

“It’s crucial to have someone who can challenge you when you become cocky”

Choose a supervisor who excites you

It is essential to find a supervisor you believe in and whose work you find exciting, says Susan Greenfield, professor of physiology at the University of Oxford. “Scientists are made up of all types of people – thinkers, dreamers, practical workers – all of whom are important, but you need to find someone who thinks in the same way that you do.”

You’ll see many of your peers going to the City and into industry, earning much higher salaries than you, and who also seem to have more time off, says Greenfield, “so it’s vital that you have a real passion and belief in your work”.

Supervisors can be stereotyped – pick your favourite

So says David Hand, professor of mathematics at Imperial College London. “At one extreme, there are the most eminent senior academics with considerable experience. Their reputation and influence can rub off and they can introduce you to other big names, but they may not be able to give you as much of their time as is desirable.”

At the other extreme is the junior academic, says Hand. While they have less experience, they have more time to spend on your project. This is an important factor to consider, says Vivienne Raper, a recent PhD graduate from the University of Bristol. “If you’re not at your most motivated, an absent or distant PhD supervisor can be a recipe for months of procrastination.”

Another option is to choose a supervisor close to retirement, suggests second-year PhD student Stefan Rohrmoser from the University of Southampton. “They are more likely to have a relaxed attitude, as they’ve seen it all before. Their students won’t be running blindfolded into an overly ambitious project. They will be given interesting work which their supervisor knows is going to provide enough results to comfortably finish a PhD.”

Personal chemistry is important

Once you’ve found a supervisor you’d like to work with, go and meet them, says Greenfield. “The real issue is to see whether the chemistry is right,” she says. “Think about whether your prospective supervisor seems like the sort of person who will be there when you need them.”

While you’re visiting potential supervisors, try to meet some of their current students as well as other colleagues in their group. “I always tell PhD candidates to talk to my students,” says Carolyn Stephens, senior lecturer in international environmental health at the London School of Hygiene and Tropical Medicine. “They know things about me that I don’t know myself.”

You can get a real feel for the mood of a department by chatting to current PhD students, agrees Singh. “Buy them a coffee and a doughnut, and ask them if they enjoy being part of the research group.”

See a variety of people

If you have the opportunity to sample different supervisors at the beginning of your PhD, definitely take it, says Gerd Gigerenzer, director of the Max Planck Institute for Human Development in Berlin. “That gives you more time to work out who you would work best with.”

Research councils are also starting to move towards multidisciplinary projects, which means you might get to work with more than one team, says Stephens. “There’s a lot of encouragement to cross boundaries between disciplines. If this is the case, make sure your supervisor is willing to put you in touch with scientists from other subjects.”

You will also find help from those closer to home. “Remember that on a day-to-day basis you will spend more time working with students and postdocs than your supervisor,” says Hough. “So it’s important that there’s a good social environment. Usually that means a reasonable-sized group.” This was important for Singh: “Being surrounded by postdocs, lecturers and other postgraduates willing to advise and guide me was invaluable.”

Keep channels of communication free from static

If you feel like your supervisor is talking in a foreign language, don’t panic. “Often in one-to-one meetings, you will understand what your supervisor says at a basic level, but will only have a good grasp of the implications and ramifications towards the end of your PhD,” says Hand. “Don’t be afraid to ask questions if you don’t understand,” agrees Gigerenzer. “Openness is key.”

Prepare to take the reins

“A PhD is part apprenticeship and part equal partner. Ideally, the balance between these two modes shifts to the latter as time goes on,” says John Krebs, professor of zoology at the University of Oxford. “It’s a bit like learning to ride a bike,” says Greenfield. “You start off on the back of your mother’s bike. Then you get your own tricycle, then a two-wheeled bike with stabilisers. Finally your stabilisers are removed.”

Science shouldn’t be too safe; you shouldn’t be too protected, she says. “Being trained to cope with failure is one of the most important parts of your PhD. If you don’t know failure, then you’re not being stretched enough.” That said, you will reach the point where you know more than your supervisor about a specific aspects of your research. “This should certainly be your goal,” says Gigerenzer.

