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Are students supposed to use a particular platform to find articles for literature review?

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Are students supposed to use a particular platform to find articles for literature review?

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What does a detailed research proposal mean for a literature review thesis?

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What does a detailed research proposal mean for a literature review thesis?

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They are not supposed to come up with the qual/quant researc design based on the literature review?

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Things can go wrong! Either the students or the papers they submit do not always meet your expectation. This was once affected my emotions negatively and I ended up putting my anger and emotions into the feedback provided to the students. How should I prevent this from happening? Moreover, how much is too direct and impolite regarding the language we use to communicate with students? How to provide our honest opinion on a paper and make sure that the advice is not discouraging from the student's side?

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Having no experience supervising yet and being a first-year PhD, the idea of supervising a student is quite daunting to me. I feel like I do not have the expertise to supervise (yet): especially when considering master students. Any tips on confidence and how to deal with the 'imposter syndrome' would be helpful.

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In general, I am a quite flexible (and lenient) person and if someone is honest with me about the troubles they have or why they are missing the deadline, I am usually okay with pushing the deadline or agreeing on something else with the student. However, once I had that the student really made use of it, lied to me that they "made a mistake to submit it one week later" and thought that he can get away with it. It really annoyed me because it shows that the student thought that "ohhh i can just say whatever to her and she will buy it". And that I find difficult - how do you set clear boundaries - I do want to remain flexible because shit happens to everyone, but how to ensure that students do not make bad use of it? Although I guess I know the answer myself already - clearly setting and communicating expectations right from the start. That is what I now did with my current thesis students, let's see if that works ! :) but any other tips on that would be appreciated!

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Currently I leave it up to the students how they want to arrange the supervision process. I do this in the hope that all students can feel comfortable and get the most out the supervision. The thesis itself can of course already be daunting for students. So, is this too much freedom?

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How do you deal with students who seem to not like you?

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How do you deal with a student where progress has been rough and they keep canceling meetings or pushing the meeting further and further to the future? Even when you have expressed concern and mentioned you really need to see them to aid in their progress.

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How do you make sure that you give enough guidance without falling in the trap of in the end grading “your own work”?

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What if you notice the student does not have a sufficient level to perform the research?

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How do you make sure you don't go under with supervising 10 students? This can be very time consuming, how can we make a good trade off with giving feedback but still having enough time for other things

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How do you handle students that don#t want to accept the feedback you give them? Or even complain that others got a higher grade than they did

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How much feedback do you give without being a micro manager but still providing sufficient guidance?

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How to handle students that don’t have strong language/writing skills? Say that a thesis contains quite some grammar/spelling/sentence structure issues, how do you handle that? As their supervisor I don’t have the time nor the responsibility(?) to teach them how to write well in English, but by not paying attention to this I also don’t provide them the opportunity to improve themselves in this regard.