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What does a research supervisor do?

Research supervisors must learn to be authentic mentors, as well as sharing their experience and knowledge. Robert Crammond reflects on his time in the role

Robert Crammond

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Sharing expertise and experience of academia will come naturally to most academics, but acting as a source of developmental support might not, at least not initially.

Over the last decade, I’ve had the privilege of supervising many students at various stages of their academic journeys. Some have been undergraduate students working on their dissertations, some postgraduate master’s students, while others have been working on their doctoral theses.  Here I share my advice based on what I’ve learned during my time as a research supervisor and the five key aspects of the supervisory role.

Set realistic goals

First, as supervisors embark on new projects, they should be realistic with their goals – and this is also the case for the supervisees. In short, a work-life balance must be met to ensure that progress is not at the expense of health and well-being. Setting appropriate milestones to effectively respond to the demands of the project is crucial. This should allow time for priorities to be met, while also putting welfare at the forefront.

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Across the term or semester, confirm a number of mini-deadlines and ensure that simple catch-ups take place every seven to 10 days. I’ve found that setting these rules helps to reassure students and maintains their focus.

Communicate to gain context

It is vital that supervisors understand new and ongoing factors affecting their research. This appreciation of context, and engaging in conversation about it, both motivates researchers and increases the validity of the work in question. It also helps in understanding any gaps, problems or challenges within the topics. Students and new researchers will feel included and valued as they begin their investigations.

As a key starting point – ask relevant questions. What is the situation that this research topic concerns? Who is involved? What are the impacting factors and where can more information be found?

Be the mentor, not a research robot

Being knowledgeable is fundamental to being a successful and competent supervisor – but so is being relatable. Those you are working with need to know that you care about them not only as colleagues, but also as individuals. Be aware of (and willing to talk about) how the research journey affects each researcher and their family and how it can lead to sacrifices being made in day-to-day life. Being approachable builds strong working relationships and ultimately leads to a positive research culture.

Supervisors should emphasise that the journey has its ups and downs. They should encourage students and research groups to take time to relax, recharge and enjoy their hobbies and interests . A focus solely on work is not sensible or sustainable. The role of the supervisor is not merely about meeting research objectives – it’s about helping students become well-rounded and successful individuals.

Manage workloads

For many academics and research students, workload consists of both teaching and research and can feel rather intense. That’s not to mention role-specific duties, which obviously vary. Agreeing on what is the priority term-to-term results in working smarter and more efficiently. 

Consider the many responsibilities your team members are juggling and plan effectively. Target specific conferences or external engagement activities relevant to the research focus, to confirm writing projects and timelines for research within the calendar year.

Emphasise exposure and impact

Effective supervisors ensure that their students and groups are part – and feel part – of their research communities. They also ensure the work they are supervising is visible on the widest possible scale and that the supervisee understands why this is important. What is the purpose of research if it is not shared and placed firmly in the public sphere? If we are to make an impact on society, we must talk about what we are doing.

Pose the following questions to your supervisees at the beginning and end of the journey: What are the (expected) contributions of this research? What knowledge or subject area does this research advance? Where is the significant value? Most importantly, who benefits – and how?

Reflecting on my career as a research supervisor has helped me identify the challenges that need to be addressed in the role. Above all, being an authentic mentor who is approachable, takes workloads into consideration, prioritises work-life balance and provides reassurance will benefit everyone.

Robert Crammond is a senior lecturer at the University of the West of Scotland.

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• Roles and responsibilities of supervisors

Introduction  

• Knowledge of regulations, policies and procedures
• Advice on program of study, research and professional development
• Meetings/consultation
• Financial assistance
• Intellectual property
• Publications
• Withdrawal of supervisory duties
• Accommodation

Introduction

Effective graduate student supervision requires complex interactions between graduate students and their supervisors. The role of a supervisor is threefold: to advise graduate students, monitor their academic progress, and act as a mentor. Supervisors not only provide guidance, instruction and encouragement in the research activities of their students, but also take part in the evaluation and examination of their students’ progress, performance and navigation through the requirements of their academic program with the goal to ensure that their students are successful.

Supervisors are responsible for fostering the intellectual and scholarly development of their students. They also play an important role in providing advice about professional development and both academic and non-academic career opportunities, as they are able, and based upon the student’s career interests. 

While these expectations apply to all graduate students, supervising PhD students reflects a longer-term, more substantive commitment.  The privilege to supervise PhD students requires that the supervisor hold Approved Doctoral Dissertation Supervisor (ADDS) status. The intent of ADDS policy is to ensure that faculty have the appropriate knowledge to facilitate excellence in PhD supervision.

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  Knowledge of regulations, policies and procedures

Effective graduate student supervision requires a knowledge and understanding of the University’s requirements and expectations.  To this end, supervisors should:

2.1    Be knowledgeable and remain updated on department, Faculty and University regulations, policies and procedures, and have these protocols guide the supervisors’ decision-making and behaviour as they interact with graduate students. Supervisors are encouraged to take the necessary steps to be well-informed with those Policies identified in section 1.2 .

2.2    Be familiar with the support services available to students and faculty at the University including those articulated in section 1.2 . This information is normally available through department graduate co-ordinators, Faculty Graduate Studies Offices, Graduate Studies and Postdoctoral Affairs (GSPA), the Graduate Student Association (GSA) or the University Secretariat.

2.3   Be informed about University of Waterloo policies and procedures that inform academic integrity  (Office of Research).

2.4    Be aware of the University of Waterloo and Tri-Agency policies and procedures associated with the conduct of research.   Where appropriate, supervisors should be prepared to provide guidance to students on:

• The responsible conduct of research, with particular emphasis on the Tri-Agency Framework as defined in the Faculty Association of University of Waterloo (FAUW) /University of Waterloo memorandum of Agreement (Section 14).
• The ethical conduct of research  (Office of Research) involving animals, animal or human tissues, and human participants

2.5   Have knowledge of the policies and procedures that govern international travel and security that can be found at Waterloo International.

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  Advice on program of study, research and professional development

As noted above, supervisors are expected to serve as mentors to their graduate students.  To this end, supervisors should be prepared to provide well-informed advice on academics and professional development.  More specifically, supervisors should be prepared to advise students on:

2.6    An academic program that is challenging, at the appropriate level for the degree being sought, and that can be accomplished within commonly understood and desirable time and resource expectations of the student and the supervisor.

2.7    The choice of courses and seminars needed to fulfil the degree requirements.

2.8    The development and construct of a research topic and proposal.

2.9    The development of a communication plan with the supervisory/advisory committee as to how the student’s progress will be assessed (including during thesis writing and completion), and the role of advisory committee members in the assessment.

2.10    The availability of internships, practica, co-op or other experiential learning opportunities as part of the program.

2.11    The availability of professional development resources for Waterloo graduate students to help advance the students’ career objectives.

Meetings/consultation 

The establishment and communication of common expectations are critical elements to positive experiences for both graduate students and their supervisors.  Achieving these outcomes can be facilitated by regular meetings and/or consultation between students, their supervisors, and where appropriate advisory committees. Especially important is timely feedback on students’ written submissions. 

The University encourages supervisors to:

2.12    Ensure, especially important in the case of doctoral students, that the student has:

• An advisory committee as required.
• A program of study consistent with department and Faculty requirements that has been approved by the advisory committee as required.
• A research plan that is appropriate in breadth, depth and time to completion (see  Milestones in master's and doctoral programs ).

