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Academic Blog: How to support neurodivergent postgraduate researchers

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Academic Blog: How to support neurodivergent postgraduate researchers

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How to support neurodivergent postgraduate researchers - Durham University

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How can universities ensure PhD students of all neurotypes can thrive? Professor Debbie Riby, Dr Amy Pearson, and Jess Hirst, from our Department of Psychology, discuss how to provide neurodiversity-affirmative supervision.

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From: The Wellbeing Thesis project. A collaboration between The University of Derby, King’s College London and Student Minds.

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Your supervisor is one of the most important resources provided to you by your university.

This is important to remember because PGR students can sometimes lose sight of the fact that this is the role of the supervisory relationship - to support you to complete your research successfully. While this seems like an obvious thing to say, the dynamics of the relationship and your experience of previous learning may prevent you from getting the most out of this resource.

For instance, when you begin your research, it can be very easy to be overwhelmed by the fact that your supervisor has far more research experience and subject knowledge than you. Academics with stellar reputations and a long publishing track record can appear intimidating (even if they don't mean to and aren't overbearing in person). This can lead to you adopting a passive role in your relationship - you assume that they must know better than you, will know more than you about your research and it is for you to wait for them to tell you what to do.

In fact, research clearly shows that your role in this relationship is just as important as your supervisor's [ 1]. Remember, this is your research and you will need to take an active role in the supervisory relationship to get the most out of it.

This includes some basic behaviours, such as consistently respecting timelines, preparing for meetings, exhibiting openness and respect for feedback. However, it doesn't mean that your supervisor is 'your boss' and that you must do everything they say or that you must wait for them to define how the relationship should work. If you take equal responsibility for the interactions between you, it is more likely that supervision will be a positive resource.

Communicate regularly with your supervisor and help them to understand what you need from them - be prepared for this to be a conversation and to take on board your supervisor's views. Take time to have conversations about what is and isn't working. If your supervisor doesn't know, then they can't alter what they are doing to be more helpful.

Most supervisors want to help you and your supervisor will want you to be successful. However, sometimes there is just a mismatch between supervisor and supervisee. This isn't necessarily anyone's fault, it is just in the nature of us being human. In these circumstances, it is OK to ask for a change of supervisor. When you do so, be clear about your reasons and try not to use judgemental language. Your request is more likely to be taken seriously if you can clearly detail why the relationship does not and cannot work, rather than simply blaming your supervisor (or yourself) for things going wrong.

But in most cases, you will find that it is possible to make the relationship between you and your supervisor successful, if you take an active role in shaping it and regularly discussing it.

As time goes on, do also bear in mind that this relationship will also alter. For instance, if you are a PGR student, it will not be long before you probably know more about your subject than your supervisor. Spending all of that time on your project will mean that you have an expertise that few people in the world have.

This means that you must continue to discuss how things are going between you. Regularly reviewing your supervision and clearing the air will result in a more productive, successful and satisfying relationship for you both.

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Managing Your Supervisor - The Wellbeing Thesis

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Your supervisor is one of the most important resources provided to you by your university. This is important to remember because PGR students can sometimes lose sight of the fact that this is the role of the supervisory relationship - to support you to complete your research successfully.

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Journal Article: A Short Guide to Supervising Interdisciplinary PhDs

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Journal Article: A Short Guide to Supervising Interdisciplinary PhDs

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Lyall, C, Meagher, L & Tait, J 2008, A Short Guide to Supervising Interdisciplinary PhDs.. <http://www.tinyurl.com/idwiki>

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Journal Article: Doctoral supervision in a cross cultural context - issues affecting supervisors and candidate

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Journal Article: Doctoral supervision in a cross cultural context - issues affecting supervisors and candidate

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Theresa Winchester-Seeto, Judi Homewood, Jane Thogersen, Christa Jacenyik-Trawoger, Catherine Manathunga, Anna Reid & Allyson Holbrook (2014) Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates, Higher Education Research & Development, 33:3, 610-626,

http://dx.doi.org/10.1080/07294360.2013.841648

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A response to a PhD students query from the dynamic Tara Brabazon (Dean of Graduate Research & Prof of Cultural Studies at Flinders University in Adelaide).
She also has a number of 'Vlogs' on Youtube which address related topics.
What's your take on her response?

