Descriptions Archive

This report identifies six research-based principles of excellent graduate supervision pedagogy with its  main focus being on students, the teaching and learning process, academic progress, modelling and  reflection, communication, and scholarly communities

Problems in graduate education, especially with respect to completion and quality, have emerged in  many countries, including Canada. To address these problems and related issues and practices, a  comprehensive three-year research project has been conducted involving questionnaires and interviews  in Canada, Australia, Great Britain, and other countries. Based on 781 interviews with university  administrators, faculty, students, alumni, and employers of graduates from 47 master’s programs in the  U.S., Conrad, Haworth, and Millar concluded that active faculty involvement, unity of purpose, strong  program leadership, and a supportive learning environment were some of the attributes of high-quality  master’s programs.

This study followed the habits of 16 participants completing doctoral degrees in social sciences at two  different UK universities, in attempt to determine students’ day-to-day experiences of their supervisory  relationships over time.

Findings

Four main categories of need were identified in the catalogued interactions of 15 of the students with  their supervisors (although it is noted that nine of these students logged interactions with their  supervisors in which they did not need or want any help from them).

The four categories were represented in the following proportions:

• “Writing” – 37 %
• “Research plans and processes” – 22 %
• “Institutional issues” – 21 %
• “Disciplinary/ academic practices” – 18 %

In the early stages of the degree, help needed by participants from their supervisors tended toward  formal institutional expectation. During data collection, help needed was more related to unexpected  difficulties with data collection/ fieldwork, and non-inquiry aspects of academic work (ex. writing a

research paper). Those who were farther along on their doctoral journey tended to need help with data  analysis and writing. Although participants would reach out to their supervisors when they needed help,  they did not feel that they needed help from their supervisors on a regular basis; infact, many stated  that they preferred to act independently.

More often than not, students reported that interactions with their supervisors were positive, causing  them to feel pleased, proud, and encouraged. Negative affect emerged from students’ intentions being  curtailed by the supervisors, either by lack of access or disruptive interactions.

This study also looks at interactions when more than one supervisor is present. A variety of benefits and  drawbacks are discussed, such as a co-supervisor taking the lead in the case of an intellectually-absent  main supervisor, and supervisory conflicts.

Supervisory relationships are also looked at from three perspectives: (1) origins of the relationship, (2)  supervisory power and student intentions, and (3) student description of the relationship.

Overall, students found their supervisor relationships to be satisfactory or positive, meeting needs that  it would be hard for others to meet. Dissatisfaction with supervisory relationships arose from a lack of  supervisory intellectual investment, one’s supervisor lacking availability, and tensions amongst  supervisors later in the co-supervisory relationship. The relationships that students described were  important yet largely confined to a particular role assigned for the duration of the degree.

Students acted independently of the supervisor, sometimes without revealing their actions. This paper  suggests that this is evidence that supervisors, while important, are not paramount in the doctoral  journey.

Weaknesses

Weaknesses in this research people include:

• Extremely small sample size: there were only sixteen participants in this study
• Reliance on self-reporting: students were asked to keep a log of their interactions, meaning that  there is a high risk of inconsistent reporting
• Logs only represented one week from each month, meaning that they may not provide an  accurate representation of the every day lives of the participants
• All of the students were pursuing doctoral studies in social sciences at UK universities, meaning  that this study likely isn’t representative the experiences of all doctoral students

To investigate the factors that influence whether or not doctoral students complete their degrees,  twenty-one former doctoral students are interviewed, eight of whom completed their doctoral degree,  and thirteen of whom did not. Data for this study was collected through semi-structured interviews.

Participants were selected to represent the diversity of experiences and contexts that PhD students are  likely to work in.

The factor that separates participants from each group the most is the progress they felt they were  making, without too much distress.

This is a short but helpful guide that outlines the important principles to keep in mind in order to  maintain high-quality graduate student supervision. This guide highlights the importance of clear and  consistent communication between the graduate student and the supervisor to ensure that the student’s needs are being met regularly. Additionally, this guide focuses on individualized supervisory approaches where the supervisor is aware of the student’s unique needs and learning style and tries to accommodate any personal, cultural, and structural challenges students may face. Finally,  this guide emphasizes the need for having clear and comprehensive beliefs and expectations that can strengthen supervisory abilities.

This resource provides students and supervisors with relevant information and advice, presented in a  concise manner. This resource touches on: clarifying expectations, student-supervisor relationships,  work-life balance, avoiding delays, and what to do when starting out.

This video stresses the importance of the role that a supervisor plays in one’s experience and success as  a graduate student. It gives advice on what to look for in a supervisor, how to find a supervisor, and how  to go about contacting supervisors.

This resource gives students questions to ask potential supervisors regarding a variety of different areas  that are relevant to graduate supervision, such as:

• Roles and responsibilities of supervisors and graduate students
• The importance of open communication and clarifying expectations
• Funding
• Workspaces
• Communication and meetings
• Publications
• Work-life balance
• Safety

This resource also provides students with direction on where to get information on topics such as  accessibility and academic integrity; these resources, however, are for Western University and likely  won’t be as relevant for those attending Carleton University.

• Develop a registration action plan for second year noting the prerequisite requirements for the Year Abroad (i.e. register in BUSI 2702 in Fall, and BUSI 2750 in Winter)
• Connect with your BIB Program Advisor by visiting the Sprott Undergraduate Office during Advising drop-in hours (Mondays through Thursdays, between 1:00 and 3:00 p.m.) or email academicadvising@sprott.carleton.ca
• Start researching your options for completing the year abroad – countries, partner institutions, work requirements, etc.
• Start developing goals for your year abroad by noting your priorities (preferred destinations, type of courses, services, timeline, etc.)
• Research your responsibilities and the expectations of students participating in the year abroad

• Continue researching the available options and requirements for completing your Year Abroad
• Attend a BIB Year Abroad Information Session and an ISSO Exchange Information Session – time and dates are released in the Fall 
• Explore different countries and university partners available to you on the ISSO exchange information page: carleton.ca/isso/exchange-partner-institutions-programs/
• Bookmark the Registrar Office’s exchange information page and review the Exchange Course Equivalencies Database for a preliminary look at courses offered at each partner institution
• Review your academic standing and program progression plans to verify that you are on track to meet the Year Abroad Eligibility
  •  If you are not, connect with your program advisor ASAP to establish clear goals for the fall term and get back on track!
• Start working on your Year Abroad applications – Exchange (Carleton Central) and BIB Internship (mySuccess)

• Meet with your Sprott Program Advisor to discuss your specific year abroad goals and program objectives prior to submitting your applications, including your intention to complete a Stream
• If considering a BIB Internship, meet with a BCMC Career Advisor to discuss your interests, support, and the process for securing a self-directed international internship
• Submit your Year Abroad Applications by the deadline:
  • Exchange application via Carleton Central
  • BIB Internship via mySuccess
  • Complete the Exchange Partner Preference Form by Language
• Check your travel documents – apply for a passport if you do not have one already or apply to renew it if it is expiring sooner than 6 months after your expected return following the year abroad.

• Continue practicing your language skills and learning about your possible year abroad destinations – watch foreign films or shows in the language, read local newspapers, etc.
• Start updating your resume and researching opportunities available on the international internship resources provided by the BCMC