2.13    Arrange for regular (as agreed by the student and supervisor) meetings (which may involve the advisory committee) with students for consultation to ensure steady progress. The frequency of such meetings will depend on the discipline/field of study, type of program, and the student’s progress. At least two, preferably more, meetings should be arranged in each academic term. Supervisors should also be reasonably accessible for meetings requested by their students. The approach to these student meetings should be individualized to reflect the needs of the student. For example, some students may need more support while other may need less.

2.14    Communicate their evaluation of student progress to the department once a year or more often if required. The report should clearly indicate the status of the student’s progress (i.e., satisfactory or unsatisfactory).  In the latter case, the report must include a clearly articulated set of conditions that if satisfied will restore the student’s status to satisfactory. Where the supervisor feels that the student will have serious difficulties finishing the program, the supervisor, in consultation with the advisory committee as appropriate, will inform in writing, both the student and the graduate officer of the nature of the problem(s), suggested remedies and may recommend withdrawal from the program.  More information on assessing students’ progress can be found in the Graduate Studies Academic Calendar.

2.15    Thoroughly review and provide constructive feedback on all written materials relevant to the thesis or research paper submitted by their students. The supervisor and the student are encouraged to establish in writing expectations on what constitutes timely feedback; a timeframe of two to three weeks depending on the complexity of the document is commonly applied. However, this can vary depending on various circumstances such as travel or vacation.  These circumstances should be discussed between the supervisor and student.

2.16   Have knowledge of the guidelines for evaluating students’ progress in a research program  (Graduate Studies Academic Calendar).

2.17   Inform students about the broad spectrum of resources available  (Writing and Communication Centre) to facilitate development of oral communication and writing skills.

2.18    Be active and supportive in promoting students’ well-being.  This may include:

• Inquiring about a student’s well-being, as appropriate.
• Directing students to appropriate support services , including Mental Health and Wellness resources  (Campus Wellness).
• Displaying empathy towards the student.

2.19    Complete as appropriate the University requirements for Sexual violence awareness, referral and support training  (Human Rights, Equity and Inclusion Office) to understand how to respond to disclosures of sexual violence and refer students to the appropriate supports.

The University recognizes that supervisors will be away from the University for extended periods of time (e.g., sabbatical, satellite campus, visiting professorship).  Being physically away from the University does not preclude a supervisor from remaining engaged with their graduate students.  In cases where the supervisor will not be available either in person or via electronic communications, the supervisor should:

2.20    Inform students, prospective students and the department of any anticipated extended period where communication will not be occurring. In cases when the absence is for a period of two months or more, supervisors should arrange for suitable communication methods. Interim supervision also must be arranged, for example, using members of advisory committees. Supervisors must inform the student’s department (chair/graduate officer) of the arrangements made for the period of absence, including supervision of laboratory or field work where graduate students continue to work during the absence.

2.21    Ensure students know that in situations where a supervisor works away from campus for two months or more and where their students can accompany the supervisor, the decision to remain on campus or to follow the supervisor rests entirely with the student. Students shall face no pressure (explicit or implicit) or consequences when making this choice and are not required to provide any reason.

As with the departmental representatives, supervisors have responsibility to advance safety.  More specifically, supervisors should:

2.22    Ensure a safe working environment both on and off campus (working alone, field work) by assessing hazards and implementing appropriate controls. This must be in accordance with the Occupational Health and Safety Act, Policy 34  (Secretariat) and department and Faculty regulations.  All supervisors must complete mandatory health and safety supervisor awareness training  (Safety Office) and must ensure that graduate students complete both mandatory and work-specific safety training.  More information can be found on the Safety Office website.

2.23    Ensure that students obtain additional training when new safety risks arise and ensure training is kept up to date.

Inherent to graduate education are the dissemination of knowledge and the participation in scholarly activities away from the University campus.  Travel (domestic and international) can include fieldwork, conferences, course work and other work related to the thesis. Supervisors are encouraged to support students’ travel to accomplish these important objectives.  Supervisors should:

2.24    Follow or encourage students to follow Policy 31  (Secretariat) that governs University-sanctioned travel.

2.25    Categorize and report risk associated with travel. Low risk  (Safety Office) are activities for which it is expected that participants will encounter hazards that are no greater than what they encounter in their everyday lives. Examples of significant risk (e.g. industrial sites, remote regions etc.) are noted on the Safety Office website .  Travel or field work that involves significant risk must be documented using the Fieldwork Risk Management Form from the Safety Office .  For low risk activities off campus, supervisors should:

• Provide advice on preparation for pre-departure orientation and planning for any travel and including associated risk, as they are able;

2.26    Document the student(s) location and duration of travel, including personal and emergency contact information. Review the material provided by Waterloo International to understand how to best mitigate risk and ensure safety for international travel.

2.27    Encourage students to register using the Pre-departure Travel Form at Waterloo International .

2.28    Consult the Government of Canada Travel Advice and Advisories web page for the international destination and discuss the mitigation of risk with the students to the destination.

 Financial assistance

Supervisors regularly provide financial support for their graduate students.  Both the supervisor and the student benefit when a clear understanding exists of the value of funding, and the academic outcomes that should occur from the supported activities.  Specifically, supervisors should:

2.29    Be informed about the spectrum of funding opportunities available through the department, Faculty and Graduate Studies and Postdoctoral Affairs (GSPA) for students in financial need and to communicate these sources to student.

2.30   Communicate clearly and in writing to their students the terms (e.g., amounts, length of time, conditions) of the financial commitment being made when financial assistance is to be provided from research grants or contracts under the supervisor’s direction.

2.31    Support students’ understanding of their funding, including a consideration of student expenses (primarily tuition and housing) and taxation, if appropriate.  

Intellectual property 

Increasingly, students and supervisors enter into their academic relationships with previously established intellectual property (IP).  Moreover, students and supervisors may have an expectation that their collective work may produce new IP.  Best practices include the articulation of students’ and supervisors’ understanding of IP relationships at regular intervals throughout the students’ academic program.  More specifically, supervisors should: 

2.32    Discuss issues related to intellectual property such as patents, software, copyright, and income from sales and royalties, and inform students of University policies about intellectual property and the conduct of research. It should be recognized that, in accordance with Policy 73  (Secretariat), intellectual property normally is owned by the creators. However, the University retains a royalty-free right to use, for educational and research purposes, any intellectual property created by faculty, staff and students. Ideally, supervisors and students should enter into a written agreement that expresses IP owned by either party prior to beginning the research relationship and the default way in which IP created by the researchers’ joint activities will be owned.  A common example is an assumption in the absence of an explicit agreement of joint IP ownership, with each researcher owning an equal share.

2.33    Ensure that students are aware of implications and/or obligations regarding intellectual property of research conducted under contract. If appropriate, discuss with their students and any research partners the protection of intellectual property by patent or copyright. Any significant intellectual contribution by a student must be recognized in the form of co-authorship. Supervisors must convey to students, in advance of publication, whether they intend to recognize the student as co-author for work under contract.

Publications 

Academic outputs – in various forms – document and demonstrate ownership of creative research and other scholarly activities.  These outputs are important for advancing knowledge and catalyzing additional scholarly activity in these areas and should be encouraged.  When supervisors and graduate students work collectively on these academic works, it is important for both that their relative contributions are represented appropriately.  To achieve these goals, supervisors should:

2.34    Discuss with their students, at an early stage of their program, authorship practices within the discipline and University policies about publications ( Policy 73  on the Secretariat website). 

2.35    Discuss and reach agreement with students, well in advance of publication and ideally at the outset of collaboration, the way in which authorship will be shared, if appropriate, between the supervisor, the student and other contributors for work conducted under contract.

