Guide for Research for Postgraduate Theses, Dissertations and ...

APPENDIX AA GUIDE TOENHANCING A SUCCESSFUL SUPERVISOR-STUDENT RELATIONSHIPINTRODUCTIONThe role of a supervisor is to assist their student to devise and complete anindependent research program within the allotted time by providing appropriatedirection, guidance, feedback and support. For this to occur, the supervisor must befamiliar with the practice of research supervision and know what helps and whatdoes not help different sorts of students at different times in the research program.Supervisors must be familiar with the area in which the student works and with theways of researching and writing within that area.Whilst the supervisor’s role can be seen as primarily a teaching one, it is important toappreciate that the student is ultimately responsible for the work produced. Thesupervisor will give advice on the theoretical basis of the project, suggestappropriate reading, provide guidance on research methods and methodology, andgenerally assist with planning and preparing the research output. The supervisoralso has a key role in introducing the student to scholarly networks and encouragingstudents to participate in the activities of the research community outside of theactual preparation for the thesis. The supervisor should be alert to any difficulties,professional or personal, that the student encounters and where they are unable tohelp, offer advice on where assistance can be obtained.The responsibility for meeting the expected standard of work lies with the student.The supervisor acts as a guide, offering advice, encouragement and criticism, and itis up to the student to incorporate this advice into the development of a finalproduct that meets the standard expected by the examiners. For a successfulsupervisory relationship to occur, both sides of the supervisor-student relationshipneed to be aware of each other’s expectations.AREAS FOR DISCUSSION BETWEEN THE SUPERVISOR AND STUDENTThe following areas of discussion should help to clarify the supervisor and thestudent’s expectations of the supervisory arrangement. If there is more than onesupervisor it may be appropriate to involve co-supervisors in the initial discussions.If this is not practical, the principal supervisor should ensure that the expectationsare communicated to the co-supervisors. Discussing supervisory issues at the outsethelps to lay foundations for a good working relationship, but it may also benecessary for aspects of the supervisory relationship to be renegotiated as thestudent progresses.The overriding question at the back of both the supervisor and the student’s mindsduring these initial discussions will be “Can I work with this person?” Differentviewpoints and methods of interaction and work styles may become apparent25