Supervising International Research Students

2. Supervising International Research Students Professor John Taylor John.Taylor@liverpool.ac.uk

3. Context • Rapid expansion in doctoral student numbers • Increasing diversity – by subject area, by institution, by form of delivery • Increasing competition • Focus on quality • Changing student expectations • Emphasis on impact

4. Some theory • Gatfield (2005) – two key criteria: • Level of support provided – close involvement or more distant • Structure – weak controls or highly regulated • Institutions are becoming more regulated in their approach

5. Some theory: Gatfield (2005)

6. Some more theory • In 2007, Lee, Dennis and Campbell found that the following characteristics were most valued by students (in order of importance): • Mentor for life career development and long-term interest • Enthusiasm (for the subject), for the student’s project and the student • Sensitivity to personal and professional needs and circumstances • Appreciating individual differences • Respect • Unselfishness; “lack of intellectual jealousy” • Supports others outside their own sphere of responsibility • Teaching and communication skills

7. What does the QAA say? • The QAA provides the UK Quality Code for Higher Education (2012) which aims to provide a definitive reference point for UK higher education providers. This code sets out a range of expectations as far as supervision is concerned that apply across doctoral programmes of all kinds: • “The research student – supervisor relationship is of paramount importance in all research degrees. Higher education providers therefore establish systematic and clear supervision arrangements. These include providing research students with: • Opportunities for access to regular and appropriate supervisory support • Encouragement to interact with other researchers • Advice from one or more independent sources, internal or external • Arrangements that protect the research student in the event of the loss of a supervisor” • (p17)

8. The QAA view • The responsibilities of supervisors may be set out in guidance issued by the institution or by any sponsor(s). They may include: • Introducing the research student to the department (or equivalent), its facilities and procedures, and to other research students and relevant staff • Providing satisfactory and accurate guidance and advice • Monitoring the progress of the research student’s research programme • Establishing and maintaining regular contact with the research student (guided by the higher education provider’s stated regulations and guidance) • Being accessible to the research student to give advice (by whatever means is most suitable given the research student’s location and mode of study) • Contributing to the assessment of the research student’s development needs • Providing timely, constructive and effective feedback on the research student’s work and overall progress with the programme

9. The QAA view • Ensuring that the research student is aware of the need to exercise probity and conduct his or her research according to ethical principles, including intellectual property rights, and of the implications of research misconduct • Ensuring that the research student is aware of sources of advice, including careers guidance • Helping research students understand health and safety responsibilities • Providing effective pastoral support and/or referring the research student to other sources of such support, including student advisers, graduate school staff and others within the research student’s academic community • Helping the research student to interact with others working in the field of research, for example encouraging the research student to attend relevant conferences and supporting him/her in seeking funding for such events • Where appropriate giving encouragement and guidance to the research student on the submission of conference papers and articles to refereed journals • Maintaining the necessary supervisory expertise, including the appropriate skills, to perform all of the role satisfactorily, supported by relevant continuing professional development opportunities

10. What does Glasgow expect? • . Considerations for selecting supervisors may include: • 5.2.1. Primary supervisors are normally required to have an equivalent or higher level of qualification than the qualification being undertaken by the supervised student. Supervision by individuals without the required level of qualification is subject to ratification by the Graduate School Board.5.2.2. Supervisors will normally be a member of the academic staff of the University or Affiliates of the University. 5.2.3. Other individuals, such as honorary or Affiliate members of staff, may act as supervisors subject to ratification by the Graduate School Board. These individuals are only permitted to supervise higher degree students in the capacity of a secondary supervisor. Exceptions may be considered by the Graduate School Board on a case by case basis. They must have the requisite qualifications and the ratification of the Graduate School Board.

11. Glasgow guidelines • 5.2.3. Other individuals, such as honorary or Affiliate members of staff, may act as supervisors subject to ratification by the Graduate School Board. These individuals are only permitted to supervise higher degree students in the capacity of a secondary supervisor. Exceptions may be considered by the Graduate School Board on a case by case basis. They must have the requisite qualifications and the ratification of the Graduate School Board. 5.2.4. Where the nominated primary supervisor is a probationary lecturer or a member of staff supervising a student for the first time, the secondary supervisor shall normally be an experienced member of the academic staff of the University and will have joint responsibilities5.2.5. At least one member of the supervisory team will be currently engaged in research in the relevant discipline(s). 5.2.6. Supervisory and other workloads: Workloads are set and agreed at either School, Graduate School or College level as appropriate, with consideration given to the maximum number of students it is appropriate for staff to supervise in particular disciplines.

