Teaching and Learning at Flinders

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Assessment Evaluation Curriculum Design Inclusive Teaching Research Education Teaching Methods Work Itegrated Learning (WIL)/Practicum

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Aspects of Supervision

• Resources
  The supervisor has the responsibility to arrange necessary resources, not the student.
• Access
  Organise regular access early. Even if the student is underfoot all day, it can help to set up a regular meeting for one hour each week, where progress is recorded informally by the supervisor.
• Control over research
  If you don't maintain some control over research directions and specifics, at least in the early stages, the student is likely to feel neglected. Independence will develop with time.
• Generic research skills
  Plan these with the student over the first year. Such skills may include:

  searching the literature recording and handling data writing up of reports and manuscripts preparing and delivering informal and formal talks applying for small grants working safely appreciating and complying with ethical standards meeting deadlines learning to collaborate and to be a good colleague focusing on the appropriate research ethos learning that money for research doesn't grow on trees participating in the academic life of the academic unit

• Pressure and Persuasion
  Apply gentle pressure when required, especially at the time of writing up.
• Problems
  Seek counsel the instant you believe there may be a problem, and ensure your efforts on behalf of the student are documented.
19-04-99 KA Williams

Towards a Successful Conclusion

The most challenging aspect of supervising a research project is actually concluding. The following strategies, as suggested by KA Williams might assist in making that collision a successful one.

• The research is OURS, which emphasises:
  • our collaboration
  • the duality of our stake-holding
  • continuing intellectual/moral/practical/financial support
• Working relationships are individual-specific, but issues include:
  • provisional of regular formal and informal contact
  • provision of "space"
  • expectations on both sides
• Supervisors do actually have to teach/provide:
  • multiple generic skills
  • immersion in the appropriate research culture
  • at least SOME enjoyment and occasional praise
  • how to THINK
• Maintaining a momentum and good heart: meetings
  • regular "official" meetings
  • think about involving another person
  • request the student to bring SOMETHING to each meeting in writing - even a list of woes and frustrations - date it and file it
  • make a list together of bite-sized, feasible goals to be accomplished by the next meeting
• Trouble writing up?
  • ask for bite-size chunks, with a deadline
  • anything is better than nothing
  • start organising the postdoctoral position
• Overseas students
  • encourage them to start writing early
  • work on helping them to establish a life here

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