It is vital that you don’t compare yourself with other PhD students, says Jim Al-Khalili, professor of physics at the University of Surrey. “Students can get frustrated if they feel they are not making progress at the same rate as others, but your progress depends on so many factors. Some students publish many papers, others only a few. Some will quickly churn out results while many don’t feel ready to carry out original research.” This should not concern you, says Al-Khalili. “There is no standard formula for how research should be done.”

Carlos Alegria can appreciate this fact better than most, having completed not one but two PhDs, first in physics and then in finance. “Each was unique and you have to accept that there isn’t one single rule that everybody can follow,” he says. Stephens agrees: “A PhD is an incredibly personal journey. Be prepared for it to raise all sorts of personal issues about whether you’re up to it.”

Give as much as you take

The later stages of a PhD are when students contribute the most to their field of research, but you should try to make yourself indispensable as early as possible in the process, says Gigerenzer. You will acquire specific skills very quickly. These can prove useful if you find yourself able to help out when your supervisor is under pressure, he says. “It’s like children who find they can do something better than their parents – wonderful.”

You also have a unique perspective as a fresh face, says Gigerenzer. “A newcomer has a better chance of seeing holes in an idea than those who have been immersed in a project for a long time. Any discipline can be improved, and an outsider’s perspective can help.”

It’s a love-hate thing

“People often end up hating their supervisor at some point,” says Stephens. “I usually expect my students to hate me somewhere in the middle of their PhD.”

“I usually expect my students to hate me somewhere near the middle of their PhD”

“At the beginning of your relationship you don’t know each other well, so things are usually cordial,” he explains. “Then you move towards respecting your supervisor, then to not respecting them at all. Finally you break away and begin critiquing your supervisor and their work.”

A fluid relationship means that if you don’t click with each other from the start, it’s not a disaster. But if your relationship really isn’t working, universities usually have ways to rearrange supervisors, says Stephens. “Quite often it’s a mutual decision – the student’s research interest might change. It’s not looked upon as a bad thing.”

Get more out of your relationship than a good degree

“Immediately after my first PhD, I thought the most important thing I took from my supervisor was technical knowledge,” says Alegria. “Now it is clear to me that I learned much more. Even rejected papers, negative feedback and personal problems can all add up to an invaluable lesson in life.”

“My graduate adviser became a close friend immediately and we’ve stayed close for 30 years now,” says Steven Pinker, professor of psychology at Harvard University. “Several of my former students also remain close friends. Two of them were the official witnesses at my wedding.”

Careers – Find out how to make the most of your career in our comprehensive special report .

Storm warning

In 2006, Juma Almaskari completed a PhD in atmospheric numerical modelling at the University of Leeds. Just a few months later, Almaskari used the techniques he had developed as part of a team which successfully predicted the landfall of Gonu, a tropical cyclone that was heading over Muscat, the capital of Oman. His calculations prompted the Omani government to take immediate action, potentially saving thousands of lives.

Why did you choose to do a PhD?

I was working for the Omani Meteorological Department when the implementation of a numerical weather forecasting model prompted the need for some local knowledge in numerical weather predictions. This was when I was nominated for my PhD.

What were the best bits?

The overall feeling of achievement and also the experience you get by meeting so many scientists in your field.

And the worst bits?

Getting some odd results from your models which you can’t explain. This isn’t unusual when doing a PhD, but the hold-up can make you panic, especially towards the end.

Any tips for those thinking about doing a PhD?

As someone who came from overseas, I didn’t get to meet with my supervisor before starting my PhD, but if you have the chance, make sure you do. I would also advise students to continually discuss their work with other people in their field – not just their supervisor.

Words of wisdom

“…Check how big your supervisor is in their field. A supervisor who is respected and has lots of connections will potentially be able to draw in help from elsewhere if it’s needed.”

Russell McLaughlin, first-year PhD student at Trinity College, Dublin

“…Make sure that what your supervisor expects from you suits your own work ethic.”

