PhD Supervision: what skills are required?

E J WoodSchool of Biochemistry & MicrobiologyUniversity of LeedsLeeds, LS2 9JT, UK

e.j.wood@leeds.ac.uk

What do universities do?

Universities:

• Create knowledge• Store knowledge• Disseminate knowledge

What do universities do?

Universities:

• Create knowledge = research• Store knowledge = libraries,

databases• Disseminate knowledge = teach

Kurt VonnegutDied 2007

“New knowledge is the most valuable

commodity on earth. The more truth we have to work with,

the richer we become.”

Breakfast of Champions

What is research?

Research is creating new knowledge

What is the PhD for . . .?

• Educate and train the future researchers = our replacements?

• Contribute to the intellectual and scientific development of the subject discipline?

• Get our research done (as cheaply as possible)?

• Other reasons . . . ?

PhD Supervision: what skills are required?

The role of: - the supervisor, - co-supervisor? - the supervisory committee

PhD Supervision: what skills are required?

E J WoodSchool of Biochemistry & MicrobiologyUniversity of LeedsLeeds, LS2 9JT, UK

e.j.wood@leeds.ac.uk

What qualities and skills can be expected in a PhD

graduate? • A competent, reliable and self-

directed researcher• Ability to pursue a research problem

to a meaningful conclusion• An understanding of the process of

research - plus integrity• Good theoretical understanding as

well as practical skills

Nomenclature

• One person clearly responsible for supervising the student (= ‘supervisor’)

• One additional person who help in the process of supervision (= co-supervisor?)

• Supervisory committee

Institutional rules • Institutional rules clear to all – is there a

guidebook?• What are the criteria for achieving the award?• How is progress monitored?• Record of outcomes: pass/referral/fail• Institution records submission and completion

times• Institution has procedures for dealing with

misconduct and plagiarism• Institution has procedures for complaints and

appeals

The research environment

• Physical – Department suitably equipped, funding for consumables, IT provision

• Human – provision of appropriate supervisory arrangements

• Mental – contact with others in the field for the exchange of ideas

• Educational – contact with others to keep up to date and learn new techniques

What is the role of the supervisor?

• Usually one main point of contact (“principal supervisor”)

• This person should have on-going research and have contributed to the peer-reviewed literature

• A partner but not an equal – and an advisor

• Open and honest relationship

What is the role of the supervisor?

• Both supervisor and student need to understand the rules

(“Contract” = responsibilities of the student, and responsibilities of the supervisor).

• If there are difficulties – there should be a clear and explicit route for their resolution

Responsibilities of the candidate

• Observe institutional rules• Safe handling and care of equipment• Professional and ethical relationships• Participation and contribution to the

scientific community• Attendance at prescribed courses• Recording and safekeeping of data

The role of the research supervisor?

• Guidance and advice• Monitoring progress of research• Regular contact and accessibility• Input to student’s developmental needs• Giving feedback on student’s work• Ensuring ethical conduct, etc• Advising on safety, equal opps., careers• Encouraging interaction with others in the

field (journal clubs, conferences, publications)• Maintaining own skills so as to perform the

role of supervisor satisfactorily

The role of the research supervisor?

Individual students have diverse needs — support required may be different for different students.

Early on different support will be needed than later on in the process.

Need to have an awareness of the range of support available and how the student can access it.

Should be aware of rules, procedures for dealing with extensions and suspension.

Frequency of contact

Research skills required by the candidate

• Recognise appropriate problems• Formulate and test hypotheses• Knowledge of recent advances• Critical appraisal of data• Understanding of methodologies and

techniques• Ability to document, summarise,

reflect

What is the role of formal courses?

• Compulsory, flexible?• Transferable skills:

•Presentations (oral, prepare posters)•Writing skills (e.g. for publication)•Information technology, data storage•Ethics and IPR*•Continuing self-education

*Intellectual property rights

Time-scale for meetings with supervisor?

• Formal meeting once a week, to ensure ongoing contact and support

• Frequent informal meetings – supervisor available?

• Weekly “journal club” or similar activity • Monthly formal meeting: short, agreed report

written and filed:- progress to date/during the last month- difficulties and problems- plans for the next month or so

What is the role of academics other than the supervisor?

“Co-supervisor” = an academic other than the supervisor, some knowledge of the research area (a “shoulder to cry on”)

“Supervisory Committee” = supervisor + faculty member from same dept + one other to formally assess progress.

Meet every 6 months?

What is the role of academics from the dept other than the

supervisor?

• Involved in giving courses• Formation and revision of the PhD

programme• Involved in seminars• Involved in research projects• Deal with serious problems in the

department

Time-scale of assessment by supervisory committee? • Brief written report and oral defence

every six months• ‘Serious’ report at the end of the first

year (“continue with PhD or not”)?• Second year – prepare poster• Third or fourth year – give talk to

department• Rules set by Institute/Department

Feedback

Institutions should operate constructive feedback procedures — it should ask:

• Current students and recent graduates• Supervisors, examiners• Research administrators• External stakeholders – sponsors,

employers, collaborating bodies, external examiners, alumni

Learning Outcomes (1)

• To discover, interpret and communicate knowledge through original research and/or scholarship of publishable quality which would satisfy peer review.

• To present and defend research results which extend the forefront of a subject discipline area.

Learning outcomes (2)

• To demonstrate systematic and extensive knowledge of the subject area and expertise in generic and subject/professional skills.

• To take a pro-active and self-reflective role in working and to develop professional relationships with others.

Learning outcomes (3)

• To independently and pro-actively formulate ideas and hypotheses and to design, develop, implement and execute plans by which to evaluate these.

• To critically and creatively evaluate current issues, research and advanced scholarship in the discipline.