2.36    Encourage the dissemination of students’ research results by publication in scholarly and research journals, presentation at conferences (domestic or international) and seminars;

2.37    Motivate the dissemination of research through non-traditional or non-academic avenues (e.g. Open Access resources, public presentations, and popular media).

Withdrawal of supervisory duties 

In rare cases supervisors may determine that they are not prepared or able to continue in a supervisory capacity.  When this occurs, the supervisor is required to:

2.38    Follow the guidelines in the Graduate Studies Academic Calendar regarding University Responsibilities Regarding Supervisory Relationships that outlines the steps for dissolution of the supervisory relationship.

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Accommodation 

The University is eager to establish conditions that maximize graduate students’ likelihood of success.  To this end, supervisors:

2.39    Have a duty to engage in accommodations processes with AccessAbility Services , as requested, and to provide appropriate accommodation to the point of undue hardship.

2.40    Remain informed of their roles and responsibilities with respect to accommodations.

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• Research degrees
• Your study experience
• Responsibilities and expectations

What is the role of your supervisor?

2 Minute read

The supervisory relationship lies at the heart of your research experience. Learn about the role of your supervisors and why they’re the key to your success.

Here are the answers to your frequently asked questions.

You need at least two supervisors, with one designated as the principal supervisor.

• To assist and support you in your study
• To provide helpful feedback
• To ensure you stay on track

But they are not expected to take charge of your research or project. As a graduate researcher, you are expected to be self-motivated and proactive.

Whether you want to join an established project with an assigned supervisory team or find supervisors for your own research project, the questions below may help you determine who is best placed to support your research journey:

• Do they have expertise relevant to your intended research project?
• Do they share your passion for your chosen topic?
• Are they well connected with other researchers?
• Have they developed skills in people management and mentoring?
• What is their reputation amongst current and past PhD candidates? Discover more about their supervision style, availability and accessibility, and the value of their feedback.
• Will you work well together? Consider your respective personalities and communication styles.

You should meet with your supervisors at least monthly. It is essential to build an effective working relationship, and this relies on frequent communication.

Your supervisors form part of your advisory committee. This is a broader group that provides support and advice, and might include people with specific technical or industry expertise. This committee also has a formal role in monitoring your progress. Your advisory committee should comprise at least three members, including your supervisors and the advisory committee chair.

Further detail on the roles and responsibilities of supervisors and advisory committee members is located in the Graduate Research Training Policy .

First published on 17 February 2022.

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Research Supervisor Job Description

Research supervisor duties & responsibilities.

To write an effective research supervisor job description, begin by listing detailed duties, responsibilities and expectations. We have included research supervisor job description templates that you can modify and use.

Sample responsibilities for this position include:

Research Supervisor Qualifications

Qualifications for a job description may include education, certification, and experience.

Licensing or Certifications for Research Supervisor

List any licenses or certifications required by the position: CPR, ACRP, SOCRA, BLS, AALAS, LAT, ARCP, ACLS, BCLS, CCRP

Education for Research Supervisor

Typically a job would require a certain level of education.

Employers hiring for the research supervisor job most commonly would prefer for their future employee to have a relevant degree such as Bachelor's and Master's Degree in Education, Social Science, Public Health, Science, Nursing, Marketing, Communications, Business/Administration, Business, Conducting

Skills for Research Supervisor

Desired skills for research supervisor include:

Desired experience for research supervisor includes:

Research Supervisor Examples

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The Supervisor’s Role in Developing your Research Skills

Published by Owen Ingram at August 1st, 2023 , Revised On August 1, 2023

An academic supervisor plays a pivotal role in shaping your research journey. The importance of an academic supervisor in the research process cannot be overstated. They mentor, guide, and advocate for the researcher, providing invaluable support and expertise throughout the journey. 

The role of an academic supervisor extends beyond overseeing the project because they play a crucial part in shaping the researcher’s growth, ensuring the integrity of the study, and maximising the chances of research success. Let’s explore it in detail. 

Why an Academic Supervisor is Essential in the Research Process?

Here are some key reasons why an academic supervisor is essential in the research process:

Expertise and Guidance

Academic supervisors bring a wealth of knowledge and experience to the table. They possess subject-specific expertise and are well-versed in research methodologies, design, and analysis. Their guidance helps researchers navigate complex theoretical frameworks, identify appropriate research methodologies, and develop a comprehensive understanding of the field.

Leveraging their Knowledge and Experience to Provide Guidance

An academic supervisor’s knowledge and experience are invaluable resources for researchers. They have extensive expertise in their field and can provide guidance based on years of research and academic experience. Supervisors can leverage their knowledge to offer valuable insights and perspectives, helping researchers navigate the complexities of their research journey.

Refining Research Objectives

An academic supervisor helps researchers define and refine their research objectives. They assist in aligning research goals with the broader scope of the field, ensuring that the study contributes to existing knowledge. With their expertise, supervisors provide valuable insights that refine the research questions, making them more focused, relevant, and impactful.

Assisting in Refining Methodologies

Academic supervisors assist researchers in refining their research objectives to ensure they are specific, measurable, achievable, relevant, and time-bound (SMART). They work closely with researchers to evaluate the feasibility and relevance of the research objectives, considering the available resources and time constraints. 

Supervisors also provide valuable input in selecting appropriate research methodologies, considering the nature of the research questions, the data required, and ethical considerations. 

Provide Advice on Data Collection, Analysis, and Interpretation

Providing advice on data collection, analysis, and interpretation is a crucial role of an academic supervisor in the research process. Here’s how supervisors offer guidance in each of these areas:

Data Collection

Supervisors provide advice on selecting appropriate data collection methods and instruments. They help researchers identify the most suitable techniques, such as surveys, interviews, observations, or experiments, based on the research objectives and the nature of the data required. 

They offer insights on sampling strategies, data collection protocols, and ethical considerations. Supervisors also assist in ensuring data quality by guiding on maintaining consistency, accuracy, and reliability throughout the data collection process.

Data Analysis

Supervisors guide researchers in selecting appropriate data analysis methods to address their research questions. They provide advice on statistical analysis techniques, qualitative data coding and analysis approaches, or mixed methods analysis frameworks. 

Supervisors assist in understanding the assumptions and limitations of the chosen analysis methods, helping researchers apply them correctly. They may also recommend relevant software or tools for data analysis and assist in interpreting the results.

Interpretation of Findings

Supervisors support researchers in interpreting the findings derived from data analysis. They help researchers identify patterns, trends, and relationships within the data. Supervisors offer insights into the significance and implications of the findings, guiding researchers to draw valid conclusions. 

They encourage critical thinking and assist in connecting the research findings with existing theories, literature, or practical applications.

Quality Assurance

Supervisors play a vital role in ensuring data quality and research integrity. They advise on quality assurance measures during data collection, such as piloting surveys or conducting inter-rater reliability checks. Supervisors review the methodology, calculations, and interpretations during data analysis to ensure accuracy and rigour. They help researchers address potential biases, outliers, or confounding factors to enhance the validity and reliability of the research findings.

Methodological Support

Developing a robust research methodology is critical to the success of a study. Academic supervisors assist researchers in designing suitable methodologies and research frameworks. They offer guidance on data collection techniques, sampling strategies, and data analysis methods. This support ensures that the research is methodologically sound and aligns with established standards in the field.

Feedback and Quality Assurance

Academic supervisors are crucial in providing ongoing feedback throughout the research process. They review drafts, provide constructive criticism, and offer suggestions for improvement. This feedback helps researchers identify strengths and weaknesses, refine their arguments, and enhance the overall quality of their work. Supervisors ensure that the research maintains high standards and adheres to academic rigour.