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Tara answers Nazlin Bhimani's question about 'light touch' supervision. What happens if the supervisory relationship is not working?

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Article: Key relationships while doing a doctorate

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Article: Key relationships while doing a doctorate

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It's not just about your supervisory team!

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This section looks at how to develop an effective supervisory relationship:

General information

An effective working relationship with your supervisory team is key to your success as a postgraduate researcher. You need to understand the supervisory team role and be proactive in this relationship if you want to get the most out of it.

Doctoral study requires a high level of independence and your supervisory team is not there to spoon-feed or micro-manage you, but they should provide you with support and guidance and meet with you regularly.

Importantly, your main supervisor is only one of the key relationships in your doctorate. In the UK the QAA Quality Code that regulates research degrees says that each doctoral researcher 'will have a minimum of one main supervisor' who 'will normally be part of a supervisory team'. There will also be other people to guide and support you, such as librarians and archivists, research staff and technicians.

The main supervisor's role

The exact role of your supervisor will differ depending on your university, discipline, the main supervisor's style and workload, as well as the role that the rest of your supervisory team play. However, typically supervisors should:

ensure that you understand what is expected

have regular supervisory meetings with you

help you formulate a research plan

ensure that you are aware of how your research fits into any research groups or projects of which you are part

help you to co-ordinate the supervisory team responsible for your project

give guidance about literature, training, ethics, research techniques and academic conventions

help you develop your critical thinking

provide constructive feedback on written work

give feedback on your overall progress

advise on courses, both specialist and concerning professional development

access to advice on career development and the range of career opportunities

help you set realistic deadlines and to submit your thesis on time

advise you on where to present your work, conferences and opportunities for publication

read and comment upon the whole of the final thesis.

The doctoral researcher's role

While your supervisory team is a key resource in the conduct of a doctorate, ultimately the responsibility for the project rests with you.Your exact role is likely to be detailed in your university's regulations. Typically the doctoral researcher is expected to:

take responsibility for finding out what is expected

take the initiative in raising problems or difficulties

help the supervisory team to ensure consistency

discuss with the supervisory team how to make guidance more effective, including disability related concerns

agree, organise and attend mutually convenient meetings, contribute to their agenda and circulate work in advance

undertake research training as agreed and where need is identified

undertake recommended reading

produce written work as agreed

comply with reporting procedures and inform supervisors of the progress of your research

tell supervisors about difficulties you encounter in your work

arrange for informal sharing of information and practice

generate your own ideas

set realistic deadlines

ask when you don't understand

decide when to submit the thesis and ensure that it is submitted on time.

ensure that the thesis complies with institutional regulations

While regulations will differ between countries and universities all doctoral researchers are expected to be proactive, independent and assertive. So if you need guidance you need to ask.
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The supervisory team

In the UK, and increasingly in other countries, universities appoint more than one person to supervise doctoral research projects . The supervisory team will normally consist of two or three individuals with interest in your project and progress, including a main supervisor as the identified point of contact.

This team will normally be made up of academic staff within your department, but you may have members of your supervisory team from other departments, institutions or other organisations.

Usually, not all of the team will be experts in your subject, but they all should be experienced researchers who will be able to support and mentor you. One of your supervisors may be there as 'personal mentor and tutor' to support your progress in developing as a researcher.

In interdisciplinary projects, supervision may take the form of a joint supervisory relationship where both supervisors have equal weight. In these projects it is particularly important to agree upfront the roles and responsibilities of each person in the supervisory team and who makes final decisions.

Spend time exploring how each member of the team sees their role and how they will support you during your doctorate. Being up front and clear about expectations, roles and responsibilities increases the opportunity for this to be a constructive relationship.
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Managing the supervision process

In order to get the most out of your supervision you should take control of the process using some of the following suggestions.

