Training research supervisors: a full programme

The following table shows elements of training/ development/ support which could form a framework for an entire programme. The elements are presented roughly in the order in which they are likely to be needed, and - if required - they may be run in conjunction with a programme of professional accreditation.

(For professional accreditation by the UK-based Higher Education Academy the programme needs to map well onto The UK Professional Standards Framework for teaching and supporting learning in higher education, available as a download from the website of the Higher Education Academy. A one-to-one mapping is not required.)

For new supervisors,

a minimal self-contained induction programme in five parts

For more experienced supervisors,

options, on a one-off basis as required

Notes

To be prefaced by an 'Introduction to the programme', particularly where there is to be formal accreditation.

Recruiting and selecting students

Primarily through discussion groups, supported by resource material. Be prepared to handle discussion being very discipline specific (see 1 on the page of FAQs)

1. Preparing for supervision:

To include:

a. What the University and department expect of a supervisor - roles, responsibilities, administrative duties etc., from University and departmental handbooks / codes of practice, plus national frameworks - For further ideas and suggestions, see the next section.

b. What a supervisor should be able to expect of the institution and the student, from University and departmental handbooks / codes of practice, plus national frameworks.

c. Sources of advice and support - e.g. people (such as senior mentors and staff development officers) and print, web and other resources.

1½ hours to half a day, preferably before the supervisors start to supervise, run face-to-face using inputs, discussion and handouts. Reference material and any material generated in the session to be put onto the web, both for future reference and for supervisors who miss the session.

2. The first meeting with a student:

Implicit expectations within the supervisor-student relationship; interpersonal issues; negotiating ground rules (how and where supervisions to be scheduled; on what basis; planning; record keeping; time management) - For further suggestions and advice, see the next section.

1½ hours to half a day, either immediately or a few days after the previous session. Best before the new supervisor meets first student, run face-to-face using inputs, discussion and handouts. Reference material and any material generated in the session to be put onto the web, both for future reference and for supervisors who miss the session.

Providing core (group) training for research students:

To include the content of the training; its mode of delivery and assessment.

Primarily through discussion groups, supported by resource material.

As requested by the new supervisors, optional attendance and not part of any accreditation.

3. Monitoring student progress:

To include: methods of monitoring progress; practical issues for supervisor and student, frequency, purposes, structure of reports, writing style, assessment, etc)  - For further ideas and suggestions, see the next section.

1½ hours to half a day, ideally a few weeks into the programme, run face-to-face using inputs, discussion and handouts. Reference material and any material generated in the session to be put onto the web, both for future reference and for supervisors who miss the session.

Providing opportunities for students to make presentations:

To include: training students in presentation skills; departmental seminars; conference presentations; presentations to prospective students;

Primarily through discussion groups, supported by resource material.

Meeting needs of specific groups of students:

To include: part-time/full-time; mature; professional; international; distance, etc.

Primarily through discussion groups, supported by resource material.

Training research students in key transferable skills and PDP:

To include: the role of the University, the department and individual supervisors; what support available for students, where.

Primarily through discussion groups, supported by resource material.

Preparing students for field work off-campus (or other base)

Primarily through discussion groups, supported by resource material.

Preparing students for employment:

To include: the role of the University, the department and individual supervisors; what support is available for students and where.

Primarily through discussion groups, supported by resource material.

4. Supervising the production of the thesis:

To include helping students to write a thesis; number of drafts to be commented on; nature of comment - For further ideas and suggestions, see the next section.

1½ hours to half a day. Best run face-to-face using inputs, discussion and handouts. Reference material and any material generated in the session to be put onto the web, both for future reference and for supervisors who miss the session.

This topic and its timing are highly discipline specific. The session may best be resource-led and supported by discussion. Or there could be a generalised presentation with discipline-specific comment from the supervisors or management. Any material generated to be put onto the web, both for future reference and for supervisors who miss the session.

5. Preparing students for the examination:

To include: selection of examiners, mock examinations. - For further ideas and suggestions, see the next section.

Could be combined with Session 4 and along the same lines.

External examining

Primarily through discussion groups, supported by resource material.

(Subsets of the above topics and/or additional ones as required)