Troubleshooting and Problem-Solving

Research projects often encounter challenges and obstacles. An academic supervisor serves as a troubleshooter, assisting researchers in identifying and addressing potential issues. They offer guidance and advice on overcoming obstacles, helping researchers navigate complexities, and providing alternative perspectives to problem-solving.

Ethical Considerations

Ethics play a vital role in research. Academic supervisors guide ethical considerations, ensuring researchers follow ethical guidelines and protocols. They assist in obtaining necessary approvals from research ethics committees, protecting participants’ rights, and maintaining research integrity.

Professional Development

Academic supervisors focus on the immediate research project and contribute to the researcher’s long-term professional development. They provide mentorship, helping researchers enhance their research skills, critical thinking abilities, and academic writing. They advise publishing research findings, networking opportunities, and career advancement.

Is your research paper plagiarism-free?

Find out with our plagiarism checker today and save yourself from embarrassment. 💁‍, networking and collaboration.

Supervisors often have extensive networks within the academic community. They facilitate networking opportunities and collaborations, connecting researchers with experts and potential collaborators. This exposure broadens researchers’ horizons, fosters interdisciplinary perspectives, and opens doors for future collaborations and opportunities.

Publication and Dissemination Support

Publication and dissemination support from academic supervisors is crucial for researchers to share their findings with the wider academic community. Supervisors guide preparing research papers for publication, including manuscript organisation, formatting, and citation styles. 

They assist in selecting suitable journals or conferences for submission and offer insights into the publication process. Supervisors may review and provide feedback on drafts, helping researchers improve the clarity and coherence of their work. 

They also encourage researchers to present their findings at conferences or seminars, providing opportunities for networking and knowledge exchange. With their support, supervisors help researchers effectively disseminate their research, increasing its impact and visibility.

Striking a Balance Between Autonomy and Guidance in the Research Process

Striking a balance between autonomy and guidance in the research process is crucial for researchers. While autonomy allows for independent thinking, creativity, and ownership of the research, guidance from academic supervisors provides essential support and expertise. 

Supervisors offer insights, advice, and feedback to ensure the research stays on track and aligns with established standards. They provide a valuable external perspective, help researchers navigate challenges, and ensure methodological rigour. 

Balancing autonomy and guidance allows researchers to take ownership of their work while benefiting from the experience and expertise of their supervisors, ultimately leading to a successful and impactful research outcome.

Encourage Independent Thinking and Decision-Making 

Encouraging independent thinking and decision-making is vital to the academic supervisor’s role in developing researchers. By fostering a supportive environment, supervisors empower researchers to explore their ideas, think critically, and make informed decisions. They provide opportunities for researchers to engage in independent research and encourage them to challenge existing knowledge. 

Supervisors help researchers develop their analytical and problem-solving skills through constructive feedback and guidance, promoting autonomy in the research process.

Frequently Asked Questions

What is the role of an academic supervisor in developing research skills.

Academic supervisors are crucial in guiding and nurturing research skills by providing mentorship, offering advice on methodologies, and promoting critical thinking and problem-solving abilities.

How does an academic supervisor support the development of research skills?

Supervisors support the development of research skills by providing guidance on research methodologies, offering feedback and constructive criticism, encouraging independent thinking, and providing opportunities for professional development and networking.

What impact does an academic supervisor have on enhancing research skills?

An academic supervisor enhances research skills by sharing knowledge and expertise, helping researchers refine their research objectives and methodologies, promoting effective data collection and analysis techniques, and fostering critical thinking and academic growth.

How does collaboration with an academic supervisor contribute to developing research skills?

Collaboration with an academic supervisor provides researchers with mentorship, guidance, and opportunities for learning. Through ongoing communication and feedback, researchers can develop their research skills, improve their ability to analyse data, and critically enhance their overall research capabilities.

You May Also Like

Where to find the perfect supervisor? How to find an experienced supervisor who has the same interests as you? How can you evaluate your potential supervisor? 

Regular and effective communication with your supervisor is essential to the success of any research project or dissertation. During the research process, these sessions offer an opportunity to obtain direction, support, and feedback. 

Master the art of communication with your supervisor. Uncover essential tips for building a strong relationship, expressing ideas clearly, and climbing the career ladder.

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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  

Case studies : browse related stories from UCL staff and students.

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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.

How to select a supervisor

Aldo Boccaccini

About this video

Choosing the right supervisor is just as important as being passionate about your research topic, according to Professor of Biomaterials, Aldo Boccaccini.

In this video, the Editor-in-Chief of Materials Letters highlights just some of the points you should consider when making this important selection. He looks at the role personality plays and why finding someone open and friendly can be helpful. He also explores the importance of your supervisor’s network and reputation, and how these factors can benefit your career. You’ll come away equipped with useful tips to support your decision-making process.

About the presenter

Professor of Biomaterials, University of Erlangen-Nuremberg

Aldo Boccaccini is Chair and Professor of Biomaterials at the Department of Materials Science, University of Erlangen-Nuremberg, Germany. His research activities are in the broad area of glasses, ceramics and polymer/glass composites for biomedical, functional and/or structural applications. He is the author or co-author of more than 450 scientific papers and 15 book chapters.

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Responsibilities of the supervisor

This page contains detailed information about the role and responsibilities of a postgraduate supervisor, including research planning and thesis requirements. Its content is relevant to staff and students across all of the UK, China and Malaysia campuses.

Search the manual

Note:  In addition to the responsibilities detailed in this section, Postgraduate Student Advisors should also see the additional Covid-19 related responsibilities for Heads of Schools, PGR Directors and Supervisors for 2020-21. For more information, please consult the following:

Responsibilities of the Head of School, Supervisor and Director of PGR Programme - Additional guidance for the 2020-21 academic year in response to Covid-19

Supervisors will provide guidance and assistance to PGRs so that they may carry out their research and present their results to the best advantage.

Every supervisor and every PGR will be provided with guidance on their respective roles and responsibilities.

2. Role of the supervisor

The general role of supervisors is to guide and assist PGRs until submission of their thesis and any subsequent period of corrections, until such a point that examiners have reached a final decision on the award of the degree. The roles of supervisor and examiner are quite distinct, and it is not one of the roles of the supervisor to assess the thesis.

The specific roles of supervisors may differ depending on the academic discipline, departmental practice and whether the member of staff is acting as lead, second, assistant, temporary or permanent supervisor. The lead supervisor (or delegate) will also consider requests for annual leave in line with School/Departmental policy.

3. Role of the assistant supervisor

Many postdoctoral research staff, level 4 Research Officers and research technicians make valuable contributions towards the supervision of the University’s PGRs.

The formal appointment of such staff as assistant supervisors as part of a supervisory team is intended to recognise and acknowledge this contribution and to identify the roles and responsibilities of assistant supervisors in order that this is clear to the candidate and all members of the supervisory team. 

Assistant supervisors are responsible for: 

• providing regular support and advice to PGRs. This may include guidance on welfare matters and health and safety.
• providing guidance on how to use equipment or specific research techniques and methods.
• helping PGRs to resolve difficulties they encounter and/or direct them to others who can assist.
• provide PGRs with informal feedback on their written work and/or presentations.
• where applicable, contributing to the reporting of progress of PGRs noting that the level of involvement with this will be agreed, in advance, with the lead and co-supervisor(s).
• encouraging PGRs to disseminate their research.
• engaging with professional development opportunities to develop their supervisory practice including any mandatory training requirements.
• ensuring they are familiar with policies and processes applicable to research degrees.

4. Continuing professional development

All supervisors must undertake continuing professional development, so that their work as a supervisor is supported.

Supervisors should take the initiative in updating their knowledge and skills by participating in a range of appropriate activities and sharing good practice.