Discuss and agree key issues, eg authorship of papers, research ethics and intellectual property, at the start of the project

Be proactive and arrange formal supervisory meetings

Prepare an agenda and send it to your supervisor in advance

Prepare some work before each meeting to provide some focus to the meeting. Early on in your project you might just produce a list of what you have read or done, but as the project develops you are likely to be able to give data, analysis, papers, presentations and early drafts of chapters.

Expect to receive feedback and criticism and use this to improve your work

Deal with problems as they arise. Often these will be related to technical or resource issues but also be prepared to discuss issues around the style and frequency of supervision. Supervisors generally want to do a good job so if you make suggestions for improvements they will usually be willing to try them

Summarise meetings and keep a copy for your own record and send one to your supervisor. This will help to ensure follow-up on any actions and will highlight any misunderstandings

Feel free to discuss things beyond your project, particularly your development as a researcher and career aspirations.
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Other key relationships

It is also worth thinking about how you relate to each of the following groups.

Research staff who work in your laboratory or department will generally have more experience than you and be more practically involved than your supervisor. They are likely to vividly remember what it was like to do a doctorate and can be a great source of inspiration as well as information

Technicians will be invaluable in helping you to learn techniques and gain a greater understanding of how the research environment works in practical terms

Librarians are experts in information management and can help you identify and locate journals and other sources of information

Trainers, advisors and career staff may be provided by your institution and some of them may have a particular focus on postgraduate researchers. It is worth finding out what other staff exist in your institution and what kinds of issue they will be able to give you advice and support on

Other postgraduate researchers are an important source of peer support. Building up strong networks of peers in your immediate environment and beyond will be invaluable to you as you undertake your doctorate

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This section looks at how to develop an effective supervisory relationship: An effective working relationship with your supervisory team is key to your success as a postgraduate researcher. You need to understand the supervisory team role and be proactive in this relationship if you want to get the most out of it.

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Journal Articles: Perspectives on the supervision of part-time researchers

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Journal Articles: Perspectives on the supervision of part-time researchers

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Watts, J.H. (2008) ‘Challenges of supervising part-time PhD students: towards student-centred practice’, Teaching in higher education, 13(3), pp. 369–373. https://www.tandfonline.com/doi/full/10.1080/13562510802045402

See also:

Watts, Jacqueline H. (2010). Supervising part-time doctoral students: Issues and challenges. In: Walker, Melanie and Thomson, Pat eds. The Routledge Doctoral Supervisor's Companion. London: Routledge, pp. 123–130. https://oro.open.ac.uk/19990/

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Blog: The Tyranny of the Awesome Supervisor

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Blog: The Tyranny of the Awesome Supervisor

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https://thesiswhisperer.com/2016/06/29/the-tyranny-of-the-awesome-supervisor/

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This post is by Dr Catherine Ayers, who was a PhD candidate in the School of Sociology at the Australian National University, researching the multiple and sometimes conflicting ways we conceptualise and experience 'Nature', specifically in the realm of national parks and other protected areas. She has been known to nerd it up as an intern at ANU Research Training but now she works in the ANU school of Law. Since she wrote this post, Cathy has become a Dr. Congratulations Cathy!

I am approaching the end of my PhD. With just a few revisions to do before I submit, now is the perfect time to procrastinate reflect on my experiences. Like many of you, I've been an avid reader of Thesis Whisperer throughout my candidature, and it's no secret that one of the major problems faced by PhD students is inadequate or inept supervision.

We should acknowledge that supervising is really hard to do well. There isn't a whole lot of supervision training available, and a lot of well-intentioned supervisors aren't malicious, they just get it a bit wrong sometimes.

But sadly, a supervisors few are simply Asshats.

I have what I like to call an Awesome Supervisor. Let's call him Dr Awesome. Dr Awesome is diligent, encouraging, supportive, genuinely cares about me and my professional development, and we get along really well on an interpersonal level. Dr Awesome is also an incredibly accomplished, well-liked, and respected academic. I learn a lot just by watching how he does things, and I have infinite respect and admiration for him.

