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How to Find the Right Supervisor for Your Dissertation?

Published by Owen Ingram at July 18th, 2023 , Revised On July 18, 2023

Where to find the perfect supervisor? How to find an experienced supervisor who has the same interests as you? How can you evaluate your potential supervisor? 

Supervisors play a great role in determining the quality of one’s research. Hence it is important to find the most suitable supervisor for your dissertation. In this blog, we will discuss some points students should consider to find the right supervisor for their dissertation. 

Researching Potential Supervisors

Researching the faculty profiles of potential candidates is crucial when looking for the ideal supervisor. 

Explore the Faculty Profiles and Research Interests of Potential Supervisors

You can learn more about a person’s areas of competence and specialisation by looking at their areas of research interest. Understanding their area of research will let you judge whether your interests are similar to theirs and whether they have the skills and background needed to direct your dissertation properly.

Assess Their Expertise and Experience in Your Field of Study

It’s important to evaluate a possible supervisor’s knowledge and experience in your particular area of study. Check out their educational background, credentials, and prior research endeavours. Examine their knowledge of the ideas, procedures, and techniques pertinent to your field.

An experienced supervisor can significantly improve the calibre and success of your dissertation by bringing important ideas and critical thinking abilities.

Read Their Publications and Evaluate Their Research Contributions

The quality and significance of a potential supervisor’s research contributions can be evaluated by looking through their publications. Read their published articles, books, or conference papers to comprehend their scholarly work. Examine the accuracy, significance, and applicability of their research findings. 

Seeking Recommendations And Advice

Consult with faculty members, advisors, or peers for recommendations.

Engaging with professors, advisors, or peers can result in helpful supervisor recommendations. These people are familiar with the academic environment and may recommend qualified supervisors based on their qualifications and mentoring approach.

Seek Advice From Senior Students

Senior students or graduates who have worked with possible supervisors in the past might provide insightful information and first-hand experiences. They can reveal details about the mentor’s approach to communication, availability, level of support, and general efficacy.

Utilise Online Platforms or Forums to Gather Insights and Recommendations

Insights and suggestions can be gathered using online discussion boards and platforms for academic topics and student experiences. By using these platforms, you can interact with a larger group of academics and students who can offer insightful criticism and suggestions based on their interactions with possible supervisors.

Considering Compatibility and Communication

Assess the supervisor’s communication style, availability, and responsiveness.

It’s critical to evaluate the supervisor’s interactions with the students. Are they rational and willing to have a conversation? Consider their accessibility and responsiveness to questions and issues, as timely and effective communication is essential for a positive student-supervisor relationship.

Evaluate Their Approach to Mentorship and Whether it Aligns with Your Needs and Expectations

Different managers have various mentoring approaches. Check if their method fits your preferred learning and working methods. Do they offer advice, encouragement, and helpful criticism? Consider whether their coaching approach will accommodate your unique requirements and expectations throughout the study.

Consider their compatibility with your working style, personality, and research interests. A productive working relationship depends on you and your potential supervisor being compatible. Check to see if their working style fits with yours. Consider personality compatibility because effective communication depends on a respectful and positive connection.

Meeting and Interviewing Potential Supervisors

Request meetings or interviews with potential supervisors.

It is possible to have more individualised contact by asking for meetings or interviews with potential supervisors to discuss your research interests and objectives. It allows you to express your ideas, get comments, and determine whether the supervisor is interested in your research.

Ask Questions About Their Mentoring Style, Expectations, and Support For Students

Understanding how they approach supervision requires asking questions about their mentoring style, expectations, and student support. You may decide if their mentoring approach suits your goals and if they can offer essential direction and support during your research journey by asking them about their preferred amount of engagement, communication frequency, and support in handling hurdles.

Evaluating Support and Resources

Evaluate the level of support and resources available to students .

A successful research experience depends on evaluating the level of assistance and resources available to students working under a certain faculty member’s direction. It entails considering variables, including financing prospects, accessibility to research facilities, and partnership possibilities. The student’s capacity to perform high-quality research is enhanced by adequate support and resources, advancing their academic and professional growth.

Consider Funding Opportunities, Access to Research Facilities, and Collaboration Opportunities

When choosing a supervisor, it is crucial to consider elements like financing possibilities, accessibility to research facilities, and collaboration chances. The availability of the resources required for research is ensured by adequate funding. Opportunities for collaboration promote networking, information sharing, and prospective research alliances, enhancing the research experience.