Emily Burden, second-year PhD student at the University of Birmingham

“…Schedule one-to-one meetings at least once a month, even if you see your supervisor every day. It’s all too easy to feel like you’re keeping up to date when in fact you’re on a different page altogether.”

Carolynn Dude, final-year PhD student at the University of Cambridge

Jungle fever

Elizabeth Pimley completed her PhD in the depths of the Cameroon rainforest, studying the behaviour and ecology of bushbabies and pottos. Communicating with her supervisor by letter and the occasional fax, Pimley struggled with cultural differences, loneliness and even witchcraft, just to follow her love of research.

I thought it sounded like a great project. I had wanted the chance to carry out my own research on these secretive animals in a fascinating and novel country.

Living and working in a beautiful rainforest, surrounded by such intriguing primates, and carrying out my own research. It was also amazing to live with people who still practised witchcraft.

I found that working in a small, remote village with people of a different culture to me could be quite lonely at times. And although Cameroon was a beautiful country, it was plagued by corruption. You often came across road blocks managed by the police, who would find ways to extract money from passing motorists.

If you have a burning desire to do your own research and don’t mind spending a few more years earning a fairly small salary, don’t let a fear of the unknown stop you.

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How to structure your phd thesis, rip assessment, emotions and learning: what role do emotions play in how and why students learn, with ai at their fingertips, are students still learning.

I receive strange emails. Some request money, sexual favours or a reference. Thousands, sent from students, have outlined the failures of PhD supervisors. From this dodgy digital pile, one message remains in my memory.

A young academic was outraged. He was so outraged that he used capital letters throughout the email. He was offended that I had written an article ,  aimed at prospective PhD students, that provided a guide to selecting a supervisor/adviser with care, ensuring that expectations, rights and responsibilities are assembled at the start of their enrolment. He was outraged – sorry, OUTRAGED – that I focused on students and their right to choose. I had supposedly displaced his capacity to supervise by suggesting that students check academic credentials and expertise.

• Want to get on in research? You need to manage people effectively
• Efficient communication that avoids overloading students or staff
• How to turn a PhD project into a commercial venture

This strange email captures the dense and difficult negotiations of power within PhD supervision. Students have choices. So do supervisors and advisers. The alignment of purpose and priorities is crucial. Too often, this relationship is toxic. Therefore, let’s park the outrage and provide 10 maxims to consider as we start – or continue – as a supervisor/adviser, so that we are authentic, credible and useful.

1. Just because you have completed a PhD does not mean you can supervise one

Very few academics hold teaching qualifications, particularly outside the education disciplines. Higher degree supervision – too often – is based on homology. We supervise as we were supervised. Or – more worryingly – we supervise how we think we were supervised. This strategy has never been effective – as confirmed by PhD attrition rates . As the PhD student cohort diversifies to include more women, Indigenous and First Nation students, rainbow students, scholars of colour, students with disabilities, and a wide span of ages, homology is not only inappropriate but destructive. My first 18 completions were all students under the age of 25. My next 30 were all over 40. Our students are changing . They will not put up with platitudes, excuses or comments about the good old days.

Experience is not enough. Expertise is required. Enrol in professional development courses. Learn how to supervise. Learn about doctoral studies. It is a burgeoning field of research. Do not assume that we know what we are doing because we graduated with a PhD. Simply because we drink milk does not mean we can run a dairy farm. In no other area of our scholarly lives would we generalise from a data set of one.

2. Any academic can meet a PhD student – the skill is enabling the completion and submission of a quality thesis

It is very pleasant to supervise PhD students. They are bright people who work hard and think deeply. Yet these meetings in and of themselves do not ensure completion or that the research will reach the intellectual level required of a PhD examination.

Do you know the intellectual standard required to pass a PhD in your discipline? In other words, can you read a student’s close-to-completed thesis and know that it will pass? Can you locate the line between major and minor corrections; major corrections and a revise and resubmit; and revise and resubmit and failure? Which disciplines encourage split decisions when examiners disagree? Do you know how the policies, procedures and regulations of your institution shape and frame the PhD thesis that is sent to examiners? How does the digital submission of the thesis transform its preparation and examination?

