research supervisor meaning

Research management

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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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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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.

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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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.

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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.

How to approach supervisors for research opportunities

Daniyal j. jafree.

a University College London Medical School, UK

Katharine Whitehurst

Shivanchan rajmohan.

b Imperial College London, UK

In this article, we use our experiences to provide tips for contacting potential supervisors, what to expect from them and how to approach them for research opportunities. With appropriate planning, you will be surprised by the number of prestigious academics who would be willing for you to join their research group, and to get you involved in a research project.

• Contacting potential supervisors is a time consuming process that requires a great deal of organisation.
• Be proactive in your approach.
• The first email is very important, as is the meeting that may follow.
• Choose carefully and take a holistic approach when choosing your supervisor to ensure you have the best possible research experience.

1. Why contact a supervisor and how can I do it?

Undergraduate and postgraduate students may be very keen on research, and eager to take up opportunities benefitting them in the future on their paths to become academic clinicians, surgeons and beyond.

After selecting a particular topic of interest to pursue research in, the selection of a good supervisor is critical, as the working relationship you build with your supervisor can determine the success of this research.

To acquire the email addresses of some of the country's top lecturers and academics, all that is required is to go onto their respective university websites. It is customary to email these potential supervisors for research opportunities: be it for summer research, a future BSc project or a prospective PhD.

2. Planning

There are several considerations one should make before contacting potential supervisors. It is important to carefully plan both the people you contact, and the emails you send:

• Firstly, identify your own interests. What are you aiming to achieve with your research e.g.: Are you looking to contact supervisors because you would like to undertake your BSc Project on deep brain stimulation? Or perhaps a PhD in neural tube defects?
• Identify academics within your institution relevant to your chosen interest. Your university may have a research portal that you can use to find researchers within particular fields. An example is University College London's (UCL) IRIS Research Portal, which makes it really easy to draw up a list of potential supervisors for research you are interested in getting involved with.
• Draw up a list of potential supervisors and perform relevant background reading about each one. Sometimes researchers can have their own websites in which you can find more details about their work and research interests. It may also be wise to read some of their latest publications, accessible via PubMed. Not only does this give you a better idea as to their speciality of work, but it also shows commitment if you do establish contact with them.

3. Is it okay to contact other potential supervisors?

Medical students, particularly at an early career stage, may have multiple interests, and may wish to enquire about potential research opportunities with different supervisors. However, when emailing and meeting with supervisors, it should be made clear from the outset that other supervisors are also being contacted. This transparency is important to avoid any future misunderstanding. If a careful approach is taken, most supervisors are understanding. A good supervisor will appreciate that students are simply expressing interest, and enquiring with different supervisors to determine if potential projects and research experience align more strongly with their interests and aspirations.

4. How to approach the first email

Think of the first email to the supervisor as a cover letter. The email should demonstrate why you are a suitable student for the chosen research, and why the supervisor should take you on as a research student. The following points should be considered prior to composing the email. These points may seem trivial, but could make the difference between obtaining a reply or not:

• Email etiquette is imperative. Start the email with “Dear” and end it with “Kind Regards”. Spelling and grammar errors are to be avoided.
• Good formatting is also essential. Choose an appropriate font size and style. Allow for adequate spacing between lines and between paragraphs.
• A clear subject title should be considered. This should attract a supervisor's attention to you as a potential research student. This may relate to the intended research position i.e.: ‘Interest in Wellcome Trust PhD in Regenerative Medicine’

Moreover, the email should be structured coherently. Through the following points, we propose a structure which can be implemented when contacting potential supervisors for research opportunities.

○ State who you are and what you do, or what you intend to do. For example “My name is Dan, I am a 2 nd year medical student looking to undertake a BSc in Surgical Sciences next academic year”
○ It might be beneficial to state how you came to hear about the supervisor i.e.: did you attend one of his or her lectures? Mention whether you found it particularly interesting! Additionally, if the supervisor was recommended by another contact, then consider mentioning this here.
○ It is useful to put forward an objective e.g.: if you are thinking of applying for a BSc Prize, Scholarship or aspire to present your work at a particular conference, then it is worth mentioning this.
○ The main part of the email is arguably the most important. Here, as with any cover letter, you should promote yourself as a strong candidate for research in the supervisor's lab.
○ It is imperative to attach a curriculum vitae (CV) with the email. Highlight the most important points of your CV, such as research experience and commitment to research. Previous presentations and publications are useful to demonstrate a strong track record, and show yourself to be a good potential candidate for their research group.
○ It is useful to mention your interest in the supervisor's field, and why you want to undertake research in their lab. You may wish to mention any publications of theirs you have read.
○ If the research you intend to pursue requires funding, state the source (e.g. self-funded, received a grant, etc.). However this may not always be applicable or relevant.
○ The end of the email should reinforce and summarise why you think you are suitable for the research role. You may even wish to request a meeting with the supervisor to discuss the projects he or she will have available for you.
○ It would be worth mentioning support you may have received i.e.: if your department has nominated you for an award, it would greatly strengthen your claim.
○ Ideas and aspirations for the future are useful to add here i.e.: I hope to develop into an academic neurosurgeon with a focus on deep brain stimulation.

5. Why haven't I got a reply?

Response rates from supervisors are variable, as many students underestimate the importance of the first email in impressing themselves as viable candidates for research. Many supervisors are extremely busy and have other commitments outside their academia. Therefore, it is okay to resend the email after a period of time, one week for example, as it is easy for your email to be ‘buried’ beneath more recent emails received by the recipient.

6. The meeting

It is not uncommon for potential supervisors to offer a meeting with themselves or their colleagues to further discuss your interests, aspirations for your research and the possibility of performing research under their supervision. If a supervisors is particularly busy, he or she may request that you organize a meeting with a different member of staff within their research group instead. This is both an opportunity to learn more about the department and its research, and to learn more about the potential supervisor and whether they are the right choice for you!

