Across universities and disciplines, many students seem to have been poorly briefed on how they to develop their research proposal and then find the right match.<\/span><\/p>\n Fuller (2015<\/span><\/span><\/span>) reported that 70\u201387% of full-time PhD candidates across 30 institutions in the UK completed in 7\u00a0years, but doctoral attrition rates are high in North America: an estimated 40% to 50% <\/a>of candidates never finish.\u00a0 This level of non completion alongside a rise in the number of students enrolling in PhDs.<\/p>\n creative commons photo by www.maxpixel.net<\/p>\n <\/p>\n They also express high levels of stress, perhaps because they are aware that being matched to the right supervisor will be key to the successful completion of their PhD and future careers. <\/span><\/p>\n One article on the nursing profession stated<\/span>\u00a0\u2018research has shown that effective supervision can significantly influence the quality of the PhD and its eventual success or failure. Consequently, many common problems experienced during a PhD often relate to difficulties in the supervisory process. PhD students and supervisors often have different expectations, needs and ways of thinking and working\u2019<\/span><\/i> (Gill and Burnard 2013). <\/span><\/p>\n \u2018A clear association has been shown between quality supervision in conveying the importance of taking responsibility for their future academic career by strengthening their track record, and the number of peer-reviewed publications produced\u2019.<\/span><\/i> (Scaffidi and \u00a0Berman 2011)<\/span><\/p>\n Postgraduate Research Experience Survey (PRES) has previously found students rate supervision as the single most important factor affecting their research experience and their ability to finish their PhDs on time. \u2018<\/span>According to Cowling\u2019s (2017) report, \u00a0supervision is most strongly related to happiness for postgraduage students\u2019 <\/span><\/i>(Slight, 2017).<\/span><\/p>\n The quality of the student-supervisor relationship during early academic career stages can be key. \u00a0Anecdotal evidence suggests suboptimal supervisory relationships can cause major stress. A supervisor\u2019s leadership style has been cities as one factor that can negatively impact on PhD students\u2019 mental health. \u00a0This can include failing to recognise stress, having different working styles to the student, and giving inappropriate or minimal feedback (Reeve and Partridge 2017).<\/span><\/p>\n A number of factors (varying across studies) have been found to influence PhD completion including funding, discipline, age, etc.\u00a0 It is important that universities support researchers who might be at higher risk of research isolation<\/a>.\u00a0 This includes those who don’t simply fit into\u00a0homogeneous groupings.<\/p>\n Litalien and Guay (2015) studied US PhD drop out rates and found several key factors including:<\/p>\n Finding ways to monitor and enhance the quality of the student\u2013advisor relationship could also help to prevent and overcome problematic interactions and progression.’\u00a0<\/em> (Litalien, 2015)<\/p>\n Current Guidance<\/b><\/p>\n Advice seems to vary from \u2018just email academics and speak to them about your ideas\u2019 to more detailed briefs provided to all students e.g <\/span>by the UCL<\/span><\/a> \u00a0and <\/span>University of Sussex.<\/span><\/a> \u00a0<\/span><\/p>\n What Are the Most Important Aspects of a Good Supervisor?<\/b><\/p>\n Rating systems of academics have been found to be a poor indication of the academic abilities. Ratings have been found to be highly influenced by <\/span>the discipline<\/span><\/a>, and the personal characteristics (including <\/span>gender, and ethnicity<\/span><\/a>) of the academic. <\/span><\/p>\n The normal \u2018metrics\u2019 of academia may also be less important in finding the right match than personal chemistry and a shared passion for a particular field or subject. <\/span><\/p>\n \u2018Scientists are made up of all types of people – thinkers, dreamers and practical workers – all of whom are important, but you need to find someone who thinks in the same way as you do\u2019 (<\/span><\/i>Susan Greenfield quoted by <\/span>Killeya, 2008)<\/span>.<\/span><\/p>\n Students will need to decide what is individually most important to them. \u00a0What might matter to one student, may be less important to another. But there are various articles and blogs on the Web that describe the sort of factors that may be important: <\/span><\/p>\n If possible, it is also advised that the student talk to the potential supervisors current PhD students and check out learning and communication styles.