This knowledge is derived from learning about the doctoral policies and procedures in your institution, reading a large number of doctoral theses and examination reports, and volunteering to be a viva chair or milestone assessor as often as possible. 

Talking to students over coffee or in a lab is important. Understanding the standard required for a doctoral thesis to pass with minor corrections is crucial.

3. Beginnings matter, so work hard in the first year

While the focus of the candidature – from the first day – must be on the examination, a short and successful enrolment is based on a powerhouse first year. Some of the most dreadful – and longest – candidatures I have seen have emerged from supervisors allowing students to wander about, thinking about their honours, master’s or capstone projects, drinking coffee and ambling through conferences, while complaining about their lack of progress.

The best candidatures begin as if the student is driving in a Grand Prix. Start your engines. Hammer to the first corner. It is important that students do not simply redo earlier projects. Find a subject area quickly, and then render it discrete, manageable and viable. If students can rapidly determine research questions, even if they are clumsy, then they have a focus. A strong first year of enrolment gives students confidence; they can publish early in the project and start to gain meaningful feedback.

4. Assess the student’s information literacy in the first month of their enrolment

Two pathways connect a student and a supervisor. The first involves teaching a student through their undergraduate years, and they continue through to a PhD with you as their supervisor. The second pathway involves students selecting you to supervise their project from outside your courses, university or country. Both modes of admission hold dangers, mainly involving assumptions about information literacy, academic literacy and disciplinary literacy.

Before my students start their supervision – whether I have known them for years or just begun a teaching and learning relationship – I ensure that they complete a PhD set-up document . This pamphlet, which I have used for every student I have supervised over 24 years, incorporates all modes of the doctorate – including the PhD by prior publication and the artefact-and-exegesis thesis – and fulfils a diagnostic role. It ensures that the student is thinking about a topic, they verify methodological, epistemological and ontological considerations, and also log their information literacy. For the supervisor, the completed set-up document and the subsequent meeting – which I usually schedule for two hours – provides the initiation into the doctoral programme.

From this diagnostic tool, a suite of professional development programmes can be inserted into the candidature, particularly involving the library, librarians and information literacy. From this foundation, literature reviews, systematic reviews and scoping reviews can emerge, which enable a rapid narrowing of the project and the development of research questions. 

5. Assumptions kill doctorates

Students maintain assumptions about a PhD. So do supervisors. If these assumptions are not communicated and managed, students and supervisors move through the candidature misunderstanding each other. The resultant “conversations” are hooked into confusion, resentment, bitterness and anger. Statements such as: “It’s your PhD” and “Tell me what you want me to do next” pepper the enrolment. The set up document and initial meeting replace assumptions with talking points about the rights, responsibilities and roles of supervisors and students. A clear, honest discussion about meeting frequency, feedback, modes of communication and the management of challenges at the start of a candidature not only saves time but reduces the likelihood of changing supervisors through the programme and cuts student attrition.

6. The selection of examiners is the single most important moment in a doctoral programme

Examination matters to a PhD. Our last stand for quality assurance and excellence in our universities resides in doctoral programmes. If we “dial a mate” and bring in friends to examine, it is time to close our universities.  Standards matter. When I was dean of graduate research, it was amazing how often I had very senior colleagues attacking me with aggression only seen in extreme cage fighting about the importance of their research partner, grant collaborator, co-author or former student acting as an examiner. The mantra would progress as follows (yes, this is a direct quotation): “There are only three experts in this field in the world. I am one of them and I am friends with the other two.” In this case, the area with only three international experts was – wait for it – body image.

Select an examiner who is intensely research-active, aligned to the field of the thesis without being so close that the student would be viewed as a threat, and resolutely independent of the supervisor.

To ensure a strong selection of external examiners, enact a full digital evaluation to ensure that they are research-active and a decent person, rather than in need of a Snickers at the first critique or differing view. Finally – and this is sad to write – select experienced researchers, supervisors and examiners. The toughest examiners are – obviously – the most inexperienced. They have a data set of one: their own thesis. They are a genius (obviously). Any thesis they read in the early years after their own submission and examination must be substandard (to their own).