More information on support for research supervisors can be found here:

Researcher Academy

5. Documentation check

Includes:  responsibilities

At the outset the supervisor should check that the candidate has received information sent by the University concerning registration and that they have registered for that session.

Before or at initial registration or, at the latest within four weeks of initial registration, supervisors should check that all their PGRs have received copies of essential documentation relevant to their research studies or have been informed where to locate them on the web. As a minimum, this should include: information about registration and services, the School Handbook, and any relevant safety advice.

For more information about registration, please consult the following:

Student Services - registration

6. Research plan

Includes: assistance; designing a programme of research; for full-time doctoral students

Supervisors will assist their PGRs to plan their research studies, including helping them to define their research topic, to identify schemes and specific tasks, to identify the relevant research literature, databases and other relevant sources, and to be aware of the standards in the discipline.

The supervisor and candidate should design a programme of research in which (subject to research progress and taking into account special cases) all or much of the thesis will have been written up by the candidate by the end of their period of registered study. The design of the programme of research should not at the outset plan to include any period of thesis pending that the candidate is entitled to. 

For full-time doctoral candidates on a three year programme, it is expected that the completion of the entire doctoral examination process is completed within four years. The PGR may need to register for some taught modules or attend research training courses - the supervisor will advise them how to do this.

7. Advising on regulations

Includes: understanding and knowledge; responsibilities

Supervisors should have a reasonable knowledge and understanding of the University's regulations governing research study and the University, Faculty and departmental procedures governing research study and supervision.

They are required to advise their PGRs on these regulations and procedures or, if they feel a question is outside their knowledge, to direct their PGR to other sources such as Student Services (or Central Administration at UNM and the Graduate School at UNNC).

Supervisors also have a responsibility to ensure that other members of the supervisory team are kept informed of the candidate’s progress, and any issues which may be having an impact on their programme.

8. Advising on services and facilities

Includes: responsibilities; review of PGR needs

Supervisors should have a reasonable knowledge of and be able to advise their PGRs on the availability of the University's academic services and facilities (for example library and computing facilities) and how to make use of them.

The supervisors in conjunction with the PGR should keep under review the facilities which are required in order to carry out the research and make these needs known to the Head of School.

9. Minimum number of supervisions

Includes: responsibility to provide appropriate and regular supervision; requirements for part-time PGRs

Supervisors are responsible for providing appropriate and regular supervision for their PGRs until submission of their thesis and any subsequent period of corrections, until such a point that examiners have reached a final decision on the award of the degree. They are also responsible for being accessible at mutually convenient times to listen and offer advice.

Students and supervisors are jointly responsible for arranging the supervision meetings.

Supervisors must provide their part-time candidates with a minimum of six recorded supervisions a year and their full-time candidates with a minimum of twelve recorded supervisions a year. 

These supervisory meetings must be at least monthly for full time candidates and two-monthly for part time candidates. This is based on calendar months. Note, it is expected that in many cases the actual number of meetings between supervisors and candidates may exceed these minima. 

If it is not possible for a meeting to take place as scheduled, the meeting should be re-arranged for the next available opportunity.   

If no meetings are possible in any given month (or two months for part time students), the supervisor is responsible to ensure that the reason for the missed meeting is recorded appropriately. These reports should be regularly monitored by the School. University staff will review the missed meeting reports on a case by case basis, particularly for PGRs are at risk of breaching visa and immigration requirements, to see if any additional support is required. These requirements may also be modified under the rules for supervising students working off-site. 

For students who are missing meetings, or who are not meeting the meeting minima requirements, the regulations governing attendance and engagement should be reviewed:

10. Format for supervisions

Includes: definition; purpose

A 'supervision meeting' is considered to be a any simultaneous contact between the supervisor(s) and PGR candidate for an academic purpose. It is important that at the supervision meetings the PGR’s progress to date and/or the future direction of their research or thesis writing is discussed. It is also necessary that these discussions must be summarised in writing so that they are available if required, for example for audit purposes, or to aid student wellbeing or support. These written reports must meet the minimum number requirements as detailed earlier. 

There is no specified format for these meetings.  For example, a daily chat at the lab bench and/or a pre-scheduled sit down meeting would meet these criteria, as long as a monthly report with a progress overview is still submitted. Group meetings of PGRs and/or seminars would be acceptable as long as the PGR’s progress to date and/or the future direction of their research or thesis writing is discussed.   

A supervision meeting should typically take place as a face-to-face meeting, but can also include meetings conducted online, such as on Microsoft Teams. The exception to this is where the PGR is in the UK on a student visa, unless the student has been given formal permission to study at a different location, supervision meetings must be face-to-face and on campus.

11. Supervision record

Includes:  reporting needs; annual review of PGRs

In order that proper audit of supervision provision can be carried out, so that supervisors may undertake continuous monitoring of their PGR’s progress, and records of this progress monitoring are available for formal Progression Review, supervisors are required to ensure the maintenance of a supervision record of at least the minimum number and frequency of supervision meetings a year (see Section 9 above).   

Supervisors should advise their PGRs on the procedures for monitoring their progress which are described in the section of this Quality Manual entitled Progression Review of research students.

These include:

(i)    Supervision Records - attendance at supervision sessions and completion of supervision records;

(ii)   Progression Review - formal review of progress towards meeting the required outcomes, and assessment of whether the outcomes will be met in the required time. Completion of the Progression Review forms. 

(iii) MPhil and doctoral registration - procedures for upgrading or downgrading candidates and for confirming MPhil or doctoral registration.

Supervisors may, from time to time, be required to provide reports on their PGR’s progress for other purposes and to other agencies, for example, the Research Councils and other sponsors. Such reports should be provided within the required deadline to ensure, in particular, that the continuation of candidate’s funding by outside agencies is not compromised.

For more information about the Progression Review of research students, please consult the following:

Progression Review of research students

12. Training needs

Includes: discussing personal, academic and professional skills; PGR training programme; research ethics; Code of research conduct and research ethics 

The supervisor should discuss with the PGR what personal, academic and professional skills training they require in order to complete their research degree and to provide a skills base for a future career.

The supervisor should agree with the candidate a research training programme which is compatible with the PGRs needs and which is achievable in relation to the research commitments within the limits of their registered period of study, making it clear where attendance at training courses is compulsory or voluntary. This programme should be reviewed each year.

The supervisors should take reasonable steps to ensure that the PGR’s training needs are met - normally such training will be delivered within the University and the supervisor should, therefore, be aware of any research training offered through the Researcher Academy, the Doctoral Training Centre/Programme, the Faculty and the School.  

The supervisor should also ensure that the PGR receives adequate training in research ethics and is given assistance in applying for ethical approval if appropriate.

For more information, please consult the following:

Code of research conduct and research ethics

Includes:  correct procedures; seeking advice

14. Meetings, conferences and publication

The supervisor(s) should encourage and facilitate the PGR to engage with relevant academics that will support their doctoral research and future career development.

This could be through encouraging attendance at seminars, meetings and conferences; introducing them to relevant individuals and professional networks and encouraging them to publish the results of their research. 

Where appropriate supervisors should also support the PGRs to participate in public and policy engagement activities or undertake placements and internships that will enable them to develop their broader research experiences.

15. Written work

16. supervision during thesis pending period.

Includes: minimum number of meetings; the role of proof readers

During the thesis pending period and any period of corrections or thesis re-submission, supervisors and PGRs should continue to meet regularly (as described above).

Supervisors will also read and comment on one draft of the candidate’s thesis prior to each submission (as appropriate) when submitted within the required timeframes for feedback to be given.