Those of you who have difficult relationships with your supervisor(s) may be thinking 'stop rubbing it in!' I assure you, this is not my intent. Reading the posts and comments on TW about negative supervision experiences makes me feel all the bad feels, and I wish I could give you all a big hug and tell you that you're amazing, and it's all going to be ok.

These sad stories leave me feeling pretty guilty, because, y'know... my supervisor is an Awesome Supervisor. But upon further reflection, my situation of having an Awesome Supervisor actually comes with its own set of challenges.

It's taken me a long time to feel comfortable sending drafts to Dr Awesome for fear of disappointing him. I wasn't scared because I thought he would yell at me, or give me mean feedback, or joke with colleagues about my stupidity (things that say, an Asshat supervisor might do). I was just worried that he would think less of me. I know this has more to do with my own insecurities than anything he has ever said or done, but it's a particular kind of vulnerability that has affected my progress over the years.

Having an Awesome Supervisor has also meant that I've found it quite hard to ask questions or clarify things he's said. I haven't wanted to appear silly or uninformed, so in some of our meetings I have done lots of smiling and nodding while making a mental note to google lots of stuff pronto. Again, more to do with me and my insecurities than him!

I don't buy into the "tough supervision is good for students because it makes them more independent" trope. I think this is often just an excuse for Asshat supervisors to be Asshats. But I have a sneaking concern that working with someone like Dr Awesome has perhaps sheltered me a little too much from some of the tougher aspects of working in academia.

Don't get me wrong - I've had a decent share of troubles during my candidature. I received a heavy dose of Academic Arrogance early in my candidature, and I pitched a tent in the Valley of Shit for my entire second year. But throughout all of those struggles, I knew Dr Awesome had my back. How am I going to go in the big wide world without that close and reliable source of support?

I wish this could be one of those blog posts where at about this point I talk about a momentous event that changed my whole outlook on things, and that everything is totally fine now. But I think that would be a bit disingenuous, because I still find showing him my work difficult.

But recently I have realised that there are some pretty solid reasons to trust Dr Awesome that he will give me feedback on my work. These are the things I try to keep in mind when all the scary "but what if I'm terrible at this?!" thoughts come creeping in:

1. He's just as invested in this project as I am.

2. He takes my education seriously, and he really wants me to do well. So if there are improvements to be made, he'll let me know. If he says the work is good, I should just believe him and leave it at that.

3. He's a nice guy, and nice people tend to not become awful when giving feedback.

4. He knows me and my work patterns really well, and carefully considers strategies that will help me move forward when things aren't working.

I still have to actively keep these things in mind to keep my insecurities at bay. So even though Dr Awesome is awesome and not at all an Asshat, there are still challenges to be dealt with when it comes to the supervision of my project. But I'd be really interested to hear from other students what kinds of strategies they use to keep their insecurities in check when it comes to interacting with their supervisors.
Related posts Supervisor or superhero Supervisor wanted, must have own car Love the Thesis whisperer and want it to continue? Consider becoming a $1 a month Patreon and get special, Patreon only, extra Thesiswhisperer content every two weeks!

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This post is by Dr Catherine Ayers, who was a PhD candidate in the School of Sociology at the Australian National University, researching the multiple and sometimes conflicting ways we conceptualise and experience 'Nature', specifically in the realm of national parks and other protected areas. She has been known to nerd it up as an...