To shift to the Star Wars universe, find a Yoda examiner rather than one with the impetuous confidence of a young Obi Wan or Luke Skywalker.

7. Make sure the SOCK is obvious, clear and present in the abstract (and the introduction and conclusion)

The PhD has one characteristic: a significant, original contribution to knowledge (SOCK) . Without a SOCK, a PhD will not pass. Each word is important. Research can be a contribution but not original. It can be original but not significant. Supervisor and student must work together to ensure that the SOCK is the strong frame for the candidature and thesis. The earlier a student can ascertain their SOCK, the smoother the progression to completion.

The SOCK is presented in the second sentence of the abstract: “My significant, original contribution to knowledge is…” As supervisors, we need to move the student into the space where they can complete this sentence as early as possible in their enrolment.

Examiners are paid very little to assess a thesis. It is hard work. Think about an examiner reading a thesis while drinking a glass of chianti. Therefore, in every chapter, a student must remind the chianti-fuelled examiner about the purpose of this chapter and how it aligns with the SOCK of the thesis. Ensure that the abstract, introduction, conclusion and every single chapter hook into the SOCK.

8. PhD students are not your slaves, sexual partners, un(der)paid research assistants or writers of your articles

One of the saddest memories of my academic career emerged in a meeting (obviously) when I had started as a dean of graduate research. Senior scholars – research heavyweights – were assembled in the room. Very early in the meeting one of these Mike Tysons described their PhD students as “slaves.” That was appalling. What was chilling was the laughter that erupted in response to this nasty noun. 

PhD students do not exist to serve or service the supervisor. They are not drawing breath so that they can complete a supervisor’s research project or write a supervisor’s articles. We all know – personally and professionally – shocking stories about supervisors “appropriating” the work of their students or adding their name to papers in which they had minimal intellectual input. Research codes of conduct around the world – most stemming from the Vancouver protocol – are creating changes, with institutions and journals demanding transparency and integrity from all authors through the submission process.

PhD students need a supervisor to protect, guide, mentor and enable. It is an unequal relationship. Shocking cases have been revealed around the world of the sexual exploitation of students, from sexual harassment through to sexual assault. These cases demean all scholars. The standards we walk past are the standards we accept. A PhD candidate is a student, and therefore worthy of respect, care, guidance and clarity in the standards of a professional relationship.

9. Create a strong supervisory team

Most university systems around the world insist on a supervisory team. That change is welcome; we cannot guarantee that the scholars who start the supervision will remain in place until the examination. A team adds safety, and a safety net for the student.

Supervisory teams, composed of two or more colleagues, are important. Sometimes, the relationships are fraught or non-existent. Many co-supervisors are simply on paper for administrative purposes and not involved in the project. The best relationships involve one of the supervisors using their specific expertise – often in methodology – to enable the creation of a chapter. When that part of the project is completed, they step back from the supervision. 

Supervisors should meet before any student is involved in the process to discuss their expectations, hopes and concerns about the project and the student. How often are meetings held? Who is involved in those meetings? How is feedback to be organised? How are disagreements – scholarly or otherwise – to be resolved? These questions must be answered and agreed on before the student is involved in the process.

10. Do not confuse the production of refereed articles with the construction of a thesis

Every PhD should have a dissemination strategy. Research must be available to ensure citizens and fellow scholars can use it – and transform it. Examiners also recognise the value of peer-reviewed publications as part of the PhD. Experienced supervisors remember that  the best examiners differentiate between the processes of  peer reviewing and examination. 

I have published more than 250 refereed articles. I have graduated from only one PhD. The confusion between publishing articles and examination dumbs down our doctorates. Indeed, it is becoming customary to assume that three refereed articles are sufficient in scope, scale and quality to create a successful PhD examination.