Considering Track Record and Success of Previous Students

Research the track record and success of previous students.

It is possible to gain knowledge about the outcomes and accomplishments of potential supervisors’ past pupils by researching them. This involves evaluating elements like publications, conference presentations, honours, and career developments that have been successful.

Evaluate Their Achievements, Publications, and Career Advancements 

Understanding the effects of the supervisor’s mentorship can be gained by looking at past pupils’ accomplishments, publications, and career developments. The supervisor’s effectiveness in inspiring students to do high-quality research and supporting their professional development can be seen by evaluating the achievement of their pupils.

Trusting Your Instincts

Consider your gut feeling about the potential supervisor.

A successful working relationship depends on you following your gut and paying attention to how you feel about the possible boss. Using your instincts, you can determine whether the supervisor’s personality, communication style and mentoring method fit your needs and preferences.

Consider the Comfort Level During Interactions with Them

It’s important to consider your interactions with them and how comfortable you feel. Open communication, respect for one another, and a cooperative atmosphere are all fostered by good rapport. Being at ease, collaborating more effectively with your supervisor, and having fruitful conversations all contribute to a great study experience.

Seeking Feedback From Current or Former Students

Contact current or former students to gather their feedback and insights.

It is beneficial to speak with current or former students collaborating with the potential supervisor to get their thoughts and insights. You can talk to them to learn more about their experiences, including the support they received, the supervisor’s availability, and how satisfied they were with the supervision in general.

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Seeking Approval From the Department 

Check if your department or program has specific guidelines or recommendations for selecting a supervisor. These recommendations can guide things to consider, ideal qualifications, and any particular needs or suggestions for selecting a competent supervisor for your dissertation or research project.

Seek Approval or Feedback From Your Department or Program Coordinator Regarding Your Chosen Supervisor

It is wise to ask your department or program coordinator for approval or input regarding the supervisor you have selected. Due to their familiarity with the professors’ teaching methods, they might offer insightful advice. Their comments can guarantee that the supervisor you’ve chosen adheres to the department’s standards and policies, promoting a fruitful research journey.

Making an Informed Decision

Weigh all the factors, feedback, and information gathered to decide on the right supervisor for your dissertation.

You can choose a supervisor who supports your aims, improves your research experience, and aids in completing your dissertation by carefully considering all the factors mentioned, including research interests, communication style, support, resources, and track record.

Frequently Asked Questions

Why is it important to find the right supervisor for the dissertation.

Finding the right supervisor for your dissertation is important for guidance, support, motivation, resource access, and career advancement.

How do I identify potential supervisors?

• Research faculty profiles.
• Explore their expertise.
• Consider recommendations from advisors and peers.

What should I consider when assessing potential supervisors?

Evaluate their experience, track record, communication style, availability, compatibility, and alignment with your research interests.

How can I gather information about a potential supervisor?

• Read their publications
• Contact current or former students
• Attend departmental events
• Request meetings to discuss expectations

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Regular and effective communication with your supervisor is essential to the success of any research project or dissertation. During the research process, these sessions offer an opportunity to obtain direction, support, and feedback. 

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Supervising Dissertations

• First Online: 13 January 2024

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• Katharina Rietig 2  

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This chapter discusses central elements and steps in the research supervision process. The chapter proceeds to explore the key steps in the supervision process such as finding and specifying/narrowing down the topic, identifying the research question and contribution, discussing the research strategy and methods, the literature review and finding the path through the literature forest, identifying and selecting theoretical frameworks and theories, and subsequently proceeding to the case study/empirical part of the dissertation. It discusses the difference between primary/secondary literature-based dissertations (e.g., in philosophy or history) and case study-based dissertations that include the collection and/or analysis of primary/secondary empirical data. It reflects on different approaches and strategies around primary data collection through interviews, field work, and participant observation, as well as complying with risk assessment and research ethics in the process, and then proceeds to the analysis of quantitative/qualitative data. It closes with key considerations around writing the central discussion chapter that links the theoretical framework/theory to the empirical findings and discusses how they fit within the broader academic literature on the topic, before moving to the conclusion chapter that summarizes the contribution and offers broader implications for theory and policy/practice.

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The reflections offered in this chapter are based on supervising over 50 undergraduate and Master dissertations across environmental studies, political science, and international relations with a focus on empirical or case-study based dissertations.