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Journal Article: ‘How are doctoral students supervised? Concepts of doctoral research supervision’

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Journal Article: ‘How are doctoral students supervised? Concepts of doctoral research supervision’

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Lee, A. (2008) ‘How are doctoral students supervised? Concepts of doctoral research supervision’, Studies in higher education (Dorchester-on-Thames), 33(3), pp. 267–281. https://www.tandfonline.com/doi/full/10.1080/03075070802049202

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In this Q&A Professor Camilla Gilmore, of the Mathematics Education Centre at Loughborough University and a nominee in the Outstanding Research Supervisor of the Year category at the 2020 THE Awards, talks to Professor Elizabeth Peel, a UKCGE Recognised Research Supervisor, about the influences on Professor Gilmore’s supervisory practice, working with co-supervisors and how her practice has developed over time.

https://youtu.be/cfIoOsaG5KE?feature=shared

From:

https://ukcge.ac.uk/resources/resource-library/reflecting-on-supervisory-practice-with-professor-camilla-gilmore

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Q&A Transcript

Elizabeth Peel: Right, well, I'm in conversation with Professor Camilla Gilmore. My name's Liz Peel. I'm Associate Pro-Vice Chancellor for the Doctoral College, and I'm really delighted to be talking to Camilla about her supervisory practice, considering that she's been nominated for the Times Higher Education Award for Supervisor of the Year. So, Camilla, I guess the first question to ask you is, obviously, you're a very successful supervisor: What would you say is the main influences on how you go about supervising PhD students?

Camilla Gilmore: I think there's quite a few. I think most academics would probably say that their own experience of being a PhD student has a major impact on how they go about doing it. And I think that's both in terms of the things and opportunities and what you find worked for you, but also what you found you maybe didn't have an opportunity you didn't you missed out on. And that definitely influences me. I had a good PhD experience, but there were things that I felt that I would have benefited from and I try and offer those to my students.

But of course, it's really important to remember that we're all different. And what works for me isn't necessarily the case for everyone. So, you do need to think about your students as individuals and think about what they need.

And another sort of influence on me, I think, is my own research, in fact. My research is around learning, children's development and learning. So I spend a lot of time reading papers about learning about how to support learning. And that definitely influences me.

So thinking about things like scaffolding and supporting students at the beginning of the PhD and then letting them develop and take on some of the decision making and driving their own projects, I think is influenced by the research on how we help students and children learn. So those are probably the main ones for me.

EP: Yeah, and thinking back to before you have the student in post, are there things particularly that you that you're looking out for when you are interviewing potential doctoral candidates? Thinking actually, you know, this type of person will make a really excellent student.

CG: I think I've been really lucky. So quite a lot of my students I've known before, they began the PhD with me. So either I've supervised projects with them or they've worked for me as a research assistant. And obviously that makes the process and the decision making very easy because you know the student very well and you know what they're capable of.

When you're interviewing students for a Ph.D., it's more difficult. You have a short space of time. And I think anything that you can do to spend more time with the students, get into more discussions with them is helpful because really what you want to do is lots of opportunities to talk to them. And what I'm looking for, I think, above anything is enthusiasm and drive and that sense that this is someone that can really work at a project for an extended period of time, can get through the difficult patches because all PhDs have difficult patches. And someone who I think can cope with the difficult times and can shows me that they really want to do a PhD.

So sometimes, for example, we've had the chance to invite potential PhD students to come along to one of our research group meetings or things like that. We have very open research group meetings that we welcome anyone who can come along to those, particularly now that one line, in fact, and that's another chance to actually see the student and have a chance to talk to them and understand what's driving them, what's making them want to do a PhD.

EP: Yeah, I would agree entirely. It's kind of enthusiasm and tenacity. And how do you get to tenacity within those sorts of contexts? So that I mean, I think that's a wonderful idea about inviting potential students into the research environment that you're working in to see what they think and how they engage with it alongside the standard interview. Yeah, that's really interesting.

You've talked a little bit about kind of learning styles and learning approaches. Do you personally have a favourite model or is it really about, you know, applying a wide range of different tools that you've developed over the years in terms of supervision?

CG: Yes. So I think it's each supervision situation is different. So I will have my own style to some extent, but that's going to be completely affected by the student and what I think they need. So, you know, the first few months of a new PhD student, it's all about getting to know them and getting to understand them, getting to work out what makes them tick and what they particularly need.