○ Though it is not always necessary, it is useful to read some of the publications that your supervisor has contributed to. It sounds impressive in a meeting if you already have knowledge in the subject field, and it leaves more time in the meeting to discuss topics of your particular interest rather than having to explain previous work to you to put the research in context
○ Reread your email. Your potential supervisor may ask you some questions regarding what you have mentioned i.e.: how did you develop your interest of deep brain stimulation?
○ Sometimes, it can be appropriate to bring examples of your previous work For example, it may be advantageous for students to bring printouts of their previous publications to their meetings.
○ Do not underestimate the importance of a good first impression. Appear well-dressed, enthusiastic and motivated!
○ The meeting is a great way to assess your potential supervisor and whether they are the right choice for you. Assess how engaging the meeting is, whether the topic is really what you thought it would be and whether there is scope for a project you want to undertake with this supervisor.
○ You should also be considering other aspects of the supervisor. Are they listening to you? How much are they interested in you as a prospective student? Though these seem like minor points, but you should be considering these, particularly if the research is part of a BSc, MSc or PhD. In these cases, you will spend a substantial amount of time under their supervision.
○ How much time is the supervisor willing to put into your development? Many high-proline supervisors will likely be extremely busy, and will not be able to contribute a significant amount of time to your development as a researcher. We strongly believe the best supervisors to be reputable in their field, but still able to dedicate time to teach you the appropriate research techniques, arranging meetings with you to monitor progress, teaching you how to write dissertations and so on.
○ Consider further opportunities that your supervisor may offer you – will your supervisor allow you to contribute to some of their manuscripts for publication? Will he or she allow you to undertake further research opportunities and become involved in other projects within their research group?
○ For laboratory research, it may be appropriate to ask the supervisor if you can look around the laboratory and meet the research team, as it is likely that a majority of your time will be spent in the laboratory, and majority of the ‘hands-on’ supervision will be by other members of the laboratory team.
○ Consider writing all the information you gathered from the meeting down onto a table, such that when after meeting several supervisors with several available projects you can compare and contrast each to select one for your research intentions.
○ If possible, it is worth using your contacts or other sources to find supervisors. If several previous students particularly recommend a particular supervisor, then it is a very good sign!

7. Selecting your supervisor

The selection of a supervisor is a personal decision This decision should be considered carefully, taking the aforementioned points into account and weighing them up. The decision is even more critical if you are electing to spend a longer amount of time for the research, such as for an MSc or PhD. Choose carefully!

Conflicts of interest

None to declare.

The authors received no funding for this article.

Ethical approval

No ethical approval was necessary.

Author contribution

DJ conceived the article and created the first draft. KW and SR were responsible for critical review and approval of the final draft.

DJ – the corresponding author.

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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.

The words Teaching toolkits ucl arena centre on a blue background

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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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

Microsoft Word (.docx) .DOCX
PDF Document (.pdf) .PDF
Image File (.png) .PNG
Work closely with other NIAID research staff to ensure the accurate and timely completion of case report forms and other data and clinical documentation needs necessary to clinical research studies
Supervises the clinical research operation in a practice for all research staff members in accordance with USON SOP and ICH GCP guidelines
Collaborate with clinical teams to coordinate pathology research activities across multiple locations, according to institutional and other governing policies
Provide direct nursing support to outpatient clinical programs within the Laboratory of Immunoregulation (LIR) within the HIV and emerging infectious diseases outpatient clinic
Advise on and participates in the management and evaluation of multiple clinical infectious diseases protocols with particular emphasis on HIV, hepatitis, and emerging infectious diseases, influenza studies
Provide procedural and technical support to employees ensuring the accuracy and timeliness of all corporate action events while mitigating risk
Develop project schedules, targets, measurements, and accountabilities, as assigned
Formally supervise, train, and/or mentor new staff or students, as assigned, potentially including hiring, preparing or assisting with the preparation of performance evaluations, and performing related duties, in addition to instruction on project work
Work with principal investigator to ensure Investigational New Drug applications are submitted to the FDA when applicable
Serve as first point of escalation for SME's on procedural and technical issues
Provide formal and informal performance feedback to individuals and the team
Provide coaching to associates based on quality results
Coach employees to identify and develop career goals
Monitor phone queue and call reports
Develop and maintain procedural and operational materials
Collaborate with various departments within Servicing to identify client research needs and propose innovative solutions to deliver results
Manages daily interactions with business clients and reviews production, performance, quality, and service level agreements
Coordinates workflows and processes for the team with business clients, other teams, and international resources
Creates queries, produces reports, and manipulates spreadsheets for management and client review
Resolves escalated issues, including executive escalation service, utilizing various resources
Recommends process and procedure efficiency improvements to management for consideration
Develop and implement metrics, KPIs, KQIs, performance dashboards and capacity modelling
Management of key risk indicators through the continuous root cause analysis of errors and omissions and the implementation of solutions designed to mitigate risk and prevent re-occurrences
Participate in the various Entitlements working groups and in the development and implementation of ongoing operations strategies and business plans
Champion and successfully execute change while supporting employees through the process, and keeping them focused on business priorities
Day to day supervision of study team members including the project manager, biostatistician and quality improvement coordinators
Recommends efficiency improvements for processes, policies and procedures
Establishes performance standards based upon client volumes and complexity of tasks
This position generally supervises a team of fulltime direct reports and on occasion, contingent workers
Use of telephone and face-to-face communication requiring accurate perception of speech
Use of keyboard requiring repetitive motion of fingers
Frequent mobilization around the facility
Develop appropriate recruitment strategies and enrollment plans for studies
Develop retention strategies to minimize subjects dropout
Oversee primary data and biological sample collection, management and analysis
Oversee and mentor junior staff performing data collection, recruitment, data analysis, and other research activities
Write manuscripts, white papers, and reports to disseminate findings of studies in the peer reviewed literature and to military and givernment stakeholders
Present findings in national and international scientific forums
Working with the engineers/scientists, determine requirements for test fixtures or test setups
Assure test equipment is available, working and has been calibrated
Implementing all aspects of research protocols/ projects from study start up to study closure
Implementing standards for research databases and/or study management, and policies and procedures to meet those standards to ensure the highest quality management of research projects and databases
Occasional lifting and moving objects weighing up to 10lbs/4.5 kg
At least a Bachelor’s Degree in a life science discipline
10+ years of experience in histology within a CRO, the pharmaceutical industry, or a related setting
Excellent technical and leadership skills the ability to interact effectively with investigators
Experience in Bio-Imaging techniques is desirable
Conducting systematic audits of research studies and/or databases to ensure that data collected has no typographical errors, is consistent with source documents, and is in compliance with external sponsor/regulatory requirements
Facilitating weekly team meetings and other PI/ service-specific meetings as needed
Holding regular RSA one-on-one meetings.　
Generating reports (e.g., DSMC, toxicities, minimal data set, CPR) and performing advanced queries for Principal Investigators, the IRB, sponsoring agencies, and management
Reviewing violations, deviations, serious adverse event reports, and regulatory submissions
Supervises/directs daily operations of subordinates to complete assignments using established guidelines, procedures and policies
Technically proficient in the specific departments
Provides subordinates with developmental feedback during the year formal feedback through the annual performance evaluation process
Presentation of research findings at internal and external meetings, incl
Support strategic brand communication planning through insights on brand strengths, weaknesses and consumer perception of key brand attributes
Bachelor's Degree in a science, Mechanical or Manufacturing Engineering with manufacturing or operations experience
Proven (10 years) shop floor manufacturing experience with an understanding of multi-axis CNC programming the operation of manual and CNC machining equipment, welding, hand finishing, additive manufacturing processes and the use of basic inspection methods
5 to 7 years of experience leading complex initiatives from initiation to completion with a group of skilled machinists in a job shop/one off/prototype manufacturing environment and a proven management ability including developing, teaching, coaching, team building and driving accountability
Demonstrated ability to drive productivity and influence others in a shop floor environment while accommodating changes in priorities on short notice
Capable of reading engineering prints and assessing fits, tolerances and manufacturability of any design
Must be challenged by a team-based environment which places a high degree of emphasis on accountability for customer service level and quality
Working with the Clinical Research Manager to oversee the Neurology division clinical research portfolio including prospective clinical trials and retrospective biospecimen/ non therapeutic projects
Overseeing data management aspects of research databases such as the Clinical Research Database (CRDB)
Collaborate with clinical teams to coordinate research activities across multiple locations, according to institutional and other governing policies
Direct staff management and development of Senior Clinical Research Associates (Sr
Oversee data management aspects of research databases such as the Clinical Research Database (CRDB) and other external EDCs
Develop research projects and strategy roadmaps to support company business objectives and short/long term plans
Primary lead for the US market on Daimler sponsored Product Clinics and Fast launch Feedback research
Ensure management and appropriate business areas are continuously updated on affluent consumer trends and insights by consolidating research into a succinct summary and or presentations assessing potential risks and opportunities for the business
Manage automotive model and segment forecasting initiatives between MBUSA and Daimler HQ
Line supervision of animal care staff including
10-15 years of related experience in medical or public health research
Experience executing military HIV research and/ or research in other STIs and BBIs
Record of publication in the peer reviewed literature
Supervisory experience, preferably of multi- disciplinary teams
U.S Citizenship / Must be able to obtain to National Security Clearance
Strong understanding of cybersecurity design basics