The Role of Proof Readers

A proof-reader may only ensure that the meaning of the author is not misrepresented due to the quality and standard of the English used. This can include correcting spelling and basic grammar errors.

Inaccuracies in academic content should not be corrected nor should the structure of the piece of work be changed; doing so may result in a charge of plagiarism. 

17. Thesis presentation

Supervisors should advise candidate’s on the timing, construction and form of presentation of their thesis and should check that they receive a copy of the University's guidance on presenting a thesis, from Student Services (or Central Administration at University of Nottingham Malaysia (UNM) or Graduate School at University of Nottingham Ningbo China (UNNC).

18. Examination of Thesis

19. submission of data, additional information.

Includes:  PGR supervision record document; Research supervisor resources

Research supervisor resources

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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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• Clinical Research Coordinator Roles and Responsibilities

Position Role Sponsored Program Administration Financial Management Effort Reporting Conflicts of Interest Human Research Participant Protection Environmental Health and Safety Human Gene Transfer Export Controls

Position Role

The Clinical Research Coordinator (CRC) is a specialized research professional working with and under the direction of the clinical Principal Investigator (PI). While the Principal Investigator is primarily responsible for the overall design, conduct, and management of the clinical trial, the CRC supports, facilitates and coordinates the daily clinical trial activities and plays a critical role in the conduct of the study. By performing these duties, the CRC works with the PI, department, sponsor, and institution to support and provide guidance on the administration of the compliance, financial, personnel and other related aspects of the clinical study.

The clinical research coordinator reports primarily to the Principal Investigator with associated responsibilities to the department head, division administrator or program administrator.

Sponsored Program Administration

General administrative.

• Coordinates with Principal Investigator and school, department, and central administration to help ensure that clinical research and related activities are performed in accordance with federal regulations and university and sponsoring agency policies and procedures.
• Assists the PI in development of materials and tools necessary to appropriately train individuals involved in the conduct of the study around issues related to (but not limited to)  protocol requirements, schedule of visits, execution of research plan. Maintains documentation of training.
• Assists Principal Investigator to assure that all key personnel or persons ‘engaged’ in the research project have met training requirements in accordance with federal regulations and university and sponsoring agency policies and procedures.
• Cooperates with university compliance and monitoring efforts related to sponsored program administration and reports instances of noncompliance to the appropriate compliance office. Coordinates and facilitates monitoring and auditing visits. Notifies appropriate institutional officials of external audits by FDA and sponsors.
• Collaborates with PI and institution to respond to any audit findings and implement approved recommendations.
• Cooperates with university and sponsoring agency compliance and monitoring efforts related to human research participant protection and reports instances of noncompliance to the appropriate compliance office.

Preparation of Scientific Proposal

• Assists the PI in study feasibility assessments as requested.

Proposal Budget

• Collaborates with the PI and department to prepare a categorized budget and justification. Confirms accuracy and completeness of budgeted costs.

Protocol Preparation & Review

• Reviews and comprehends the protocol.
• Attends investigator meetings as required or requested by the PI.
• Collaborates with the PI to prepare IRB/HRPO and any other regulatory submission documents as required by the protocol.
• Prepares other study materials as requested by the PI. These study materials include, but are not limited to, the informed consent document, case report forms (CRFs), enrollment logs, and drug/device accountability logs.
• Establishes and organizes study files, including but not limited to, regulatory binders, study specific source documentation and other materials.

Award Acceptance (Terms & Conditions)

• Reviews and develops a familiarity with the contract or award terms and conditions. Works with the PI to assure that the study is in compliance with all terms and conditions, including but not limited to education, IRB (HRPO) approval, conflict of interest disclosure, health and safety protections for participants and staff and any financial terms or conditions.

Conduct of Research

• Reviews and develops a familiarity with the protocol, e.g., study proceedings and timelines, inclusion and exclusion criteria, confidentiality, privacy protections.
• Assists PI in communication of study requirements to all individuals involved in the study. Provides appropriate training and tools for study team members. Documents date of training and signatures of study personnel trained on study specific training log.
• Collects documents needed to initiate the study and submit to the sponsor (e.g., FDA Forms 1572, CVs, etc.).
• Works with the PI to develop and implement recruitment strategies in accordance with HRPO (IRB) requirements and approvals.
• Conducts or participates in the informed consent process including interactions with the HRPO (IRB) and discussions with research participants, including answering any questions related to the study. Obtains appropriate signatures and dates on forms in appropriate places. Assures that amended consent forms are appropriately implemented and signed.
• Screens subjects for eligibility using protocol specific inclusion and exclusion criteria, documenting each potential participant’s eligibility or exclusion.
• Registers participants to the appropriate coordinating center (if multi-site study).
• Registers each participant in the billing matrix to ensure billing of study procedures to the appropriate funding source.
• Coordinates participant tests and procedures.
• Collects data as required by the protocol. Assures timely completion of Case Report Forms.
• Maintains study timelines.
• Maintains adequate inventory of study supplies. If handling investigational drugs/devices, follows the sponsor protocol and/or Washington University Policy on Investigational Drug/Device Accountability.
• Completes study documentation and maintains study files in accordance with sponsor requirements and University policies and procedures including, but not limited to, consent forms, source documentation, narrative notes if applicable, case report forms, and investigational material accountability forms.
• Retains all study records in accordance with sponsor requirements and university policies and procedures.
• Maintains effective and ongoing communication with sponsor, research participants and PI during the course of the study.
• Assists PI in preparation of any modifications to the scientific protocol in accordance with federal regulations and university and sponsoring agency policies and procedures.
• Works with the PI to manage the day to day activities of the study including problem solving, communication and protocol management.
• Promotes the ethical conduct of research by reporting good faith suspicions of misconduct in research as defined within Washington University’s Research Integrity Policy and other misconduct as described in Washington University’s Code of Conduct.
• Assists Principal Investigator with scientific and compliance reporting requirements in accordance with Federal regulations and University and sponsoring agency policies and procedures. Assists in the registration (if required) of the study at ClinicalTrials.gov and maintains current information on the site.

Project Closeout

• Assists the Principal Investigator in submission of accurate and timely closeout documents to applicable federal agencies, university entities, and the sponsoring agency in accordance with federal regulations and university and sponsoring agency policies and procedures.
• Arranges secure storage of study documents that will be maintained according to university policy or for the contracted length of time, whichever is longer.

Financial Management

• Reviews and accepts/corrects the billing matrix as set up by the Center for Applied Research Science (CARS) to facilitate billing of study procedures to the appropriate research fund.
• Coordinates appropriate and timely payments to participants (if applicable) in accordance with university policies and procedures.

Effort Reporting

• Reviews, adjusts and legally certifies personnel activity reports if applicable. Completes effort reporting certification within the timeframe specified by Sponsored Project Accounting.

Conflicts of Interest

• Takes appropriate steps to avoid conflicts of interest, or the appearance of conflicts of interest, between financial or other personal interests and the goals and policies of the university.
• Complies with applicable school, university, and sponsoring agency conflict of interest policies and procedures. Discloses all financial conflicts of interest to the appropriate supervisor.
• Cooperates with university compliance and monitoring efforts related to conflicts of interest and reports instances of noncompliance to the appropriate compliance office.