<\/span><\/p>\n By Nina Schuller<\/p>\n References<\/b><\/p>\n Brabazon, T (2013) ’10 truths a PhD supervisor will never tell you’. Times Higher Education<\/em>. 11 July. Available at <\/span>https:\/\/www.timeshighereducation.com\/features\/10-truths-a-phd-supervisor-will-never-tell-you\/2005513.article<\/span><\/a> \u00a0(Accessed on 2 March 2018)<\/span><\/p>\n Chamberlain, S (2016) ‘Ten types of PhD supervisor relationships \u2013 which is yours?’, The Conversation. <\/em>11 January. Available at <\/span>https:\/\/theconversation.com\/ten-types-of-phd-supervisor-relationships-which-is-yours-52967<\/span><\/a> (Accessed on 2 March 2018). <\/span><\/p>\n Chatelle, F (2017) 6 Things to look for in your ideal PhD supervisor. FindAPhD<\/em>. 28 June. Available from <\/span>https:\/\/www.findaphd.com\/advice\/blog\/2272\/6-things-to-look-for-in-your-ideal-phd-supervisor<\/span><\/a> (Accessed on the 2 March 2018).<\/span><\/p>\n Duke, D, C, and Denicolo, P, M (2017); \u2018What supervisors and universities can do to enhance doctoral student experience (and how they can help themselves)\u2019,<\/span> FEMS Microbiology Letters,<\/span><\/i> 364 (9), <\/span>https:\/\/doi.org\/10.1093\/femsle\/fnx090<\/span><\/a><\/p>\n Edinburgh Clinical Academic Track (no date) ‘Choosing a Supervisor’.<\/em>\u00a0 The University of Edinburgh<\/em>. Available at <\/span>https:\/\/www.ed.ac.uk\/medicine-vet-medicine\/research-support-development-commercialisation\/edinburgh-clinical-academic-track\/advice-and-faqs\/choosing-a-supervisor<\/span><\/a> \u00a0(Accessed on 2 March 2018).<\/span><\/p>\n Fuller,\u00a0M. (<\/span><\/span>2015)<\/span>. ‘Doctoral Education in the UK: Ideal Models and the Stark Reality<\/span>.’ Presentation at the Australian DDOGS Meeting<\/em>,\u00a0Sydney<\/span>, 19-20 April .\u00a0 Available at\u00a0https:\/\/www.researchgate.net\/publication\/275640304_Doctoral_education_in_the_UK_ideal_models_and_the_stark_reality\u00a0 (Accessed 10 April 2018)<\/p>\n Gill, P and Burnard, P (2013) ‘The student-supervisor relationship in the phD\/Doctoral process’. British Journal of Nursing<\/em>.\u00a017 (<\/span>10)<\/span>, pp\u00a0668-671.\u00a0\u00a0https:\/\/doi.org\/10.12968\/bjon.2008.17.10.29484<\/span><\/span><\/p>\n Killeya, M (2008) ‘The PhD journey: how to choose a good supervisor’. the New Scientist<\/em>.\u00a0 20 February. Available from\u00a0https:\/\/www.newscientist.com\/article\/mg19726442.500-the-phd-journey-how-to-choose-a-good-supervisor\/<\/span>\u00a0(Accessed on the 2 March 2018).<\/span><\/p>\n Litalien D (2015)\u00a0Improving’ PhD completion rates: where should we start?’ The Wiley Network<\/em>. 12 May.\u00a0 Available at\u00a0https:\/\/hub.wiley.com\/community\/exchanges\/discover\/blog\/2015\/05\/11\/improving-phd-completion-rates-where-should-we-start (Accessed 10 April 2018).<\/p>\n Litalien, D and Guay, F (2015)\u00a0 ‘Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources’ ,\u00a0Contemporary Educational Psychology,<\/em>\u00a0\u00a041, pp 218-231.\u00a0 https:\/\/doi.org\/10.1016\/j.cedpsych.2015.03.004<\/p>\n Lynch, S (2008) ‘Happy days: Why PhD students need a helping hand from their supervisors’. The Independent.<\/em>\u00a0 14 February. Available at <\/span>http:\/\/www.independent.co.uk\/news\/education\/higher\/happy-days-why-phd-students-need-a-helping-hand-from-their-supervisors-781842.html<\/span><\/a> (Accessed on the 2 March 2018)<\/span><\/p>\n Scaffidi, A, K., and \u00a0Berman, J, E (2011) ‘A positive postdoctoral experience is related to quality supervision and career mentoring, collaborations, networking and a nurturing research environment’,\u00a0 Higher Education<\/em>. <\/span>62: 685. <\/span>https:\/\/doi.org\/10.1007\/s10734-011-9407-1<\/span><\/a><\/p>\n Slight, C (2017) ‘Postgraduate Research Experience Survey Report 2017’.\u00a0 Higher Education Academy<\/em>.\u00a0 Available at <\/span>https:\/\/www.heacademy.ac.uk\/knowledge-hub\/postgraduate-research-experience-survey-report-2017<\/span><\/a> (Accessed 2 March 2018)<\/span><\/p>\n <\/p>\n <\/p>\n![\"\"](\"http:\/\/generic.wordpress.soton.ac.uk\/meetingofminds\/wp-content\/uploads\/sites\/266\/2018\/03\/MaxPixel.freegreatpicture.com-Lecture-Classroom-Education-Student-University-385357.jpg\"){kind=tracking}
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