12. Glasgow guidelines • Responsibilities of the supervisory team • 5.6. The roles and responsibilities of the members of the supervisory team may vary across the Graduate Schools; however each Graduate School will ensure that supervisory teams assume the following responsibilities and that these are made clear to the student and to the members of the supervisory team: • 5.6.1. acquiring and maintaining the necessary supervisory expertise, including periodic attendance at supervisor development sessions as required;5.6.2. giving guidance about the nature of research and the standard expected, the planning of the research programme, appropriate literature and sources, attendance at taught classes and seminar programmes, requisite techniques (including arranging for instruction where necessary) and the ethos of research;

13. Glasgow guidelines • 5.6.3. being available to the student if they need advice; 5.6.4. requesting written work as appropriate, and returning such work with constructive criticism and in reasonable time; 5.6.5. giving advice on the necessary completion dates of successive stages of the work so that the whole may be submitted within the scheduled time; 5.6.6. ensuring that the student is made aware of any inadequacy of progress or of standards of work below that generally expected as soon as the issue arises;5.6.7. ensuring a written record of all meetings where concerns with the nature of supervision, or the student’s progress or behaviour are discussed is kept and ensuring that both the student and supervisor agree this record;

14. Glasgow guidelines • 5.6.8. participating in the annual progress review process; 5.6.9. helping the student to interact with others working in the field of research, for example, encouraging the student to attend relevant conferences, supporting him/her in seeking funding for such events; and, where appropriate, to submit conference papers and articles to refereed journals; 5.6.10. ensuring that the student undertakes appropriate subject-specific and generic training, by making training opportunities known to the student, and by giving advice on how to devise a Personal Development Plan (Note: this advice may be given by the Graduate School rather than the supervisory team – students should check local arrangements with their Graduate School); 5.6.11. supporting the student in his/her training, including incorporating time for research and generic training and the reconciliation of new skills and knowledge into the student’s research study plan; 5.6.12. in the case of students whose first language is not English, advising on the availability of advanced language training, and supporting the student in his/her language training;

15. Glasgow guidelines • 5.6.13. ensuring that the student is aware of the University’s regulations and policies on research degrees; research misconduct including plagiarism; complaints; appeals; discipline; relevant College ethics policies; health and safety regulations; the University’s research policies; IP and Commercialisation policy; research student handbook; sources of funding and other relevant information for a research degree programme; 5.6.14. arranging appropriate opportunities for the student to practise communication skills, for example seminar presentations; 5.6.15. ensuring that the student is aware of institutional-level sources of advice, including careers guidance, health and safety legislation and equal opportunities policy;

16. Glasgow guidelines • 5.6.16. providing pastoral support and/or referring the student to other sources of such support, including student advisers (or equivalent), Graduate School staff and others within the student's academic community; 5.6.17. ensuring undocumented absences are reported in accordance with the University’s Attendance Monitoring Policy and/or to the Graduate Schools in order to comply with any attendance monitoring for students on Tier 4 visas (as required locally).

17. Working with international students • Is there anything special about supervising international students? • Do the guidelines apply equally to all students? • Do international students have any special needs? • Do international students have any particular expectations? • Do the expectations vary depending on previous experience (eg a first degree in a UK university)?

18. Case Study 1 • Safah began her PhD about nine months ago. You are the primary/first supervisor; the second supervisor is currently away on study leave. • She arrived with a first degree from a university in Pakistan. Privately, you had some doubts about supervising her. Not really your subject area. Not sure she had the right background. Not sure about her English ability. But your Head of Department thought it would be good for you and for the Department. • After nine months her progress has been slow. She comes to see you, very upset. She tells you about a range of family issues – her young son is unwell, they have been given notice to leave their flat, her mother-in-law does not approve of her studying. She wants your help. • What do you do?

19. Case Study 2 • Li Peng is in his fourth year. It has not been an easy time. You like him personally, but you have had to work very hard to help him, in the project design, in facilitating much of the data collection and in the analysis. Your co-supervisor says that you have done too much for him. You think that the end is in sight! • He brings you the first three draft chapters of his thesis. Many of the ideas are good (and reflect your input), but the presentation is weak and the English is awful. He is running out of time; you are running out of patience. • What do you do?