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Rietig, K. (2023). Supervising Dissertations. In: Innovative Social Sciences Teaching and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-41452-7_8

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Thesis supervision

Find a thesis supervisor.

Thesis supervisors must be authorized by their Faculty to supervise theses.

Finding a thesis supervisor arrow_drop_down

Before thinking about a supervisor, students should make sure they are committing to the area of study that most interests them. They should ask themselves whether they are enthusiastic enough about a topic area to sustain this enthusiasm over the period of time it will take to prepare the thesis. Speaking to students and professors who do research in the proposed area of study will help clarify the students’ thoughts. The students should make sure they are well-informed before they approach any potential supervisors.

A professor is not obligated to take on a student if he or she feels the match-up would not be a good one, or if the professor lacks lab space, time or funding.

A student may have more than one supervisor. When mention is made of the thesis supervisor, it is implicit that there may be a co-supervisor.

• Information to collect before contacting a potential supervisor
• Questions to ask after the meeting with the potential supervisor
• Professors, by research interest

Appointment of a thesis supervisor arrow_drop_down

From the uoZone Application tab, click Service Requests to create a service request and appoint a thesis supervisor.

Meetings between the supervisor and the student arrow_drop_down

Preliminary meetings.

Before a student begins researching and writing a thesis, the supervisor and the student should have a detailed discussion of expectations and requirements. Below are examples of general and specific issues to be discussed during the preliminary meetings.

As soon as possible, the student should obtain ethics approvals or any other required approvals to conduct research. The student should discuss with the thesis supervisor and visit the  Office of Research Ethics and Integrity  Website.

• General and specific topics to be discussed

Regular meetings

The student and the supervisor should plan to meet regularly whether or not the student has any finished work to show to the supervisor.

If it is a major meeting, the student should draw up and deliver to the supervisor an agenda beforehand. If the meeting is to discuss text that has already been written, the student must send the draft well in advance of the meeting. 

After the meeting, and based on this agenda, the student prepares a brief report on what was discussed and decided, and shares this report with the supervisor.

It is important to be productive at these major meetings, but it is also crucial to just keep in touch.

Components of a typical agenda

• a summary of the purpose of the meeting
• a review of what was discussed at the previous meeting and what has been accomplished to date
• a discussion and clarification of the current topics, ideas and issues
• next steps as a result of this discussion
• agree with a date for the next meeting

Feedback and revision arrow_drop_down

All along during the thesis preparation process, a student will receive feedback and should expect to do revisions. Revising a thesis based on feedback from the thesis supervisor, advisory committee (if applicable) and from the jury is an important part of the thesis preparation process.

Part of the advancement of knowledge that preparing a thesis fosters involves engaging in dialogue and learning from these discussions, learning how to communicate clearly, and responding appropriately to suggestions for improvement

Already a student?

Types of supervision, co-supervision arrow_drop_down.

A joint management with a professor in another discipline may be considered if the research project of a student is favoured.

Cotutelle arrow_drop_down

A doctoral student may prepare a thesis under a cotutelle agreement. You find below additional information to help familiarize yourself with the roles played by each of the stakeholders.  

Learn more about Cotutelle.

Thesis advisory committee arrow_drop_down

In many academic units, a thesis advisory committee, also referred to as thesis committee, is assembled as soon as a student finds a thesis supervisor. Please note that not all academic units have thesis committees, the students must check on the protocol in their own academic unit.

Constitution of the thesis committee

How the thesis committee is formed varies from academic unit to academic unit. The thesis supervisor plays the biggest role by approaching colleagues who have the expertise and inviting them to join the committee.

A thesis committee is made up of:

• the student
• the thesis supervisor, and
• usually at least two other professors.

The thesis supervisor is usually the chair of the thesis committee.

Role of the thesis committee

While the roles and responsibilities of thesis committees may vary from one academic unit to another, members of the committee should provide guidance to the student on thesis planning, research and writing; be available to discuss ideas or for consultation on any other matter related to the thesis; and, if this is the practice within the discipline, evaluate the thesis after submission.

Thesis committees meet according to a schedule set either by the academic unit or by the committee itself. The student is usually responsible for initiating the meetings. When concerns about the progress of the research arise, the supervisor and/or academic unit may require meetings at more frequent intervals.

Useful information

Contracts arrow_drop_down.