Three articles in three years would not reach the level required to be “research-active” as a scholar. Many of us produce between five and 10 articles every year. Indeed, the PhD by prior publication , an unusual but burgeoning mode of doctorate, submits a long (20,000-40,000 words) contextual statement confirming the significant, original contribution to knowledge, followed by a large number of publications, often spanning from 12 to 25 articles. 

In terms of quality assurance, how could three articles be equivalent to an integrated research project of 100,000 words? Indeed, how could three articles be equivalent to the 12 or more publications submitted through a PhD by prior publication?

Fine PhDs have been passed without any publications emerging from them. Theses with refereed articles have been subjected to revision and re-examination. Publishing research during a PhD is valuable. It must not be assumed that peer review and examination are equivalent or converge.

A final note: supervising PhD students is a privilege. It is not a right. Doctoral studies and the scholarship of supervision (SoS)  literature are revealing how supervisory quality is built through experience, expertise, professional development and research-led andragogy. Our responsibilities as supervisors are not only to our students but also to our disciplines, to research ethics and the maintenance of standards. Great PhD students are our future. Great PhD supervisors remain at their service.

Tara Brabazon is professor of cultural studies at Flinders University. Her most recent books are 12 rules for (Academic) Life: A Stroppy Feminist Guide to Teaching, Learning, Politics and Jordan Peterson (Springer, 2022) and Comma: How to Restart, Reclaim and Reboot your PhD (Author’s Republic, 2022).

If you found this interesting and want advice and insight from academics and university staff delivered direct to your inbox each week,  sign up for the THE Campus newsletter .

For more insights from Tara Brabazon:

How to get students through their PhD thesis

10 truths a PhD supervisor will never tell you

How not to write a PhD thesis

14 essential PhD questions answered

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The PhD Journey – How to Identify a Fantastic Supervisor

Entering graduate school to complete a doctorate degree is one of the most important decisions in an academic’s research career. This decision requires a logical evaluation of one’s long-term career path. Before beginning a PhD course, some key aspects should be decided:

1) Choosing your niche of interest

2) Selecting an excellent supervisor

It is certainly easier to pursue your career when you identify a research problem that interests you. In addition, having shared interests with your mentor/supervisor will help build working relationships. It is wise to outline your interests first and then align it with those whose ideals reflect yours. There are plenty of examples in academia where the working relationship has suffered due to poor mentorship. Furthermore, in academia, poor mentorship is the unfortunate norm and not the exception, although academics are now actively raising awareness publicly. We have addressed some of these concepts previously that include –

• Dealing with a bad student-advisor relationship
• Managing work relationships with an advisor
• Dealing with unfair authorship claims
• Obtaining academic support for researchers

In this article, we outline a guide to selecting a good PhD supervisor – perhaps even a fantastic one.

Selection Criteria

In a recent review, researchers tapped their own experience on how to approach a supervisor for research opportunities. It is important to acknowledge your research plan , capacity for independent funds, and the type of supervision you seek. A supervisor will take on a variety of different roles (mentor, adviser, editor, and boss) in a 3-4 year PhD course. However, their primary task remains to provide you with resources and a sound research platform to advance your career.

Lab Rotations

Organize to meet your supervisor in person. This could be a primary visit to discuss the research potential or an expansive visit that includes visiting their research facility. Supervision is a partnership; learn and be willing to be guided constructively. There are some dos and don’ts that may assist you in the process right from the beginning of your PhD to thesis submission.

Healthy Work Partnership

Maintain continued interests in the research area. Furthermore, always maintain brief and productive communication as finding a supervisor is a personal choice. Maintain professional courtesy, while creating a healthy work partnership . A strong work relationship is mutual, always be mindful of what you contribute and receive in return.

Discussions with Present and Previous Lab Members

It is perhaps most vital , to ensure that a supervisor of interest has a good background both professionally and personally . Existing problems in academia arise mostly due to personal conflicts, rather than professional differences. If research on your potential employer’s background results in allegations, restart your search.

Ideal Supervision

The concept of an ideal supervisor varies across academic disciplines and can be a personal viewpoint as well. The University of Calgary has an entire e-book published on this subject. Although the search for an ideal supervisor is tedious; a few databases offer options to delineate the process. A reasonable research supervisor must:

• Mentor graduate students,
• Train students in research and
• Train students in writing publications/grants.