So some students maybe come in with lots of research experience and they're really good on the sort of basic technical skills. And all they need is someone to sort of step back a bit and guide and ask the right questions at the right time. Whereas other students might come in and need actually support more hands on support, gaining the skills they need, and most students will need the more kinds of encouragement and developments and personal support, at least at some point. For some students, that might be at the beginning of the Ph.D. others that will be later on. But it's working out what a student needs, what you can offer them. And of course, I'm never the only supervisor of the student, at Loughborough we have always have at least two supervisors. And so that's great because it means that we can both bring different things. And in some situations, I might be helping with the technical skills and the other supervisor can stand back and look at the sort of big questions. And in other times it's the other way around.

But I think I am certainly a supervisor that tries to support the whole students like them as a person, not to see them as someone who's coming in and doing some research. And so often the things that they need someone to talk over with might not be directly related to their research at all. But if you don't help them with whatever they're struggling with or help them to find the right sources of help for these issues, then they're never going to be able to focus on them.

EP: No, indeed. How do you find some of the tools that we have in place at the university? So we have things like the supervisory expectations form, which is something that really is a tool to enable some of that early conversation around skills development, but also about managing expectations, train the student, the primary supervisor and the secondary supervisor. I mean, how do you find that those kinds of frameworks work in practice for you?

CG: Well, I think those initial discussions about being really open about everyone's expectations are absolutely critical. And I've always done this. One of the things that I've done in the past is we might read a book together. So there's quite a lot of books around PhD supervision, and we might discuss those, not necessarily because we agree with them, but just because it gives us something to discuss to bring these ideas out into the open. And these frameworks that we have now actually really make that process very straightforward and easy because they require us to sit down and have those conversations. Because I think it's easy to assume that everyone's coming in with the same idea of how the supervision process will happen and what's expected of the student and what's expected of the supervisor. Unless you actually have those conversations, you don't really establish what it is, how you're going to work together.

And I also think those open discussions at the start set a tone for having an open and having good communication so this can come back to you at any point and say who I feel I need a bit more help with this. So I'm not sure where I'm going. I don't know what's needed here. And if you haven't set the tone that those kinds of conversations are OK, then it might be difficult for students to do that.

EP: Indeed. And how have you found things? You know, I mean, given that we've that that we're in a pandemic scenario and those kind of, you know, the ways of working invariably have had to change a little bit. And, you know, in ordinary times, we would be in the same room having this conversation. But, hey, we are on our own little blobs on screens. I mean, have you found that both with students, that you've got an ongoing relationship with that, but also new students and also working in concert with co supervisors?

CG: I think it's been really challenging. I think there's two things. So obviously there's understanding that all of us are having a challenging time for different reasons. And anyway, so students are under additional pressure. Some of them might be feeling quite isolated away from family and friends. I'm worried about their future opportunities, worried about their research and finishing on time.

And then as academics and supervisors, we've got our own challenges. I had children home for months through the summer when I was trying to work and balance that childcare needs. So we all had those difficulties.

And then on top of that, some of the most important aspects of what I think we can offer for students were made more difficult. So we have a great research group community. We have a great culture of research seminars, of informal discussions, and we have a great lunch culture where everyone sits down together and has those informal chats. And all of those things are so important to help students because they give them opportunities to talk about their research in more informal settings, talk about their research to more different people, and just listen to all the conversations going on. And most of those have just gone away for the last few months. So we would as much as we can, online and visions online mapping research group meetings online. But they don't replace that informal chit chat that I think that I think is really important.

And particularly, I think, for our new students coming in this autumn, where they're just going straight into the online experience without having a chance to meet the other PhD students, to meet academics more broadly than their supervisors, and it's really, really hard. So I think we need to take any little opportunities we have to replace that. I managed to have an outdoor socially distanced sitting on a bench supervision with one student a couple of weeks ago. And it was so wonderful. It really reinforced to me how different it feels when you're with someone compared to doing over a screen.

And so we just have to do our best until we can do that again routinely.