Some supervisors and students have contracts or agreements to formalize the expectations and delineate the responsibilities in the preparation of a thesis.

Although these agreements are not considered official documents with force of law, they set out the expectations of the student and supervisor in relation to many of the issues covered in this Website section and help avoid conflict and misunderstandings.

A student should not make assumptions about who will do what in the research and who gets credit for any new discoveries or inventions. A supervisor should not assume the supervised student is aware of any assumptions the supervisor has or any authorship or credit protocols that may exist in the area of research.

Professors who use contracts do so because they have found such agreements are a good tool for helping students achieve their goals and finish their theses. However, while a written agreement can be very useful, one of the keys to a successful supervisor–student relationship is good communication and mutual trust. Both sides need to foster and build on that. 

Absences arrow_drop_down

Sometimes a potential supervisor is approached by a student looking for a thesis supervisor and both the student and professor agree it would be a good match, but the professor is going on an academic leave partway through the period in which the student will be preparing this thesis. In the event of a scheduled absence from the University for more than one month, the thesis supervisor must make the necessary arrangements with his students and the academic unit concerned to ensure that students continue to be accompanied during the supervisor's absence.

A thesis supervisor who is going to be away should let the student know well in advance. The same goes for the student. The student should discuss this with the thesis supervisor well ahead of time. In case of illness, the student should let the supervisor know the expected timeline for recovery.

If the student is planning to suspend work on the thesis for a term or more, for whatever reason, the student needs to apply for and receive approval for a leave of absence. Please note that absence has an impact on eligibility for funding.

Professionalism arrow_drop_down

As a student, the development of professional skills—for example, communicating appropriately in writing and in person, responding promptly to e-mails, coming prepared to meetings, following up after meetings, respecting deadlines, tracking changes to the text so that it is easy for the supervisor to review each draft after revisions—is important in the preparation of the thesis. Some faculties offer courses in professional skills.

If the student feels aspects of the supervisor’s behavior are unprofessional, he or she should consult the graduate program director or the chair of the academic unit.

Changing supervisors arrow_drop_down

As for changing supervisors partway through a thesis, this is not recommended. Keep in mind that as long as the thesis is logical and the conclusions drawn from the data are valid, the student and the supervisor do not need to be in total agreement on methodology, analysis or interpretation.

The thesis committee may be able to fill in whatever gaps the student perceives in the relationship with the supervisor. If the research goes off in an unexpected direction, one that is not very familiar to the thesis supervisor, the student could see what opportunities are available and what guidelines the academic unit has for this situation. The student could consider joint supervision as an alternative to finding a new supervisor.

If the student has explored all other options and still wish to change supervisors, he or she should talk to the graduate program director. If the supervisor happens to be the graduate program director, the student should talk to the director of the academic unit. If the student remains uncertain or dissatisfied, he or she should talk to the vice-dean graduate studies of his/her home faculty. Beyond that, the student can talk to the university ombudsperson. The student can request that the exchanges with any or all of these individuals (directors, vice-dean, ombudsperson) remain confidential.

The student should be sure to explore options carefully before withdrawing from the supervisory arrangement—a student who terminates the relationship with a supervisor before finding another supervisor may have difficulty securing another supervisor and compromise the thesis project.

Getting the most out of thesis supervision meetings

Chances are that postgraduate students meet their thesis supervisor/s only every few weeks, and for a limited amount of time. Therefore, it is extremely important to take full advantage of supervision meetings. The following tips help bachelor’s, master’s and PhD students to make the most of thesis supervision meetings.

What can you expect from a thesis supervisor?

Taking charge of thesis supervision meetings, pre-meeting progress updates before thesis supervision meetings, agendas and note-taking strategies during thesis supervision meetings, post-meeting action points after thesis supervision meetings.

Before diving into what you can do to get the most out of thesis supervision meetings, it is important to be clear on the roles during a thesis process:

A thesis supervisor supports and guides you through writing your thesis. However, ultimately you are responsible for your work.

What this role division means in practice is that students cannot expect their thesis supervisor/s to tell them exactly what to do. And the thesis supervisor/s will not simply provide students with solutions to their challenges on a silver platter.

That said, a supervisor’s role is crucial. He or she will guide you in your writing, point out weaknesses in your argument and approach, and make suggestions for improvement. Furthermore, you can benefit from their experiences and scientific knowledge.

Considering that students are ultimately responsible for their thesis, they do benefit from taking charge of supervision meetings.

