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The Role of a Research Supervisor

Understand the complex student-supervisor relationship and the key roles a supervisor plays in guiding, educating, motivating, and evaluating a research project. Learn how to effectively communicate expectations and set ground rules for a smooth collaboration.

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The Role of a Research Supervisor

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  1. CHAPTER 3 The Role of the Supervisor

  2. “In dealing with “disagreements” between yourself and your supervisor(s), it is important to remember that it is your research”

  3. A Research supervisor • The student-supervisor relationship is complex. • Your supervisor guides your research, while at the same time frequently having an intellectual investment in the work. • Ensuring that you understand your supervisors role and expectations and they understand yours, will make the process run more smoothly.

  4. What Is the Role of a Supervisor? • Information Source • Sounding Board • Educator • Motivator • Evaluator

  5. Supervisors as an Information Resource • Supervisors should be able to tell you where you can find information you need. • Your supervisor will not be the only source of information and others will include the librarian, other lecturers, course coordinator, fellow students and yourself. • You need to evolve into an independent researcher.

  6. Supervisors as a Sounding Board • As your project progresses your supervisor travels with you on your learning journey. • You can discuss/test ideas with them to see if they make sense. • They can then assist you in focusing/advancing your thinking.

  7. Supervisors as a Educator • Supervisor will assist in you learning how to do research, understand theory and possibly even understand methods of analysing your data. • You need to actively engage with your supervisor for them to assist you. • Supervisor should NOT be expected to do the work for you.

  8. Supervisors as a Motivator • You supervisor should seek to keep you advancing your ideas and keep you on track. • Giving students criticism, while at the same time as being positive can be a difficult tasks. • Supervisors only want to assist you in advancing your thesis/report and making it as strong as possible.

  9. Supervisors as an Evaluator • Assesses outcomes

  10. Types of Supervisors • Topic expertise- does your supervisor have detailed knowledge (or interest) about your area of study? • Methodology expertise- do they have detailed knowledge about an analytical technique you plan to use. • Process expertise- do they have an approach to honours that has provided good past results. • Motivational expertise- do they have the ability to keep you motivated and on track (do they get excited about your research).

  11. Other Supervisor Issues Industry Supervisors- have expertise about the issue and organisation, but sometimes don’t understand requirements of a university subject or deadlines associated with your assignment (i.e. They sometimes want the answers yesterday). Multiple supervisors – has the benefit of drawing on different types of expertise, but assumes that they agree on the direction of your project.

  12. Ground Rules and Expectations • It is important that you complete the Supervisor agreement. • Set out both your expectations and those of your supervisor. For example: • How often will you meet • How long will it take to get feedback • Discuss/explain why you are doing a thesis and what you want to get out of it.

  13. Project Checklist • Do you have a supervisor for this project? • What are the roles that you would like your supervisor to fulfill? • In what area is your supervisor an expert? • What areas do you feel there could be gap in expertise? How will you fill this gap? • Write a list of ground rules to help formalize the supervisor-student relationship.

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