Human Research Participant Protection

• Assists Principal Investigator in protection of the rights and welfare of all human research participants involved in research in accordance with federal regulations and university and sponsoring agency policies and procedures.
• Assists Principal Investigator in assuring that all key personnel involved in human research have completed the required education for the protection of human research participants in accordance with federal regulations and university and sponsoring agency policies and procedures. Maintains proof of all such education for all engaged members of the study team. Coordinates with Principal Investigator and school, department, and central administration to help ensure that clinical research and related activities are performed in accordance with Federal regulations and University and sponsoring agency policies and procedures.
• Assists the PI in development of materials and tools necessary to appropriately train individuals involved in the conduct of the study around issues related to (but not limited to) protocol requirements, schedule of visits, execution of research plan. Maintains documentation of training.
• Cooperates with university compliance and monitoring efforts related to sponsored program administration and reports instances of noncompliance to the appropriate compliance office. Coordinates and facilitates monitoring and auditing visits. Notifies appropriate institutional officials of external audits by FDA and/or sponsors.
• Collaborates with PI and institution to respond to any audit findings and implement approved recommendations. Cooperates with university and sponsoring agency compliance and monitoring efforts related to human research participant protection and reports instances of noncompliance to the appropriate compliance office.
• Collaborates with the PI to prepare IRB/HRPO and any other regulatory submission documents as required by the protocol. Prepares other study materials as requested by the PI. These study materials include but are not limited to the informed consent document, case report forms (CRFs), enrollment logs, and drug/device accountability logs.
• Establishes and organizes study files, including but not limited to, regulatory binders, case report forms, study specific source documentation.

Informed Consent

• Assists in preparation of all documents related to the informed consent process.
• Assists Principal Investigator in preparation and submission of informed consent documents to HRPO for review and approval.
• Collects documents needed to initiate the study for submission to the sponsor (e.g., FDA Forms 1572, CVs, etc.).
• Conducts or participates in the informed consent process including interactions with the HRPO (IRB), discussions with research participants, including answering any questions related to the protocol. Obtains appropriate signatures and dates on forms in appropriate places. Assures that amended consent forms are appropriately implemented and signed.
• Collects data as required by the protocol. Assures timely completion of Case Report Forms.
• Completes study documentation and maintains study files in accordance with sponsor requirements and University policies and procedures including, but not limited to, consent forms, source documentation, narrative notes if applicable, case report forms, and investigational material accountability forms, etc.
• Retains all study records in accordance with sponsor requirements and University policies and procedures.
• Assists PI in preparation and submission of any modifications to the scientific protocol in accordance with federal regulations and university and sponsoring agency policies and procedures.

Protected Health Information

• Adheres to and supports all Federal regulations and University policies and procedures instituted to safeguard protected health information (PHI).
• Completes the appropriate level of training regarding the access, use, and disclosure of PHI in accordance with Federal regulations and University and sponsoring agency policies and procedures. Assists PI to assure that all personnel complete appropriate training.
• Cooperates with University compliance and monitoring efforts regarding the access, use, and disclosure of PHI and reports instances of noncompliance to the appropriate compliance office.

Unanticipated Problems

• Assists the Principal Investigator in promptly reporting any unanticipated problems involving risks to research participants or others to the HRPO (Washington University’s IRB).
• Assists Principal Investigator with scientific and compliance reporting requirements in accordance with federal regulations and university and sponsoring agency policies and procedures.
• Assists in the registration (if required) of the study at ClinicalTrials.gov and maintains current information on the site.
• Arranges secure storage of study documents that will be maintained according to University policy or for the contracted length of time, whichever is longer.

Environmental Health and Safety

• Assists Principal Investigator in assuring that individuals handling hazardous or regulated materials are well trained in proper safety procedures and have completed required environmental health and safety training in accordance with federal, state, and local regulations and university and sponsoring agency policies and procedures.
• Works with Environmental Health and Safety to ensure that all facilities used are in compliance with all applicable regulations. Maintains copies of any applicable facility audits and equipment inspection/service reports.

Human Gene Transfer

• Assists Principal Investigator in assuring that all key personnel involved in human research have completed the required education for the protection of human research participants in accordance with Federal regulations and University and sponsoring agency policies and procedures. Maintains proof of all such education for all engaged members of the study team. Coordinates with Principal Investigator and school, department, and central administration to help ensure that clinical research and related activities are performed in accordance with Federal regulations and University and sponsoring agency policies and procedures.
• Assists the PI in development of materials and tools necessary to appropriately train individuals involved in the conduct of the study around issues related to (but not limited to)  protocol requirements, schedule of visits, execution of research plan. Maintains documentation of training.
• Cooperates with University compliance and monitoring efforts related to sponsored program administration and reports instances of noncompliance to the appropriate compliance office. Coordinates and facilitates monitoring and auditing visits. Notifies appropriate institutional officials of external audits by FDA and/or sponsors.
• Cooperates with University and sponsoring agency compliance and monitoring efforts related to human research participant protection and reports instances of noncompliance to the appropriate compliance office.
• Collaborates with the PI to prepare IRB/HRPO and any other regulatory submission documents as required by the protocol. Prepares other study materials as requested by the PI. These study materials include but are not limited to the informed consent documents, case report forms (CRFs), enrollment logs, and drug/device accountability logs.
• Engages participants in the informed consent process according to the HRPO approved process.

Award Acceptance (Terms & Conditions)

• Reviews and develops a familiarity with the contract or award terms and conditions.  Works with the PI to assure that the study is in compliance with all terms and conditions, including but not limited to education, IRB (HRPO) approval, conflict of interest disclosure, health and safety protections for participants and staff and any financial terms or conditions.
• Maintains adequate inventory of study supplies. If handling investigational drugs/devices, follows the sponsor and/or Washington University Policy on Investigational Drug/Device Accountability.
• Completes study documentation and maintains study files in accordance with sponsor requirements and university policies and procedures including, but not limited to, consent forms, source documentation, narrative notes if applicable, case report forms, and investigational material accountability forms, etc.
• Adheres to and supports all federal regulations and university policies and procedures instituted to safeguard protected health information (PHI).
• Completes the appropriate level of training regarding the access, use, and disclosure of PHI in accordance with federal regulations and university and sponsoring agency policies and procedures. Assists PI to assure that all personnel complete appropriate training.
• Cooperates with university compliance and monitoring efforts regarding the access, use, and disclosure of PHI and reports instances of noncompliance to the appropriate compliance office.
• Assists Principal Investigator with scientific and compliance reporting requirements in accordance with Federal regulations and University and sponsoring agency policies and procedures.

Export Controls

• Develops awareness of export control regulations and complies as appropriate.

Revised January 2009 | Created 2007

• Vice Chancellor for Research
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• Graduate School
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• Supervision & Advising

The Research Supervisor

Workday student support.

Graduate students can find "how to" guides and support information on our Workday support page .

Your supervisor is the key person in your graduate degree program. The principal role of the supervisor is to help students achieve their scholastic potential and to chair the student’s Supervisory Committee. The Supervisor will provide reasonable commitment, accessibility, professionalism, stimulation, guidance, respect and consistent encouragement to the student.

Supervisors should be available to help their graduate students at every stage, from formulation of their research projects through establishing methodologies and discussing results, to presentation and possible publication of dissertations. Graduate supervisors must also ensure that their students’ work meets the standards of the University and the academic discipline.

Supervision page  has more information on the roles and responsibilities of supervisors .

Who can be a supervisor?

For complete information, see Policies and Procedures / Supervision

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

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

Co-supervision

Supervision of a student can be shared by two co-supervisors. At least one co-supervisor must meet the criteria above. Other appropriately qualified individuals may be approved to serve as co-supervisors.

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

Recommending non-G&PS members for supervisory roles

Please see the following pages in the Faculty and Staff / Policies and Procedures section of this website.

Supervision of Graduate Students by Non-members of Graduate and Postdoctoral Studies

Non-members of Graduate and Postdoctoral Studies as Supervisory Committee Members

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• Supervision: The Code of Practice

Responsibilities of the supervisor

An outline of supervisors' responsibilities towards PGR students and the wider University.