First and foremost, it means that students should be proactive. They should stay on top of time planning. They should keep track of a regular supervision schedule. And they should let the supervisor/s know what they need in terms of support and advice.

Pre-meeting updates, a meeting agenda and strategy for note-taking, as well as post-meeting action points, help students to get the most out of thesis supervision meetings.

Each of these points will be explained in more detail below. Combined, they offer concrete and repeatable structure to prepare, take part in, and summarise thesis supervision meetings.

It is never too late to change your approach to thesis supervision meetings. Just introduce the new structure to your supervisor/s and explain how it helps you to keep track of your progress. Most supervisors appreciate it when students take responsibility for their learning.

Pre-meeting updates are a summary of the progress you made since your last meeting.

Both master’s and PhD thesis supervisors tend to supervise many students at the same time. They might lose track of the progress of individual students. Progress updates before a meeting help to bring everyone up to date.

Sending around progress updates before the meeting also saves a lot of time: during the meeting, you can dive much more quickly into the discussion of your challenges and how to move forward.

In the pre-meeting updates, it is also advisable to already share your main questions and struggles in advance. Be very clear in stating what you need from your supervisor/s. It helps them to prepare.

And of course, if you have written text for review, make sure to give your supervisor/s enough time to review it. Supervisors have busy agendas. So don’t hand in the written text an hour or a day before the meeting.

• Send around a progress update before the meeting.
• Specify the questions and challenges you would like to discuss.
• If applicable, share written text well in advance.

During a thesis supervision meeting, be prepared. Have an agenda ready, and share it with your supervisor/s at the beginning of the meeting.

The agenda should reflect the key points that you would like to discuss during the meeting.

In addition to the agenda, explain what your key objectives are for the meeting. Then, ask if your supervisor/s would like to add points to the agenda. Edit the agenda on the spot so that all points and objectives are reflected.

A good agenda helps to structure the discussion and it ensures that all relevant points will be addressed.

Furthermore, have a good note-taking strategy in place. Even if you understand everything that is said during a supervision meeting, it can be tough to remember it all.

Either take your time to take proper notes by hand or ask all parties present whether it is okay to record the meeting. You will thank yourself later.

• Come prepared, with an agenda and meeting objectives.
• Make space for unplanned discussions and feedback in the agenda.
• Take detailed notes or ask to record the meeting.

Phew! The meeting is over. What’s next?

Take a day or two to reflect on the meeting. Sit down, have a look at your notes, and then develop action points that came out of the discussion.

Action points can be agreements made with the supervisor/s on content, research methods, writing style, you name it. Compile a short but concrete list of the steps you will take to progress with your thesis. Where applicable, also include specific deadlines and notes on time-planning.

Then, send the post-meeting action points to your supervisor/s.

Why? Because there is a chance that you misunderstood each other. Asking your supervisors for brief feedback on your action points provides an extra layer of security. It shows whether you are on the same page and whether you are moving in the right direction.

Furthermore, it is always good to have your agreements in writing. It can help, for instance, if you run into trouble because you have to deal with conflicting feedback from different supervisors .

Lastly, already start to prepare for the next meeting. If you haven’t done it yet, send a calendar invite to your supervisor/s, so that everyone can block the time of your upcoming thesis supervision meeting in their agenda.

• Develop concrete action points after the meeting, and share them with your supervisor/s.
• Reiterate agreements on deadlines and time-planning.
• Send out calendar invites for the next meeting.

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The supervisor is the key person in a thesis-based graduate degree program. The principal role of the supervisor is to help students achieve their scholastic potential and to chair the student’s Supervisory Committee. The Supervisor will provide reasonable commitment, accessibility, professionalism, stimulation, guidance, respect and consistent encouragement to the student. Learn more

Graduate programs have different expectations regarding prospective students contacting faculty members. Some require commitment of a faculty member as thesis supervisor prior to applying while others assign supervisors in the first year. Please review the requirements for each program in the degree listing under the heading "Admission Information & Requirements" in step 3 "Prepare Application" under "Thesis Supervision".

Advice on how to reach out to supervisors

Supervisor Directory

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Reaching Out Tips

Complete these steps before you reach out to a faculty member.

• Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
• Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
• Identify specific faculty members who are conducting research in your specific area of interest.
• Read up on the faculty members in the program and the research being conducted in the department.
• Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
• Do not send non-specific, mass emails to everyone in the department hoping for a match.
• Address the faculty members by name. Your contact should be genuine rather than generic.
• Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
• Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
• Convey the specific ways you are a good fit for the program.
• Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
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Roles and responsibilities of supervisors

Introduction.

Effective graduate student supervision requires complex interactions between graduate students and their supervisors. The role of a supervisor is threefold: to advise graduate students, monitor their academic progress, and act as a mentor. Supervisors not only provide guidance, instruction and encouragement in the research activities of their students, but also take part in the evaluation and examination of their students’ progress, performance and navigation through the requirements of their academic program with the goal to ensure that their students are successful.

Supervisors are responsible for fostering the intellectual and scholarly development of their students. They also play an important role in providing advice about professional development and both academic and non-academic career opportunities, as they are able, and based upon the student’s career interests. 

The privilege to supervise Master’s research and PhD students requires that the supervisor hold Sole Supervisory Privilege Status (SSPS1 or SSPS2) . The intent of SSPS is to ensure that faculty have the appropriate knowledge to facilitate excellence in graduate student supervision.

Knowledge of regulations, policies and procedures

Effective graduate student supervision requires a knowledge and understanding of the University’s requirements and expectations.  To this end, supervisors should:

2.1    Be knowledgeable and remain updated on department, Faculty and University regulations, policies and procedures, and have these protocols guide the supervisors’ decision-making and behaviour as they interact with graduate students. Supervisors are encouraged to take the necessary steps to be well-informed with those Policies identified in  section 1.2 .

2.2    Be familiar with the support services available to students and faculty at the University including those articulated in  section 1.2 . This information is normally available through department graduate co-ordinators, Faculty Graduate Studies Offices, Graduate Studies and Postdoctoral Affairs (GSPA), the Graduate Student Association (GSA) or the University Secretariat.

2.3   Be informed about University of Waterloo policies and procedures that  inform academic integrity  (Office of Research).

2.4    Be aware of the University of Waterloo and Tri-Agency policies and procedures associated with the conduct of research.   Where appropriate, supervisors should be prepared to provide guidance to students on:

• The responsible conduct of research, with particular emphasis on the Tri-Agency Framework as defined in the  Faculty Association of University of Waterloo (FAUW) /University of Waterloo memorandum of Agreement (Section 14).
• The  ethical conduct of research  (Office of Research) involving animals, animal or human tissues, and human participants

2.5    Have knowledge of the  policies and procedures that govern international travel and security  that can be found at Waterloo International.

Advice on program of study, research and professional development

As noted above, supervisors are expected to serve as mentors to their graduate students.  To this end, supervisors should be prepared to provide well-informed advice on academics and professional development.  More specifically, supervisors should be prepared to advise students on:

2.6    An academic program that is challenging, at the appropriate level for the degree being sought, and that can be accomplished within commonly understood and desirable time and resource expectations of the student and the supervisor.

2.7    The choice of courses and seminars needed to fulfil the degree requirements.

2.8    The development and construct of a research topic and proposal.

2.9    The development of a communication plan with the supervisory/advisory committee as to how the student’s progress will be assessed (including during thesis writing and completion), and the role of advisory committee members in the assessment.

2.10    The availability of internships, practica, co-op or other experiential learning opportunities as part of the program.

2.11    The availability of professional development resources for Waterloo graduate students to help advance the students’ career objectives.

Meetings/consultation 

The establishment and communication of common expectations are critical elements to positive experiences for both graduate students and their supervisors.  Achieving these outcomes can be facilitated by regular meetings and/or consultation between students, their supervisors, and where appropriate advisory committees. Especially important is timely feedback on students’ written submissions. 

The University encourages supervisors to:

2.12    Ensure, especially important in the case of doctoral students, that the student has:

• An advisory committee as required.
• A program of study consistent with department and Faculty requirements that has been approved by the advisory committee as required.
• A research plan that is appropriate in breadth, depth and time to completion (see  Milestones in master's and doctoral programs ).

2.13    Arrange for regular (as agreed by the student and supervisor) meetings (which may involve the advisory committee) with students for consultation to ensure steady progress. The frequency of such meetings will depend on the discipline/field of study, type of program, and the student’s progress. At least two, preferably more, meetings should be arranged in each academic term. Supervisors should also be reasonably accessible for meetings requested by their students. The approach to these student meetings should be individualized to reflect the needs of the student. For example, some students may need more support while other may need less.