EP: Yeah. I mean, we've worked very hard to get graduate house open again as a physical space at the university. And we're kind of in a sort of a hybrid model. We you know, we did a face-to-face induction alongside some online ones and, you know, very cognizant as you've expressed about the fact that, you know, yes, you can put a lot of things online, but there's no real fundamental replacement for those incidental in-person interaction, which has got something, it's got a quality to it quite different from this. And I think probably it's only now that is a is a human collective with perhaps really realize that, you know, that what we took for granted in relation to that.

CG: And I think it is important to just keep having those conversations and actually saying to students, I know that your experience isn't great, I know that you're missing out and we appreciate that. And so if that feeling like lost or a bit confused or unsure about whether they've made the right decision, to actually reinforce that what they're experiencing is not what it should be, and it will get better and we will find those things.

EP: Yes, absolutely.

We've touched a little bit on relationships with supervisors. And, you know, sometimes you might be the technical expertise and they might be more holistic or indeed vice versa. How have you found that those relationships change over the course of a PhD project between supervisors?

CG: Yeah, well, I mean, it does change, obviously. I think for some students, the change is huge. For other students, not so much. So some students will come in and be quite independent and the supervisor roles might be quite clearly defined from the start. And you carry on like that throughout the PhD, perhaps just stepping back a little bit.

But other students, you have this enormous transformation. And I think that's one of the things that is brilliant as a supervisor, where you have a student that came in perhaps didn't have a great deal of confidence or had skills with very capable but didn't recognize it. And you work with them to help them recognize. And then suddenly this point happens where they suddenly realize that they can do it and they take it on for themselves. They turn around and they send you sort of an amazing draft of a paper or something like that. And it's so brilliant. It's so rewarding to see this this journey that they've gone on.

And, you know, some people that will happen early and some people it might not happen right up until the end. But students do get there. They do get that moment where they suddenly own their PhD for themselves. And that's pretty. You know, it's really hard as a supervisor to know if you what if anything, you've done to help that process happen because, you know, it does seem so much driven from the students. And hopefully we have in the way we've been supporting them, we have helped them along that way.

EP: Yes. So, I mean, do you feel that there's a kind of a coaching role in relation to that? Or is it really, you know, individual differences in terms of the, you know, whether a student will get the... sort of I mean, sometimes for some I think it is an epiphany, actually, where all of a sudden the pieces of the puzzle fall into place. And I think from having that, they get that sense of ownership and control over the project, you know, the things that you know, that we can do as supervisors to coach or support or nurture that?

CG: Actually, I think one of the things is being open about our own research and the process of doing research for anyone who's running research projects.

So I think some students. Feel that everyone else has it figured out and they're the ones that work out how things fit together or how you could write this up or whatever, and actually if we talk openly about our own research projects, particularly where things have gone wrong, know rejections of papers, things like that, if we normalize all that discussion, then students can say, well, actually, I'm just, you know, I can do this just as well as anyone else. And so I think that can help with the confidence as well.

And we try and do that through lots of we have lots of research group talks where academics might talk about projects and process. They might be asking the wider research group for input to a project or talking about some terrible reviews they've had. And I think helping students to understand the process of how research is done in reality is really helpful.

EP: Yes. Because, of course, you know, in terms of the consumption of other people's research, it's the published article. It's got all the mess and all the dead-ends, and all the the false starts stripped away typically. So, you know, I think you're absolutely right in saying, you know, you have to normalize all of the elements of the research process to really mitigate against any sense that the students are imposters, that you hear that a lot around imposter syndrome and so forth. And actually, you know, there are ups and downs and, you know, and part of the journey, I mean, we're all still on journeys. And I think sometimes for students coming in when they're working with very experienced supervisors, there's this idea that, you know, the supervisor always has it all worked out. And I really like what you're saying around, you know, you know, just demystifying some of those things.

CG: I think another thing is that we in our research group and, you know, is moving in this way very much as well, I know is towards more open research processes and changing the way we do research and being more open with research and sharing on message and sharing our data. And I think that helps to demystify the process of research for everyone, which is a good thing.

But also it sometimes means the more experienced academics and early career researchers might be working together to understand new ways of doing research. And that can shift the balance slightly in a really positive way where you're learning alongside students. And it's not that you're the expert that knows everything and you're telling them about it.