20. Case Study 3 • Joanna is an international student from Germany. She has previously studied at Harvard, her husband is a very distinguished scholar and she works as the head of an organisation representing universities in Germany. You have no doubts about her ability. However, she sees no need for any skills development. She resists showing you any work (“I know what I am talking about”). You talk to your Head of Department, but he says not to worry (he knows Joanna’s husband). • She shows you the draft thesis. You are very concerned and set out all sorts of problems to be addressed, but she insists on submitting. A few days before the examination is due, the external examiner rings you up and says that she is going to fail. • What do you do?

21. Some particular issues for international research students • What is the role of the supervisor in tackling the following issues? • Loneliness/isolation – distance from home • Language difficulties • Different styles of learning • Plagiarism/academic integrity • Student finances • Visa problems • Family difficulties

22. A crucial question • Where do we draw a line between the role of the supervisor and the work of student services? • Does this differ for international students?

23. Criticality – a key problem • The Western approach to education is one which requires an individual to be critical – to question texts and ideas, to challenge other people, to construct arguments, to have an opinion. For international students from a non-Western background critique may be an unfamiliar concept, something for which they are not well-equipped and, consequently, something which can be difficult for them to adjust to. • Critique may contradict the values emphasised in their previous education experience. To disobey or contradict what a teacher or supervisor recommends could be considered impolite and to subject the work of well-known and established academics to critical scrutiny could be considered disrespectful. • Critique may violate codes of language and social conduct. In some cultures ‘saving face’ and maintaining political and racial harmony is extremely important and hence any criticism of ideas has to be offered in a roundabout, indirect way rather than the more direct, up front approach advocated in Western education.

24. Criticality • Critique may be a politically or academically dangerous thing to undertake. Some international students come from a home culture or situation where taking a critical stance, even when abroad, is risky and might impact upon their academic reputation or have political repercussions. • Critique may not take place in their first language. International students may readily be able to critique in their first language but doing so in English may be the problem. When writing or discussing in English they may lack sufficient ability to express themselves or to structure their words with an order that is appropriate to the English language and, therefore, conveys the meaning they want to get across and enables listeners and readers to understand what they are saying. • Supervisors and tutors may have well-defined views of what constitutes good writing e.g. critical analysis, evaluation, synthesis, but are unable to explain exactly what is meant by these terms. • (Oxford Learning Institute)

25. Peer support • Research shows the importance of peer support. • Co-national peers, that is those from their own country, are particularly important for emotional support. Being able to talk with someone who has a shared culture and language is critical when one is going through a stressful emotional period. • Multi-national peers can provide important social opportunities, as there is a shared 'sojourner' experience which can often help with coming to terms with one's new environment. Doctoral students often report that it is easier to speak and understand English with other international students than with domestic students. • Host-national peers are important in assisting international students to understand how to negotiate their new academic environment and, in particular, ways of relating with supervisors and other staff involved in working with them on their research. It is through relationships with domestic peers that international students can learn the 'tricks of the academic trade.'

26. What do international students want? Some evidence from Oxford

27. Oxford continued

28. Some final thoughts • Importance of “soft” skills – showing an interest; • If a student has some problems, don’t just pass them on to somebody else • The University’s guidelines are a minimum expectation

36. Background • Increase in doctoral study; more complexity; more diversity • Growth in professional doctorates • Increasing levels of quality regulation • Changing student expectations

37. Research project • Underlying question – are there differences in the form of supervision required between a PhD and a professional doctorate? • Some personal experiences – PhD/EdD/DBA • 5 professional doctorates, 5 different universities • Interviews (5-7 in each case, students, programme directors, supervisors)

38. Some theory: Gatfield (2005)

39. Some more theory • In 2007, Lee, Dennis and Campbell found that the following characteristics were most valued by students (in order of importance): • Mentor for life career development and long-term interest • Enthusiasm (for the subject), for the student’s project and the student • Sensitivity to personal and professional needs and circumstances • Appreciating individual differences • Respect • Unselfishness; “lack of intellectual jealousy” • Supports others outside their own sphere of responsibility • Teaching and communication skills

40. The approach of the QAA • In 2011, the Quality Assurance Agency in the UK issued its guidance on “Doctoral degree characteristics” (QAA, 2011). Here the emphasis is on consistency across the range of doctoral programmes. The QAA sets out a series of doctoral qualification descriptors, as follows: • “The creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline and merit publication • A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice • The general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems • A detailed understanding of applicable techniques for research and advanced academic enquiry

41. Some background on English higher education • 128 universities “public” universities • 2 “private” universities, but likely to increase • Title of “university” is granted by the Privy Council on the recommendation of the Quality Assurance Agency. Previously included research base; previously had to have a minimum of 4000 students. Now 1000 students. • Strong traditions of autonomy • Very diverse “system” • Universities operate in a very independent way – employ staff, own property, can borrow money