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Supervision & Advising

The Research Supervisor

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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Great Supervisor Week

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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Roles and responsibilities in research administration

The award process at UVA

All grant and contract proposals must be approved by the University before submission to the sponsor. At the SOM, proposals must be endorsed by the Principal Investigator, Chair, and the Office of Grants and Contracts.

The fiscal/administrative description of the proposal and approval signatures are collected on a four-page proposal approval sheet (also known as “the goldenrod,” after its former color). Grants and Contracts has posted a version for NIH e-SNAP proposals and a generic SOM version . Your research administrator should help you complete this form, though you, as Principal Investigator, are responsible for reviewing and approving its contents. The approval sheet, technical proposal, budget, justification, and other supporting documents are forwarded to your Chair and then to Grants and Contracts (who require at least five working days before the submission deadline). Grants and Contracts may ask additional questions concerning the project or information on the approval form before it is signed and ready for submission to the funding agency. Grants and Contracts performs all electronic submissions of proposals to grants.gov (see notes and reminders for submissions to grants.gov at their site). See detailed information on the proposal submission process and how to avoid pitfalls .

If your NIH proposal is likely to be funded, you will be asked to submit just-in-time documentation of other grant support, IRB or IACUC approvals, etc. You can send these directly to NIH, or via Grants and Contracts.

Sponsors generally notify both the PI and either Grants and Contracts or Sponsored Programs. Sponsored Programs then creates an internal account in the Oracle system, which may take a few weeks to complete. To avoid delays in initiating your project, ask your department administrator to request a preliminary Oracle account as soon as it is likely that your project will be funded. This will allow you to encumber and spend funds in a timely manner.

Faculty research roles and responsibilities

Faculty have the freedom to choose the nature and direction of their research program and to disseminate the results of that research to the public, within any constraints placed by the funding agency. Non-PI faculty have similar responsibilities to the PI, with the exception of overall responsibility for project direction and reporting. Collaborating investigators must:

Ensure that their expenditures are in accordance with sponsor and university regulations, policies, and procedures
Coordinate with the PI any approvals for restricted expenditures (e.g., equipment)
Maintain knowledge of and compliance with University procedures related to sponsored research
Disclose financial conflicts of interest to the PI
Obtain and maintain applicable IACUC, IRB, IBC, and EHS approvals before initiating a research project
Disclose prior disbarment/suspension or proposed disbarment
Verify that their project staff have signed University Patent Agreements

Faculty conducting human subjects research should also refer to the section below on the roles/responsibilities of clinical research coordinators.

Trainee research roles and responsibilities

Postdocs and graduate students must:

Seek and follow faculty guidance on scientific and other procedures (e.g., allowable uses of grant funds)
Maintain knowledge of and compliance with University procedures and policies related to sponsored research
Obtain applicable training in and practice responsible conduct of research
Obtain applicable IACUC, IRB, IBC, and EHS approvals/training

Clinical research coordinator research roles and responsibilities

Manage all aspects of conducting clinical trials under the direction of the PI
Maintain in-depth knowledge of protocol requirements and Good Clinical Practice (GCP) as set described in FDA regulations
Provide sound conduct of the clinical trial (including recruitment, screening, enrollment, and follow-up of eligible subjects per protocol)
Maintain accurate and complete documentation (e.g., regulatory documents, signed consent forms, IRB approvals, source documents, drug dispensing and subject logs, and study-related communication)
Provide organizational management of all aspects of the trial (e.g., timeliness in completing case report forms, data entry, reporting adverse drug experiences [ADEs], and managing caseload and study files)
Communicate protocol-related problems to the management staff (e.g., questions regarding the conduct of the clinical trial, possible ADEs, or subject compliance)
Maintain professional conduct in the presence of subjects, research staff, sponsors, monitors, auditors, etc.

