Learning from Supervisors
Introduction
An online survey was drafted by Jane Bryan (Law) and Emma Barker (IATL) to understand supervisors’ experience of supervising student research to inform the creation of this WIHEA funded ‘Support the Supporter’ resource and ensure it could best meet the needs of supervisors of student research, to improve both the experience of staff supervisors and the learning experience of students engaged in student research.
The survey was distributed through Warwick staff networks, such as WIHEA and the Student Research Staff Network in June 2022. There were responses from 108 Warwick staff who had supervised undergraduate and/or postgraduate student research projects.
Key Findings
1. The importance of clear expectations and good communication
Many supervisors pointed to the importance of setting clear expectations at the outset (for example, around how often they will meet with the student researcher, how much time the supervisor can spend with the student, how quickly the supervisor can respond to queries/drafts). In addition, supervisors noted the importance of being open with the student researcher if issues arise (and inviting the student to discuss any problems they encounter).
Having a co-supervisor or a team of researchers to whom the student can raise issues can also be helpful in ensuring any problems are identified and resolved as early as possible.
This guide to the initial meeting can help supervisors set clear expectations. These resources also help supervisors understand how and why they may need to tailor their supervision to meet the particular needs of undergraduate students.
2. Supervision takes time
Supervision can be very rewarding and can be used as evidence in promotion and HEA Fellowship (see guidance) but can be time-consuming, often undertaken in addition to other duties and rarely reflected in workload allocations.
Consider appointing a co-supervisor or a PGR student as a supervision support. Not only will this reduce the burden on you but will also give opportunities for professional development to others and create a team of support for the student, so they can call on someone if you are not available.
3. Create networks
Research and supervision can be lonely experiences and so draw upon the support of others. Introduce students to existing research networks in your department or work with other supervisors or teams such as IATL or URSS to introduce students to peers so they can create mutual networks of support. Fellow student researchers can provide each other with social support, point to helpful tools and resources, and offer feedback on posters and presentations.
Staff can also benefit from peer support: consider joining the staff Student Research Network (email j.m.bryan@warwick.ac.uk) and/or join WIHEA as a member or Fellow and/or join the Warwick Institute of Engagement network.
4. Avoid re-inventing the wheel
Signposting to existing student research resources and guidance can save time. These resources help students get started with their research and these resources help students during their projects to maintain momentum. These resources help guide students with the dissemination of their research.
5. Ethical issues
Many supervisors were unclear about the ethics requirements for student research. Guidance and support are available.
6. Going further (students)
Supervisors often were unsure about the opportunities for undertaking and extending student research. These pages outline the main opportunities for student research, dissemination and postgraduate opportunities.
7. Going further (staff)
Once introduced to the rewards of supervision, many staff would like to develop this further, potentially embedding within credit-bearing modules or public engagement work. This collection of resources supports staff to create and embed research opportunities for students.
Support the Supporter:
Quick Links
Introduction: developing student research skills
Benefits of research for students
Benefits of student research for academics
How can you academics get involved in student research?
Building mentorship and supervision skills
Helping student researchers to get started
Helping student researchers with ethics
Developing student research skills
We would value your feedback on this resource and any suggestions for things to add that would further support supervisors of student research.
Please share your thoughts in this anonymous form.