4.2 How to Deal with Supervisors

Best Practices for Building a Productive Supervisory Relationship

Introduction

The supervisory relationship is a cornerstone of successful doctoral study. Effective engagement with supervisors can enhance research quality, provide critical guidance, and support professional development. This article outlines strategies for fostering constructive and professional interactions with PhD supervisors.

Understanding the Supervisor’s Role

Supervisors serve as academic mentors, advisors, and facilitators of your research. They offer expertise, feedback, and support but expect students to take ownership of their project and demonstrate initiative (Pearson & Brew, 2002).

Strategies for Effective Supervisor Engagement

Establish Clear Communication

  • Early in your programme, discuss and agree upon preferred communication channels (email, meetings, video calls) and frequency (Phillips & Pugh, 2010).
  • Prepare meeting agendas and circulate them in advance to ensure focused discussions.

Set Mutual Expectations

  • Clarify responsibilities, goals, and deadlines collaboratively.
  • Understand your supervisor’s working style and feedback approach.
  • Agree on timelines for reviewing drafts and providing feedback.

Be Proactive and Organised

  • Take responsibility for scheduling meetings and providing updates.
  • Submit work for review punctually and respond constructively to feedback.
  • Document decisions and action points from meetings for reference.

Manage Conflicts Professionally

  • Address misunderstandings promptly and respectfully.
  • Seek advice from graduate coordinators or mediation services if difficulties persist.
  • Maintain professionalism and focus on solutions rather than emotions.

Build a Support Network

  • Identify additional mentors or peer supporters to complement supervisor guidance.
  • Participate in peer writing groups or departmental seminars for broader feedback.

Conclusion

Developing a positive supervisory relationship requires clear communication, mutual respect, and active engagement. By adopting professional and organised practices, doctoral candidates can maximise the benefits of supervisory support and enhance their research experience.

References

  • Pearson, M., & Brew, A. (2002). Research Training and Supervision Development. Studies in Higher Education, 27(2), 135–150. https://doi.org/10.1080/03075070120099391
  • Phillips, E. M., & Pugh, D. S. (2010). How to Get a PhD: A Handbook for Students and Their Supervisors (6th ed.). Maidenhead: Open University Press.
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