Department research administrator research roles and responsibilities

*adapted from the Sponsored Programs web site

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Thoroughly understand unallowable, direct, and facilities and administrative (F&A) costs.
Thoroughly understand and properly follow Cost Accounting Standards
Show consistency in charging sponsored award costs
Ensure monthly review of project costs and obtain PI approval of same in a timely manner
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The majority of graduate programs are NOT impacted by recent government announcements about tuition increases. PhD students from the rest of Canada will continue to pay Quebec fees. International PhD fees will see the same 3% increase as Quebec fees.

Connecting with a Supervisor

How to find and connect with potential supervisors.

Your relationship with your supervisor will be one of the most important factors contributing to the success of your graduate studies. Taking the time to find a supervisor who will complement your research and learning style will help to ensure the success of this relationship. Below are some important considerations to assist you in your efforts.

Do you need to select a supervisor?

Every department at McGill has different admissions procedures. While some will expect you to connect with a potential supervisor prior to applying, others will assign a supervisor to you after you have been accepted. Make sure to carefully read the requirements of the program into which you are applying, available on the departmental website, to find out the supervisory procedures for that department. If it is unclear, contact the Graduate Program Director to clarify.

Identify Potential Supervisors

Browse our Program Pages to identify the department in which your research of interest is taking place.
Develop a shortlist of potential supervisors from the Faculty members working in your area. In comparing them, try to identify who would be the ideal supervisor for you both in terms of research interests and teaching/learning style.
Review Faculty member research profiles to locate potential supervisors with research interests similar to your own. Check Departmental websites under the menu heading ‘Faculty’.
Think laterally – if you don’t find what you’re looking for in one department, look at the research profiles of Faculty in related fields.

What to look for

By looking at a Faculty member’s CV and talking to them as well as to their current and former students, you can get a good idea as to who might be the best supervisor for you.

A good supervisor should be able to provide you with some direction, while allowing you to take initiative. There are a number of factors that can promote a successful supervisory relationship. These include:

Expertise : Are they working on your area of research?
Experience: Have they supervised many students before?
Availability : Will they be available to meet with you when you need them?
Research agenda : How active is their research?
Publishing: How often do they publish? Do they co-author with other professors in the department or with students?
Collegiality and interpersonal relationship: How well will you get on with each other?

Make a connection

Prior to researching and speaking to potential supervisors, make sure to contact the academic unit offering your program in order to establish a relationship.

The Graduate Program Coordinator will be your main contact person within the unit and will provide you with pertinent information. They will answer your questions about program requirements, the admissions process, supplemental materials, funding opportunities and the procedure for finding a supervisor within the department.

When you are ready to contact potential supervisors, approaching them by email is a good initial step. Ensure that your messages are tailored to each professor, not generic. You must catch the interest of the professor quickly and make a good first impression.

Write a concise and professional letter. The message should start with Dear Professor/Dr. (lastname) and end with "Yours sincerely" followed by your full name and contact information (or the formal equivalent in a message written in French).
Attach your Curriculum Vitae and unofficial transcripts. Note, you may complete and submit the Canadian Common CV . State why you are writing (e.g. I am applying to the M.Sc. program in specify program).
State why you are interested in graduate studies (including career goals) and emphasize any research or leadership experience and analytical skills.
If you already have funding, state the amount, duration and source.
State why you are approaching this particular professor, and why your research interests and goals are a good match. Refer briefly to specific published articles by the professor that interest you.
Offer an opportunity for further discussion (teleconference, videoconference, or if you are in Montreal, an in-person interview).

Questions and issues to discuss with potential supervisors:

Capacity: Does the professor currently have graduate students? Not enough? Too many? Looking for more?
Expectations: Working hours, frequency of student-supervisor meetings, group meetings, reports, record keeping, contribution to general duties, assistance from and to other personnel/students, and meeting program milestones.
Expected attendance at journal clubs, seminars, etc, aside from official requirements of the Graduate Program.
Financial considerations: stipend, presentation/attendance at conferences.
Conventions on authorship (within the norms of the discipline and McGill’s Regulation on the Conduct of Research .
Review of written work : extent of supervisor’s involvement with student’s presentations, thesis preparation, time frame for return of comments, etc.
Supervisory style: keeping in mind the questions above.
Student Success : how many students have they supervised through to graduation? Have the students finished their program in good time? Have many of the students published? How have the students done in the job market?
Personality: trust your instincts as to whether you would be a good match.

Visit Campus

If at all possible, try to visit McGill and meet with your potential supervisor. Not only will this give you an opportunity to show them how excited you are to work together, but it will also allow you to get a sense of their personality. After identifying potential supervisors, call or email them to find out if they are taking on new students.

Away from McGill?

If you are unable to visit with your potential supervisor in person, you will need to rely on communication by phone, email or videoconference. Even if you are communicating at a distance, try to establish a personal connection. Show your potential supervisor why you are interested in working with them in particular.

Talk to current/former students

Talking to the current and former students of a potential supervisor is a good way to find out about their supervisory style, and will allow you to determine whether you work in a similar way.

If you are visiting McGill, consider meeting up with some students in person to discuss working with this supervisor.
If not, ask either the professor or the Graduate Program Coordinator/Secretary to provide you with email addresses or phone numbers.

Questions to ask current/former students

What has been their experience working with this supervisor? Is the supervisor readily available when questions or problems arise?
What is expected of them as graduate students working under this supervisor? Does the supervisor take a hands-on or laissez-faire approach to supervision?
What do they feel are this supervisor’s strengths in terms of graduate supervision?
What do they feel are their weaknesses in terms of graduate supervision?

Department and University Information

Graduate and postdoctoral studies.

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.