2.14    Communicate their evaluation of student progress to the department once a year or more often if required. The report should clearly indicate the status of the student’s progress (i.e., satisfactory or unsatisfactory).  In the latter case, the report must include a clearly articulated set of conditions that if satisfied will restore the student’s status to satisfactory. Where the supervisor feels that the student will have serious difficulties finishing the program, the supervisor, in consultation with the advisory committee as appropriate, will inform in writing, both the student and the graduate officer of the nature of the problem(s), suggested remedies and may recommend withdrawal from the program.  More information on  assessing students’ progress  can be found in the Graduate Studies Academic Calendar.

2.15    Thoroughly review and provide constructive feedback on all written materials relevant to the thesis or research paper submitted by their students. The supervisor and the student are encouraged to establish in writing expectations on what constitutes timely feedback; a timeframe of two to three weeks depending on the complexity of the document is commonly applied. However, this can vary depending on various circumstances such as travel or vacation.  These circumstances should be discussed between the supervisor and student.

2.16    Have knowledge of the  guidelines for evaluating students’ progress in a research program  (Graduate Studies Academic Calendar).

2.17   Inform students about the  broad spectrum of resources available  (Writing and Communication Centre) to facilitate development of oral communication and writing skills.

2.18    Be active and supportive in promoting students’ well-being.  This may include:

• Inquiring about a student’s well-being, as appropriate.
• Directing students to  appropriate support services , including  Mental Health and Wellness resources  (Campus Wellness).
• Displaying empathy towards the student.

2.19    Complete as appropriate the University requirements for  Sexual violence awareness, referral and support training  (Human Rights, Equity and Inclusion Office) to understand how to respond to disclosures of sexual violence and refer students to the appropriate supports.

The University recognizes that supervisors will be away from the University for extended periods of time (e.g., sabbatical, satellite campus, visiting professorship).  Being physically away from the University does not preclude a supervisor from remaining engaged with their graduate students.  In cases where the supervisor will not be available either in person or via electronic communications, the supervisor should:

2.20    Inform students, prospective students and the department of any anticipated extended period where communication will not be occurring. In cases when the absence is for a period of two months or more, supervisors should arrange for suitable communication methods. Interim supervision also must be arranged, for example, using members of advisory committees. Supervisors must inform the student’s department (chair/graduate officer) of the arrangements made for the period of absence, including supervision of laboratory or field work where graduate students continue to work during the absence.

2.21    Ensure students know that in situations where a supervisor works away from campus for two months or more and where their students can accompany the supervisor, the decision to remain on campus or to follow the supervisor rests entirely with the student. Students shall face no pressure (explicit or implicit) or consequences when making this choice and are not required to provide any reason.

As with the departmental representatives, supervisors have responsibility to advance safety.  More specifically, supervisors should:

2.22    Ensure a safe working environment both on and off campus (working alone, field work) by assessing hazards and implementing appropriate controls. This must be in accordance with the Occupational Health and Safety Act,  Policy 34  (Secretariat) and department and Faculty regulations.  All supervisors must complete mandatory  health and safety supervisor awareness training  (Safety Office) and must ensure that graduate students complete both mandatory and work-specific safety training.  More information can be found on the  Safety Office  website.

2.23    Ensure that students obtain additional training when new safety risks arise and ensure training is kept up to date.

Inherent to graduate education are the dissemination of knowledge and the participation in scholarly activities away from the University campus.  Travel (domestic and international) can include fieldwork, conferences, course work and other work related to the thesis. Supervisors are encouraged to support students’ travel to accomplish these important objectives.  Supervisors should:

2.24    Follow or encourage students to follow  Policy 31  (Secretariat) that governs University-sanctioned travel.

2.25    Categorize and report risk associated with travel.  Low risk  (Safety Office) are activities for which it is expected that participants will encounter hazards that are no greater than what they encounter in their everyday lives. Examples of  significant risk  (e.g. industrial sites, remote regions etc.) are noted on the  Safety Office website .  Travel or field work that involves significant risk must be documented using the  Fieldwork Risk Management Form  from the  Safety Office .  For low risk activities off campus, supervisors should:

• Provide advice on preparation for pre-departure orientation and planning for any travel and including associated risk, as they are able;

2.26    Document the student(s) location and duration of travel, including personal and emergency contact information. Review the material provided by  Waterloo International  to understand how to best mitigate risk and ensure safety for international travel.