Lab Attrition Rates and Lab Placements

Choosing a research supervisor in the life sciences specifically is a bit more complicated than in other disciplines. Key reasons include funding rates, lab attrition, and ensuring first-author research publications for career advancement. This process can be facilitated by contacting the senior Faculty for general information. Alternately, you can also check your eligibility to receive independent funding as a graduate scholar through an affiliated public University. Once you decide that an individual meets the key criteria in your checklist, consider making a formal application with that fantastic researcher. Good luck.

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An Australian survey of PhD students and supervisors has revealed an alarming mismatch between their expectations.

While the 114 PhD students surveyed thought publishing at least four papers and winning grants or awards was the most important outcome of their candidature, the 52 supervisors said critical thinking skills, written communication, and discipline knowledge were the greatest indicators of their students’ success.

More than 20% of the students said they received little or no guidance overall, but only 3% of supervisors said they left students to their own devices. The findings were posted on bioRxiv.

Problems in the relationship between supervisor and students can cost dearly, both for individual students and for the wider research system. In North America, it is estimated that up to 50% of PhD students drop out of their candidature due to feelings of incompetence and a lack of support from supervisors and other faculty members.

A 2019 survey of 311 European universities reported that 34% of PhD students fail to complete their doctoral studies within six years, with many students likely quitting altogether.

Adam Cardilini, a teaching scholar at Deakin University where the Australian survey was conducted, says that discussing expectations and goals early on can lead to a better PhD experience for both students and their supervisors.

“We need to do our best to support candidates and improve research outcomes,” says Cardilini, who led the study.

Below are his four recommendations to help students and supervisors maintain a productive working relationship.

1. Be clear about expectations from the start

Discussing expectations at the beginning is one of the simplest ways to ensure PhD students and supervisors remain on the same page throughout the candidature, says Cardilini.

While building critical thinking skills from the outset can lead to better quality research down the line, Cardilini points out that there also needs to be more focus on “identifying where those critical thinking skills are best displayed.”

For instance, if a supervisor prizes critical thinking skills over publishing papers or winning grants, they should help candidates develop these skills from the start, such as by requiring students to spend six months reviewing papers.

“It’s about helping a candidate know how to read peer reviewed research and be critical of it instead of taking it as gospel,” says Cardilini. “I don’t think we explicitly teach this.”

2. Agree on achievable goals

Setting clear goals ensures that PhD students and supervisors work towards the same outcome, says Cardilini. These could include developing a particular skillset, publishing a certain number of papers, or winning grants.

Cardilini says that learning how to set achievable goals also teaches students how to effectively manage themselves, an essential skill for a productive research career.

“Often these skills are assumed or left up to the student to think about,” says Cardilini. “But it really takes some time for people to learn how to set a goal. I think that’s probably true for some supervisors as well.”

3. Help students be independent and collaborative

Guiding students to think for themselves and team up with other researchers can help candidates stay motivated throughout their PhD. It can also help them become more productive and collaborative down the track, notes Cardilini.

One way to facilitate this development is by creating an open, supportive culture where students can thrive and grow, says Cardilini. For instance, if a student wants to learn a certain type of analysis that the supervisor isn’t well-versed in, they can encourage the candidate to reach out to another research group that can teach them.

“If candidates are open about what they need and supervisors are open about what they can provide, they can talk about where the student needs to be independent, or collaborative,” says Cardilini.

4. Keep communication open

While everyone has different styles of communicating, it’s imperative that PhD students and supervisors agree on a style that suits both their needs, notes Cardilini.

By maintaining open dialogue throughout candidature, students and supervisors can address any issues before they turn into bigger problems. This can lead to a more productive working relationship and can prevent students from dropping out of their program, says Cardilini.

“If you can confront issues and be open to discussing them, you can move forward and have a more productive relationship,” says Cardilini. “But if the candidate dreads going to work or is afraid about how their supervisor will react to their manuscript, it slows everything down.”