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
Annual Report & Metrics
Faculty Resources
Institutional Data
Chancellor Roles and Responsibilities
Dean Roles and Responsibilities
Department Administrator Roles and Responsibilities
Department Head/Chair Roles and Responsibilities
Principal Investigator Roles and Responsibilities
Vice Chancellor for Finance Roles and Responsibilities
Vice Chancellor for Research Roles and Responsibilities
Center for Applied Research Services Roles and Responsibilities
Committee on Research Integrity Roles and Responsibilities
Conflict of Interest Review Committee Roles and Responsibilities
Division of Comparative Medicine Roles and Responsibilities
Environmental Health and Safety Roles and Responsibilities
Export Control Roles and Responsibilities
HIPAA Roles and Responsibilities
Human Research Protection Office Roles and Responsibilities
Human Research QA/QI Roles and Responsibilities
Institutional Animal Care and Use Committee Roles and Responsibilities
Office of General Counsel Roles and Responsibilities
Office of Sponsored Research Services Roles and Responsibilities
Office of Technology Management Roles and Responsibilities
Sponsored Projects Accounting Roles and Responsibilities
University Compliance Office Roles and Responsibilities
Ongoing Projects

Research supervision: supervisory style, research-related tasks, importance and quality - part 1

Affiliation.

1 Centre for Women's, Family and Child Health, Faculty of Health Sciences, Vestfold University College, Tønsberg, Norway. [email protected]
PMID: 22380416
DOI: 10.1111/j.1365-2834.2011.01361.x

Aim: To examine postgraduate students' and academic nurse supervisors' views of research supervision by focusing on four major issues; supervisory style, research-related tasks as well as the importance and quality of research supervision.

Background: Research supervision is central to the higher education programme and of particular relevance for scientific development of nursing leadership in order to improve health care.

Methods: A descriptive-correlational design with descriptive and interferential statistics was used.

Results: Problem-solving, research preparation, communication and interaction appear to be key aspects of supervisory style. The research-related tasks of research supervision comprised monitoring the research process, providing encouragement and critical comments on drafts as well as fostering an academic role. The perception of the atmosphere of the session was good and the supervisors' feedback on the text was deemed well-prepared and constructive. Overall satisfaction with the quality of the academic leadership was high.

Conclusion: Research supervision is a mutual, interactive process aimed at improving the supervisor's ability to be sensitive to the students' competence and limitations.

Implications for nursing leadership: Academic leaders have a wide range of roles, research activities and serve as role models within their professions. Research supervision needs to be valued in order to promote closer and more collaborative research between clinical practice and academia.

Attitude of Health Personnel*
Education, Nursing, Graduate / organization & administration*
Faculty, Nursing / organization & administration*
Interprofessional Relations
Middle Aged
Nursing Administration Research
Nursing Evaluation Research
Nursing Methodology Research
Nursing Research / organization & administration*

Research Senior Supervisor

How to apply.

A cover letter is required for consideration for this position and should be attached as the first page of your resume. The cover letter should address your specific interest in the position and outline skills and experience that directly relate to this position.

A successful candidate will manage multifaceted research projects within Ob/Gyn onWHARD team. Project oversight includes personnel and project management to ensure successful completion of studies, supporting review and evaluation of results, and vaccine support initiatives, in addition to supporting with manuscript and abstract writing and presentation of results at national conferences.

Mission Statement

Michigan Medicine improves the health of patients, populations and communities through excellence in education, patient care, community service, research and technology development, and through leadership activities in Michigan, nationally and internationally. Our mission is guided by our Strategic Principles and has three critical components; patient care, education and research that together enhance our contribution to society.

Responsibilities*

Administrative Oversight

Responsible for administrative, management, operational and financial oversight for Dr. Erica Marsh's research portfolio.
Set operational objectives and plan and organize task/work, staff, and resources to ensure objectives are met successfully.
Work with the PI and pre/post award specialists to monitor budget.
Actively track budget and spending to ensure expenses are allocable, reasonable, and justifiable. Manage allocation to sub-awards and manage/track work output related to the sub-award projects.
Review monthly spending analysis and design and implement strategic solutions to budgetary issues. Strategize grant spending across multiple awards and ensure expenses are allocated appropriately.
Actively manage grant proposal needs for portions of submissions; strategize with Erica Marsh, MD, on grant proposal and budget development to ensure appropriate budget are allocated based on expected expenses.
Lead the completion of non-competing renewals.
Gather data for, write and disseminate data safety monitoring reports.
Authored/drafted multiple RPPRs and annual reports for submission.
Represent the PI as communications are required with study sponsors.
Actively represent PI at National Steering Committee and other stakeholder meetings
Oversee the management of studies with study coordinators; guide and mentor coordinators to manage small research projects, and portions of large research projects.
Actively direct and manage workflow
Act as a liaison between subjects, investigators, other departments, sponsors and community shareholders
Represent PI in her absence in stakeholder meetings; ensure all high level decisions are made after input/consultation and approval from PI and other stakeholders
Represent the PI and institutional interest in all third party audits of studies.
Work with sponsors and study staff to develop any necessary corrective action work plans as follow up to monitor findings.
Ensure study compliance with federal and institutional guidelines
Ensure strict adherence to federal and institutional guidelines and regulations governing research studies. Stay updated with any changes in policies or protocols, promptly implementing necessary adjustments within the study framework to maintain compliance.
Submit, monitor and track NIH-supported publications to PubMed Central in compliance with the NIH mandate.
Work with designated department staff, to track and assure that all relevant studies are registered and compliant with Clinicaltrials.gov mandate
Oversee/manage CT.gov and ASSIST submissions. Draft/author annual report sections for PI review. Ensure annual reports are submitted in a timely manner.
Oversee or manage IRB application depending on project, complexity, urgency, budget, billing calendars, and priority, etc.
Responsible for the oversight of all activities related to IRB (AEs, ORIOs, amendments, SCRs)
Oversee all submissions, and direct IRB application writeup for submissions where needed.
Develop and implement strategic staffing plans to align with research objectives, ensuring optimal utilization of existing staff and identifying gaps in resources.
Manage research staff recruitment, scheduling, performance, and work assignments.
Oversee new employee training and oversight of the day-to-day supervision of study team members.
Partner with project managers to coordinate and delegate work among research assistants and students.
Plan and organize work tasks and deliverable to ensure gaps in resources do not negatively impact required outcomes.
Organize and conduct employee training sessions, focusing on providing essential skills and knowledge required for project-related tasks.
Provide ongoing supervision to the study team, ensuring alignment with project goals and objectives.
Monitor staff performance through regular evaluations, implement improvement plans where necessary, and conduct periodic performance reviews to gauge progress.
Offer comprehensive management support to a large study team, facilitating effective communication, team collaboration, and task prioritization.
Foster a positive and productive work environment, encouraging innovation and dedication among team members. Adapted multiple staffing strategies as needed to address evolving research requirements and challenges.