EP: Absolutely. So thinking back on when you first started out supervising and where you when where you're at now, what would you say has changed in relation to your own supervisory practice?

CG: Well, that's a really good question. I haven't really thought about it. I hope that in many ways I still do it the same way, because the first few students it's really exciting and it really is a sense of working alongside them. And I really hope that my students still feel that way, that I approach it. I think I now have I can probably now step back and take a broader view to be, perhaps be able to talk more confidently when times are going more with students having difficult times, I've supervised students through difficult times, I can talk authentically about how students will go through this and can still come out and everything can be fine at the end. I think that probably helps. Just a broader perspective, really.

EP: Yeah, I think I share a similar view. I think what I know now that perhaps I didn't when I first started supervising is the arc and the shape of the thing, the journey that they're on. In a much broader way than just reflecting on my own experience, because that's, you know, that's part of the story. But you don't want to necessarily overlay your experience on the experience of your PhD students. And I think you're absolutely right to be able to, I guess, support and coach students through the dark times, because I think that they're inevitable and even for the best and most capable students.

And I think particularly at the moment, with the context that we're all living in those well-being issues and so forth, you know, really coming to the fore. And I think, you know, having the confidence to be able to, if not directly to support, to signpost is really important part of what a supervisor is right now.

CG: And also, I think having the flexibility, being able to see how you can you can shift the direction of a PhD, which this year lots of people have had to suddenly think like the studies that I thought I was going to do this one. And it's down to us as supervisors to help students see how we can redirect. Can we move something online? Can we move to a secondary data analysis? And what are the opportunities and being able to help students see that it's OK. We can still get your research done. It might not be exactly what we were planning to start with, but we can still get this done. And, you know, a bit of experience of supervising helps to do that, I think.

EP: Yeah, absolutely. I couldn't agree more. I'm conscious of time. Is there anything that you want to add or anything that we've not covered that you would like to share with the wider academic community in relation to supervision?

CG: Oh, I don't know. I think I find it one of the most enjoyable parts of my job supervising these students. And I think I would just encourage all supervisors to think about what they can learn from their PhD students, because, you know, process is changing so fast in research at the moment with technology and with new research practices and new ideas.

And I think it's often the PhD students that come in and might be more expert in some of those things than the supervisors. Supervisors shouldn't be shouldn't find that intimidating and actually should be really open to learning from their students, as well as helping the students learn and seeing it really as a collaboration.

EP: Yeah, I think that's a wonderful note to end on the idea of a more reciprocal relationship in relation to supervision. And I think in terms of kind of the lifeblood of academia and research, that that's something that for those of us who were very excited about the research that we do, you know, makes it even more so.

So, thank you, Camilla. And I wish you all the very best of luck when it comes to the Times Higher Education Awards.

CG: Thank you very much.

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Reflecting on Supervisory Practice with Professor Camilla Gilmore

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Elizabeth Peel: Right, well, I'm in conversation with Professor Camilla Gilmore. My name's Liz Peel. I'm Associate Pro-Vice Chancellor for the Doctoral College, and I'm really delighted to be talking to Camilla about her supervisory practice, considering that she's been nominated for the Times Higher Education Award for Supervisor of the Year.

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Newcastle University PGR Research Handbook 2024-25

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Newcastle University PGR Research Handbook 2024-25

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Check out sections on:

• Good Practice for Research Students

• Good Practice in Research Supervision

PGR Student Handbook 2024 25 (PDF: 2.5 MB)

via https://www.ncl.ac.uk/student-progress/pgr/forms/?_gl=1*z8p2vd*_up*MQ..*_ga*NDY0OTcxOTUwLjE3MzgxNjI0MjY.*_ga_VH2F6S16XP*MTczODE2MjQyNi4xLjAuMTczODE2MjQyNi4wLjAuMTgzMzgwMTcxMQ..

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Forms and Policies | Student Progress | Newcastle University

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We've listed the key forms and policies you will need to refer to during your postgraduate research studies.