• At the outset of the research, the supervisor should explore in detail the student's academic background to identify any areas in which further training (including English language training) is required. In particular, the supervisor should advise the student in the choice of subject-specific knowledge and skills training required. Supervisors should be aware of the difficulties which may face international students who may, in the early stages, require more frequent contact and advice.
• The supervisor will give guidance on the nature of the research and the standard expected; the selection of a research programme and the topic to be covered; the planning and timing of the successive stages of the research programme; literature and sources; research methods and instrumental techniques; attendance at appropriate courses; data management, avoidance of unfair means and respect for copyright.
• The supervisor should ensure that they have a thorough understanding of the DDP and its benefits, to ensure students make the most appropriate choice of modules and other training and development opportunities.
• The supervisor should ensure that the student has a clear understanding in general terms of the main aspects of graduate research: the concept of originality; the different kinds of research; the form and structure of the thesis (including the appropriate forms of referencing); the necessary standards to be achieved; the importance of planning and time management; the procedures for monitoring and reporting progress.
• The supervisor should ensure that the student is aware of the University's Good Research and Innovation Practices (GRIP) Policy. In addition, the supervisor should ensure that the student has a clear understanding in general terms of 'research ethics', where this is relevant (i.e. if they are undertaking research that involves contact with human participants and/or with human data and/or human tissue) and a clear understanding of research governance, where this is relevant. 
• The supervisor should work with the student to establish an effective supervisory relationship, thereby supporting the student. This should include an agreement on the frequency of progress meetings and the arrangements for keeping records.
• The supervisor should set a target date for Confirmation Review and and regular progress milestones at induction, to ensure that all parties acknowledge the length of time available for each stage of the project.

Supervision

• The supervisor should ensure that the research project can be completed fully, including preparation and submission of the thesis, within the student's tuition fee-paying period, and should advise the student accordingly.
• The supervisor must ensure that a clear agreement is made with the student on the frequency and nature of the supervisory contact required at any particular stage of the project. Supervisory sessions should be uninterrupted as far as possible by telephone calls, visitors and other departmental business. The frequency of such sessions should be every four to six weeks as a minimum (pro-rata for part-time); the frequency may depend on the nature of the research (e.g. whether laboratory work is involved) and the specific research project. The length of sessions will also vary, from student to student, across time and between disciplines.
• The supervisor should comply with the attendance and engagement monitoring requirements of the department/University and notify their department at an early stage if a student's attendance or engagement gives cause for concern.
• Written records of formal supervisory meetings should be made and retained by both the student and supervisor for at least the duration of the student's registration. 
• Both the supervisor and student should keep any relevant or significant correspondence, including emails, which relate to the student's degree.  This is especially important for students who are studying via the Remote Location programme or who are spending a significant amount of time off-campus.
• The student and supervisor must have an agreed procedure for dealing with urgent problems (e.g. by telephone, e-mail and/or the arrangement of additional meetings at short notice).
• The supervisor should, in discussion with the student, establish and maintain a satisfactory timetable for the research, including the necessary completion dates for each stage, so that the thesis may be submitted on time. This planning should take into account the requirements of the relevant funding body in relation to submission.
• The supervisor should read promptly all the written work submitted in accordance with the agreed timetable and provide constructive and timely feedback.  The supervisor should advise the student of any obstacles to providing timely feedback, e.g. planned periods of time away from the University, particularly when the student is approaching submission.
• The supervisor should arrange, as appropriate, (in many departments it is a requirement) for the student to present work to staff or graduate seminars and should take an active part in introducing the student to meetings of learned societies and to other researchers in the field. The supervisor should provide advice, where appropriate, on publication of any of the research.
• The supervisor should advise the student, in advance, of any planned periods of absence from the University. If the period of absence is significant (more than the length of time between supervisory meetings), the supervisor should ensure that appropriate arrangements for alternative supervision are made and that the student is informed of them.
• The supervisor should take note of feedback from the student.
• The supervisor should engage with mandatory Continuing Professional Development appropriate to their level of supervisory experience, in line with University requirements.

Academic progress

• The supervisor should ensure that the student is informed of any inadequacy of standards of work below that generally expected from research students and should suggest remedial action, or training, as appropriate.
• The supervisor should comply with all departmental, faculty and/or sponsor requirements concerning the monitoring of progress and submission of progress reports. 

The final stages

• The supervisor should nominate appropriate examiners well in advance of the thesis being submitted, bearing in mind that all nominations require faculty approval before they can be appointed.  Failure to do so will lead to delays in dispatching the student’s thesis and arranging the viva examination.
• The supervisor should read and comment on drafts of the thesis before submission.
• The supervisor should ensure that the student understands the procedures for the submission and examination of the thesis and should assist the student in preparing for the oral examination, including offering a mock viva.
• Should the student be asked to resubmit their thesis, the supervisor will be responsible for continuing to provide support and supervision throughout the resubmission period.
• The supervisor should discuss and agree with the student if there is a need to embargo the thesis and should sign off on the Access to Thesis form which specifies any embargo requirements.

Related information

Contact the Research Degree Support Team

Workshops for Research Supervisors

Responsibilities of the student

Responsibilities of the department

What is a Research Coordinator?

Learn about the role of Research Coordinator, what they do on a daily basis, and what it's like to be one.

• What is a Research Coordinator
• How to Become
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Start Your Research Coordinator Career with Teal

Definition of a Research Coordinator

What does a research coordinator do, key responsibilities of a research coordinator.

• Developing and implementing research protocols and standard operating procedures in collaboration with principal investigators
• Coordinating the recruitment, screening, and enrollment of study participants, ensuring informed consent is obtained and documented
• Managing the scheduling of study visits, tests, and procedures in accordance with research protocols
• Maintaining accurate and detailed records of study activities, including data collection and management
• Ensuring compliance with regulatory requirements, ethical standards, and institutional policies
• Monitoring study activities to safeguard the quality and integrity of research data
• Facilitating effective communication between the research team, participants, and external stakeholders
• Preparing and submitting documentation for institutional review board (IRB) approvals and renewals
• Assisting with the development and management of the study budget and financial records
• Training and supervising research support staff to ensure adherence to study protocols
• Coordinating with laboratories, vendors, and other external partners to manage study supplies and equipment
• Reporting adverse events and protocol deviations to appropriate regulatory bodies and committees

Day to Day Activities for Research Coordinator at Different Levels

Daily responsibilities for entry-level research coordinators.

• Assisting with participant recruitment and obtaining informed consent
• Collecting and managing research data with attention to confidentiality
• Coordinating appointments and maintaining participant follow-up
• Ensuring compliance with study protocols and ethical guidelines
• Handling administrative tasks such as organizing meetings and managing documentation
• Participating in team meetings and contributing to study discussions

Daily Responsibilities for Mid-Level Research Coordinators

• Overseeing day-to-day operations of research studies
• Developing study materials, such as questionnaires and information sheets
• Monitoring study budgets and resources
• Training and supervising junior staff and volunteers
• Ensuring data quality and integrity
• Contributing to the preparation of manuscripts and presentations

Daily Responsibilities for Senior Research Coordinators

• Designing research protocols and methodologies
• Securing funding through grant writing and maintaining relationships with funders
• Leading multidisciplinary research teams and collaborations
• Developing and implementing research strategies aligned with organizational goals
• Ensuring regulatory compliance and ethical conduct across all studies
• Mentoring and developing junior research staff

Types of Research Coordinators

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How To Become a Research Coordinator in 2024

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