Establish Operational Objectives and Assignments

Collaborate closely with the Principal Investigator (PI) to identify and actualize outreach opportunities, focusing on enhancing collaboration and expanding professional networks.
Actively engage in building relationships with relevant stakeholders, both within and outside the institution, to promote the research program's objectives.
Promote a culture of innovation by fostering new research and administrative ideas. Encourage a creative and forward-thinking environment within the team, stimulating ideation and exploration of novel approaches to research projects and administrative processes.
Strategically plan for growth and development of the research program, envisioning future milestones and setting clear objectives.
Conduct thorough analyses of current research initiatives, identifying areas for improvement and expansion. Develop comprehensive strategic plans that align with the program's long-term goals and objectives.
Exercise oversight in the recruitment process for all projects, actively participating and providing input in the development of study recruitment and retention plans.
Collaborate with project teams to enhance recruitment strategies, leveraging insights and best practices to attract diverse and qualified participants. Provide guidance and support to project managers and coordinators, ensuring recruitment efforts align with the program's overall objectives and timelines.

Required Qualifications*

Bachelor's degree or equivalent combination of education and experience are required.
At least five years of progressively responsible research experience is required
Must have at least 5 years of leadership experience including direct supervision.
Previous experience in Women's Health is required.
Must have demonstrated experience working with a wide variety of stakeholders.
Experience working in complex organizations is required.

Desired Qualifications*

Master's degree
10 or more years of research experience

Background Screening

Michigan Medicine conducts background screening and pre-employment drug testing on job candidates upon acceptance of a contingent job offer and may use a third party administrator to conduct background screenings. Background screenings are performed in compliance with the Fair Credit Report Act. Pre-employment drug testing applies to all selected candidates, including new or additional faculty and staff appointments, as well as transfers from other U-M campuses.

Application Deadline

Job openings are posted for a minimum of seven calendar days. The review and selection process may begin as early as the eighth day after posting. This opening may be removed from posting boards and filled anytime after the minimum posting period has ended.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.

Screen Rant

Shōgun vfx supervisor on accurate brutality, game of thrones comparisons & building 1600s japan.

Screen Rant interviews Shōgun VFX Supervisor Michael Cliett about his extensive work on bringing Sengoku-Era Japan to life with incredible accuracy.

Warning: SPOILERS for episodes 1-4 of Shogun.

Screen Rant interviews Shōgun VFX Supervisor Michael Cliett.
The show's realism required extensive research, post-production work, and attention to detail from the crew.
Viewers can expect shocking moments, an intense dedication to accuracy, and a unique perspective on feudal Japan in Shōgun.

Roughly 11 years after the project was first announced, Shōgun was released to critical acclaim and viewership records that instantly made it one of FX’s most successful endeavors to date. The second TV adaptation of James Clavell’s 1975 novel of the same name (there was another successful iteration in 1980) Shōgun sets itself apart by focusing heavily on the stories of Japanese characters like Lord Yoshii Toranaga (Hiroyuki Sanada) and Toda Mariko (Anna Sawai) in addition to the journey of Englishman John Blackthorne (Cosmo Jarvis).

Despite the realism of the depiction of Shōgun 's time period , the show wasn’t all shot in the country. Most filming took place in British Columbia, and an immense amount of work was done in post-production to create an environment that was as period-accurate as possible. That’s just the beginning—set extensions, arrows, armies, weather effects, and more fleshed out the world of Shōgun and, even more impressively, made the show often appear untouched by the hand of an effects artist. For this, viewers have VFX Supervisor Michael Cliett, among others, to thank.

Shogun’s Ochiba-no-kata Explained: Real Inspiration, Taiko History & Osaka Power

Screen Rant interviewed Michael Cliett about his work on Shōgun . Cliett passionately shared the crew’s intense dedication to historical accuracy, discussed the brutal episode 4 cannon scene, and more.

Michael Cliett Details Recreating Feudal Osaka & Edo

Two of Shōgun ’s key locations are the cities of Osaka and Edo, the latter of which eventually became Tokyo. The series has plenty of sprawling views of both cities, which, of course, look nothing like their modern-day counterparts. Cliett detailed the amount of work that went into recreating Osaka in 1600…

Michael Cliett: When we built Osaka, 99% of the city is built in visual effects, of course, but our art department—Helen Jarvis, our production designer, and the art department—built really accurate renditions of the merchant houses they had in 1600 Osaka. They built that little merchant district, so the first thing we did was we Lidar scanned all of that, and used those scans to then build various different structures. What we didn’t have was the samurai houses, which were these big lavish mansions, and all of the structures in Osaka castle, which is no longer standing. We didn’t have any of that, so we had to do so much research and talk to historians in Japan. We got various pieces of artwork from museums in Japan, and really figured out—through the help of the historians and advisors—what that all looked like. Especially the Tenshu, the main tower in the middle of the castle there. What it looked like in 1600 is much different than the reproduction that currently stands in Osaka.

…and also revealed how Google products were instrumental in accurately bringing Edo to life.

Michael Cliett: Edo was still under construction and being built in 1600, but the basic layout was there. We actually found maps of Edo dated back to the late 1500s//early 1600s—right around the time period of our story—and the walls of the castle, which is now the Imperial Palace, which still exists there, are very defined. We would line the old maps up with, like, Google Maps today, and we could see how everything would be arranged, and we populated the correct buildings and everything. We were able to see how far the water was from [the castle], because the water wasn’t really depicted on the old maps. We wanted to get all that right, so we got all that based on Google Maps and Google Earth. As far as the structures are concerned, even the style of construction—we did the scaffolding and the construction of Edo in episode 8—was accurate and period. Even the way the scaffolding was built around the buildings—that was a certain way that they did it in Japan in the 1600s, and that needed to be accurate.