42. The QAA (continued) • The QAA also provides the UK Quality Code for Higher Education (2012) which aims to provide a definitive reference point for UK higher education providers. This code sets out a range of expectations as far as supervision is concerned that apply across doctoral programmes of all kinds: • “The research student – supervisor relationship is of paramount importance in all research degrees. Higher education providers therefore establish systematic and clear supervision arrangements. These include providing research students with: • Opportunities for access to regular and appropriate supervisory support • Encouragement to interact with other researchers • Advice from one or more independent sources, internal or external • Arrangements that protect the research student in the event of the loss of a supervisor” • (p17)

43. The view of the QAA • The responsibilities of supervisors may be set out in guidance issued by the institution or by any sponsor(s). They may include: • Introducing the research student to the department (or equivalent), its facilities and procedures, and to other research students and relevant staff • Providing satisfactory and accurate guidance and advice • Monitoring the progress of the research student’s research programme • Establishing and maintaining regular contact with the research student (guided by the higher education provider’s stated regulations and guidance) • Being accessible to the research student to give advice (by whatever means is most suitable given the research student’s location and mode of study) • Contributing to the assessment of the research student’s development needs • Providing timely, constructive and effective feedback on the research student’s work and overall progress with the programme

44. Ensuring that the research student is aware of the need to exercise probity and conduct his or her research according to ethical principles, including intellectual property rights, and of the implications of research misconduct • Ensuring that the research student is aware of sources of advice, including careers guidance • Helping research students understand health and safety responsibilities • Providing effective pastoral support and/or referring the research student to other sources of such support, including student advisers, graduate school staff and others within the research student’s academic community • Helping the research student to interact with others working in the field of research, for example encouraging the research student to attend relevant conferences and supporting him/her in seeking funding for such events • Where appropriate giving encouragement and guidance to the research student on the submission of conference papers and articles to refereed journals • Maintaining the necessary supervisory expertise, including the appropriate skills, to perform all of the role satisfactorily, supported by relevant continuing professional development opportunities

45. Funding • Traditionally a block grant for teaching and research. • 1986 – teaching and research separately identified • But, major changes in recent years • 2012 – shift in funding of teaching to fees • Research funding – increasingly selective between institutions – Research Assessment Exercise/ Research Excellence Framework • Other sources of funding – research, philanthropy • Strategic importance of funding

46. An alternative view • Harden, Carr and Lhussier (2014) write that: • “In the context of a professional doctorate, the research undertaken often takes the shape of practice development project. In this, the dialogical relationship between a particular practice development project and the cultural, social, educational and political aspects of the environment needs to be made explicit. We therefore suggest the supervisory craft required to support a professional doctorate candidate may be very different to that required for a PhD candidate. Professional doctorate students, like PhD students, are required to make an explicit contribution to knowledge. Their emphasis, however, needs to be in processing knowledge that is theoretically sound and original and of relevance to their practice area” (p1)

47. Government • Responsibility for higher education rests with the Department for Business, Innovation and Skills – not with the Department for Education (BIS) • Higher education has a very high political profile, especially around the issue of fees • Government used to set overall student numbers, implemented through the Higher Education Funding Council for England (HEFCE), but now the caps on recruitment have been lifted • Government sets overall shape of higher education, but does not plan or control in detail – universities have a high level of freedom within which to act and determine their own priorities

48. What is a “system”? • Definitions of a “system”: • “A set of things working together as parts of a mechanism or an interconnecting network; a complex whole” • Or • “A set of principles or procedures according to which something is done; an organised scheme or method” • Is English higher education “a system”? • Possibly, but only in the loosest sense • Is English higher education part of a wider education system? • Again, possibly, but in an even more loose sense

49. Some views (1) • “I supervise both PhD and DBA students. I treat them in the same way and expect the same from both. We often meet as a group and you can’t tell them apart. It is all about enthusiasm; showing you are interested in their research, helping whenever possible and being there whenever they need you. I tell all my DBA students to aim to produce papers for top conferences and journals, not just the PhDs. Ok, their research might be more applied, but I supervise all my research students in the same way.” • UK University, DBA supervisor B2

50. Some views (2) • “For me, a professional doctorate must be based in the profession, in the workplace that is what it is all about. I am not interested in papers for publication in academic journals that nobody reads; I want students to do research that is important for business, for their employer. I like them to have two supervisors, one from the University, one from the company; both equal. That way the research is relevant to the business.” • UK University, DBA Programme Director, A1