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Research Leadership

Discussion points from breakout rooms:

  • Experience doesn't always equate to proficiency; some experienced individuals may lack up-to-date knowledge, such as in areas like neurodiversity.
  • Mandatory training or refresher courses should be implemented regardless of experience level.
  • Post-COVID challenges like adopting new communication methods and addressing mental health issues require better preparedness.
  • Doctoral supervision should focus on developing the person, not just the project, yet many supervisors prioritize their own research or disengage if uninterested in the topic.
  • Training often concentrates on "hard" skills like software or lab techniques, neglecting other crucial areas.
  • Consider diverse training formats such as pairing proficient supervisors with those needing development.
  • Address supervisor apathy through workload allocation strategies; initially voluntary, then offering more support to participating supervisors.
  • Some supervisors oversee too many postgraduate researchers, hindering effective supervision; implementing limits or workload models is necessary.