On Shōgun’s 900-Page Research Bible, Attention To Realism & One Exception

Shōgun ’s characters had real-life inspirations , but the show as a whole went even further to accurately depict feudal Japan. This went beyond VFX to costuming, production design, and more. Outside of mentioning one creative choice that was not true to the era, Cliett details the extensive research and preparation taken to ensure Shōgun was as accurate as it appeared to be:

Michael Cliett: We did nine months of prep before we went to camera—before we shot our first shot. Over that time, in addition to scouting, we did tireless amounts of research. We brought on historians, advisors, and many experts in their various areas. Everything from how somebody walks to how they place their sword—every kind of gesture had meaning behind it. And that carried into the visual effects as we did a lot of digital crowds and digital doubles and armies. We had to really study how the armies would walk, and what the makeup would be of the given armies. We had a 900-page research bible that had every little detail that we could have imagined. We wanted the historians in Japan, the people who are experts on this, to look at this and say, “They got it right.” Other shows have tried and oftentimes don’t get it right. Certain things we couldn’t do. Technically, nobody wore shoes in 1600 Japan, but we couldn’t have our actors and extras walking around barefoot. We had to place shoes on everyone, but usually there wouldn’t be much in the way of shoes back then.

The Shocking Realism Of Episode 4’s Cannon Scene

One of the most shocking moments in Shōgun was the brutal surprise ending of episode 4, in which Nagakado turns cannons on Ishido’s men. The massacre is as surprising as it is devastating, and the VFX department did not shy away from the gore of the moment. Cliett shared a simple reason why, and discussed how the scene was made:

Screen Rant: Were you just going for as much realism as possible in bringing those scenes to life? Michael Cliett: Yeah, absolutely. In the cannon scene you mentioned, remember those guys are getting shot by chain shots, too. They’re not just cannonballs. They’re two cannonballs tethered together by a chain in the middle, which is a naval combat device. Ships fire those at each other to produce maximum damage to the hull of the ships. Refuge VFX did that scene. They’re in Portland, Oregon. We did, with them, multiple simulations of what would happen with an actual human body if you fired a chain shot at the speed of sound through them. Those simulations are real. That’s actually what would happen if they tore through someone. There’s a guy on a horse there—one of the guys on the horses gets ripped in half and falls off his horse. Lash, our stunt coordinator, actually had one of his guys on the back of a horse. They reared up the horse and he fell off, so we actually replaced that guy with a fully digital guy. We covered him up, we match moved a digital double to him, then we covered him up—whatever bits and pieces might have been showing through—and so the guy who got ripped in half was all CG. It's supposed to be a shocking moment. I think people knew something was going to happen, but not that.

Michael Cliett Shares His Thoughts On Shōgun’s Game Of Thrones Comparisons

Viewers and reviewers alike have compared Shōgun to HBO's Game of Thrones . Never mind the lack of White Walkers, Shōgun is both brutal and full of intrigue, as is the adaptation of George R. R. Martin’s book series. Cliett is honored, but he is quick to point out the uniqueness of Shōgun as well.

Michael Cliett: Well, we don’t have any dragons. But, honestly, I’m honored to be compared to the show. I was a huge Game of Thrones fan, so it’s a really great honor to compare with a show like that. That was just iconic television. However, I’m not sure that the show draws as many parallels with Game of Thrones as… I mean, yeah, there are a lot of parallels. It’s feudal Japan, there are a lot of different houses, [and] they’re jostling around trying to get the power. You’ve got Ishido, Lady Ochiba, all the regents, and then Toranaga. In that way, yeah, it kind of does. But I do think the show can stand on its own, too.

Which Shōgun Show Is Better? Michael Cliett Weighs In

The 1980 Shōgun series drew in a huge audience, especially because it aired a mere five years after Clavell’s novel was released. Cliett has a unique relationship to both iterations of the story, as he was living in Japan when his father first introduced him to Clavell’s world. The time he spent in Japan, and the fact that he was introduced to Shōgun at a young age, made the process of working on the FX series a special one:

Michael Cliett: I lived in Japan when I was younger. I spent maybe 18 months there when I was in third and fourth grade for my dad’s job. When I was there, it was the early ‘80s, and Shōgun—the original series—was still a big deal. My dad was a huge fan of the books, and one of the first things I remember watching with him, as a kid in Japan, was the original Shōgun series. That [time] is when I established my love of Japanese culture in general.

So, which does Cliett think is better?

Michael Cliett: [Laughs] I mean, I’m a little biased, right? In the 1980s version, the whole story was told through the eyes of Blackthorne and Mariko, his translator. There were no captions. Everything that was happening on the show was based on his interpretation of what was happening. It really focused on Richard Chamberlain, who played Blackthorne, [and] his character as being the central figure to that story. We don’t have that. Cosmo Jarvis’ Blackthorne is arguably a second character to Toranaga, and we have a lot of other main players. We really go into the Japanese perspective. We really examine all of their arcs. We really see things through their eyes. I think that’s important. I like the fact that we really went into the Japanese point of view much more on this show than the original series did. So, in a nutshell, I like this one. I like ours better.

About Shōgun

FX’s Shōgun, an original adaptation of James Clavell’s bestselling novel, is set in Japan in the year 1600 at the dawn of a century-defining civil war. Producer Hiroyuki Sanada stars as “Lord Yoshii Toranaga” who is fighting for his life as his enemies on the Council of Regents unite against him.

Check our our other Shōgun interviews here:

Hiroyuki Sanada & Cosmo Jarvis
Michaela Clavell
Justin Marks & Rachel Kondo
Cast & Crew on the Red Carpet
Tadanobu Asano for episode 8

New episodes of Shōgun air Tuesdays on FX.

Shogun is an FX original mini-series set in 17th Century Japan. Shogun follows John Blackthorne, who becomes a samurai warrior but is unknowingly a pawn in Yoshii Toranaga's plan to become Shogun. The series stars Cosmo Jarvis as John Blackthorne and Hiroyuki Sanada as Yoshii Toranaga, along with Anna Sawai, Tadanobu Asano, and Yûki Kedôin.

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What does a research supervisor do?
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.
Research and project supervision (all levels): an introduction
Typically, a supervisor acts as a guide, mentor, source of information and facilitator to the student as they progress through a research project. Every supervision will be unique. It will vary depending on the circumstances of the student, the research they plan to do, and the relationship between you and the student.
How to Find a Good Research Supervisor: 5 Qualities to Look For
1 Expertise and experience. One of the first things you should consider when looking for a research supervisor is their expertise and experience in your field of interest. You want a supervisor ...
What Makes a Good Research Supervisor?
For research supervisors, the role is assigned as part of a broader and more complex faculty role that may include teaching responsibilities, administrative committee assignments, research development, and the fundraising and writing tasks that can accompany that research. In that context, being a supervisor may not be perceived as such a ...
What is the Role of your Supervisor?
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 ...
Ten simple rules for choosing a PhD supervisor
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. Go to: Rule 1: Align research interests.
Roles and responsibilities of supervisors
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 ...
How to Find the Right Research Supervisor for Your Research
The roles and responsibilities of a research supervisor are to guide you through your research journey, and there are many ways they can help you do so. They can: offer valuable insights and provide advice on the most effective research methodologies to use. help you to develop necessary research skills such as, critical thinking, analysis, and ...
The Supervisor's Role in Developing your Research Skills
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 ...
How to approach supervisors for research opportunities
4. How to approach the first email. Think of the first email to the supervisor as a cover letter. The email should demonstrate why you are a suitable student for the chosen research, and why the supervisor should take you on as a research student. The following points should be considered prior to composing the email.
Research supervision
Research student supervision is a core academic responsibility, requiring expertise in both teaching and research. The relationship between a supervisor and a research student is a unique one with a range of responsibilities, including: Monitoring students' progress and ensuring that they are able to complete their doctorate in a timely manner.
The Good Supervision Guide for new and experienced research ...
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
Research Supervisor Job Description
Job Description. 4.5. 180 votes for Research Supervisor. Research supervisor provides supervisory oversight for study onboarding and management, directing the activities of the Clinical Research team including, Clinical Research Coordinator (s) , Clinical Research Assistant (s), Research Nurse (s), and Data Coordinator (s).
The Research Supervisor
The Research Supervisor. 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 ...
The PhD Journey
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.
(PDF) The role of a supervisor and the impact of supervisory change
The role of a supervisor and the impact of supervisory change during your PhD. The most influential aspect of a PhD is choosing a supervisor as this shapes your PhD experience, subject area and ...
PDF 7-A Supervisor'S Roles for Successful Thesis and Dissertation
The journey during the period of conducting research is mixed with various tasks. Five supportive roles. of a supervisor involving the supervision system are specific technical support, broader intellectual support, administrative support, management, and personal support brings about the output of the study. A supervisor's roles.
Roles and responsibilities in research administration
Trainee research roles and responsibilities. Postdocs and graduate students must: Seek and follow faculty guidance on scientific and other procedures (e.g., allowable uses of grant funds) Maintain knowledge of and compliance with University procedures and policies related to sponsored research. Disclose financial conflicts of interest to the PI.
Connecting with a Supervisor
Browse our Program Pages to identify the department in which your research of interest is taking place.; Develop a shortlist of potential supervisors from the Faculty members working in your area. In comparing them, try to identify who would be the ideal supervisor for you both in terms of research interests and teaching/learning style.
Clinical Research Coordinator Roles and Responsibilities
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 ...
What does a Research Coordinator do? Role & Responsibilities
Research coordinators must administer the trial while following competent clinical practice guidelines. They will study their subjects and ensure the clinical trial is successfully operated. They assist investigators in the screening and review of potential participants for their eligibility; they maintain report forms, charts, and documentation.
Research supervision: supervisory style, research-related tasks
Conclusion: Research supervision is a mutual, interactive process aimed at improving the supervisor's ability to be sensitive to the students' competence and limitations. Implications for nursing leadership: Academic leaders have a wide range of roles, research activities and serve as role models within their professions. Research supervision ...
Research Supervisor Definition
Research Supervisor means [NAME , TITLE] of JST who is responsible for coordinating and approving research plans proposed by the Principal Investigator. Research Supervisor means the Academic Staff appointed to guide an undergraduate, graduate, or post-doctoral student through research related to a thesis, dissertation, or other research project.
Research Senior Supervisor
Develop and implement strategic staffing plans to align with research objectives, ensuring optimal utilization of existing staff and identifying gaps in resources. Manage research staff recruitment, scheduling, performance, and work assignments. Oversee new employee training and oversight of the day-to-day supervision of study team members.
Shōgun VFX Supervisor On Accurate Brutality, Game Of Thrones
Shōgun 's characters had real-life inspirations, but the show as a whole went even further to accurately depict feudal Japan.This went beyond VFX to costuming, production design, and more. Outside of mentioning one creative choice that was not true to the era, Cliett details the extensive research and preparation taken to ensure Shōgun was as accurate as it appeared to be:

What does a research supervisor do?

Robert Crammond

Elsevier helps researchers and healthcare professionals advance science and improve health outcomes for the benefit of society.

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.css-1txxx8u{overflow:hidden;max-height:81px;text-indent:0px;} Emotions and learning: what role do emotions play in how and why students learn?

Set realistic goals

Communicate to gain context

Be the mentor, not a research robot

Manage workloads

Emphasise exposure and impact

Emotions and learning: what role do emotions play in how and why students learn?

What is the role of your supervisor?

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Learning & development

Safety and support

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

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The Supervisor’s Role in Developing your Research Skills

Why an Academic Supervisor is Essential in the Research Process?

Expertise and Guidance

Leveraging their Knowledge and Experience to Provide Guidance

Refining Research Objectives

Assisting in Refining Methodologies

Provide Advice on Data Collection, Analysis, and Interpretation

Data Collection

Data Analysis

Interpretation of Findings

Quality Assurance

Methodological Support

Feedback and Quality Assurance

Troubleshooting and Problem-Solving

Ethical Considerations

Professional Development

Is your research paper plagiarism-free?

Publication and Dissemination Support

Striking a Balance Between Autonomy and Guidance in the Research Process

Encourage Independent Thinking and Decision-Making

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How to approach supervisors for research opportunities

Katharine Whitehurst

1. Why contact a supervisor and how can I do it?

2. Planning

3. Is it okay to contact other potential supervisors?

4. How to approach the first email

5. Why haven't I got a reply?

6. The meeting

7. Selecting your supervisor

Conflicts of interest

Ethical approval

Author contribution

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

What good research supervision practice is

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

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

3. Think outside the (thesis) box

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