2.27    Encourage students to register using the  Pre-departure Travel Form  at  Waterloo International .

2.28    Consult the  Government of Canada Travel Advice and Advisories web page  for the international destination and discuss the mitigation of risk with the students to the destination.

Financial assistance

Supervisors regularly provide financial support for their graduate students.  Both the supervisor and the student benefit when a clear understanding exists of the value of funding, and the academic outcomes that should occur from the supported activities.  Specifically, supervisors should:

2.29    Be informed about the spectrum of funding opportunities available through the department, Faculty and Graduate Studies and Postdoctoral Affairs (GSPA) for students in  financial need  and to communicate these sources to student.

2.30   Communicate clearly and in writing to their students the terms (e.g., amounts, length of time, conditions) of the financial commitment being made when financial assistance is to be provided from research grants or contracts under the supervisor’s direction.

2.31    Support students’ understanding of their funding, including a consideration of student expenses (primarily tuition and housing) and taxation, if appropriate.  

Intellectual property 

Increasingly, students and supervisors enter into their academic relationships with previously established intellectual property (IP).  Moreover, students and supervisors may have an expectation that their collective work may produce new IP.  Best practices include the articulation of students’ and supervisors’ understanding of IP relationships at regular intervals throughout the students’ academic program.  More specifically, supervisors should: 

2.32    Discuss issues related to intellectual property such as patents, software, copyright, and income from sales and royalties, and inform students of University policies about intellectual property and the conduct of research. It should be recognized that, in accordance with  Policy 73  (Secretariat), intellectual property normally is owned by the creators. However, the University retains a royalty-free right to use, for educational and research purposes, any intellectual property created by faculty, staff and students. Ideally, supervisors and students should enter into a written agreement that expresses IP owned by either party prior to beginning the research relationship and the default way in which IP created by the researchers’ joint activities will be owned.  A common example is an assumption in the absence of an explicit agreement of joint IP ownership, with each researcher owning an equal share.

2.33    Ensure that students are aware of implications and/or obligations regarding intellectual property of research conducted under contract. If appropriate, discuss with their students and any research partners the protection of intellectual property by patent or copyright. Any significant intellectual contribution by a student must be recognized in the form of co-authorship. Supervisors must convey to students, in advance of publication, whether they intend to recognize the student as co-author for work under contract.

Publications 

Academic outputs – in various forms – document and demonstrate ownership of creative research and other scholarly activities.  These outputs are important for advancing knowledge and catalyzing additional scholarly activity in these areas and should be encouraged.  When supervisors and graduate students work collectively on these academic works, it is important for both that their relative contributions are represented appropriately.  To achieve these goals, supervisors should:

2.34    Discuss with their students, at an early stage of their program, authorship practices within the discipline and University policies about publications ( Policy 73  on the Secretariat website). 

2.35    Discuss and reach agreement with students, well in advance of publication and ideally at the outset of collaboration, the way in which authorship will be shared, if appropriate, between the supervisor, the student and other contributors for work conducted under contract.

2.36    Encourage the dissemination of students’ research results by publication in scholarly and research journals, presentation at conferences (domestic or international) and seminars;

2.37    Motivate the dissemination of research through non-traditional or non-academic avenues (e.g. Open Access resources, public presentations, and popular media).

Withdrawal of supervisory duties 

In rare cases supervisors may determine that they are not prepared or able to continue in a supervisory capacity.  When this occurs, the supervisor is required to:

2.38    Follow the guidelines in the Graduate Studies Academic Calendar regarding  University Responsibilities Regarding Supervisory Relationships  that outlines the steps for dissolution of the supervisory relationship.

Accommodation 

The University is eager to establish conditions that maximize graduate students’ likelihood of success.  To this end, supervisors:

2.39    Have a duty to engage in accommodations processes with  AccessAbility Services , as requested, and to provide appropriate accommodation to the point of undue hardship.

2.40    Remain informed of their roles and responsibilities with respect to accommodations.

Guide for Graduate Research and Supervision

• Roles and responsibilities of departments, graduate officers and graduate co-ordinators
• Roles and responsibilities of graduate students
• Roles and responsibilities of advisory committees

• Masters Thesis and Supervisor

[Part of the Policies of the CHD, August 2019]

Master’s Thesis

A candidate for a terminal Master's degree, with the prior approval of a faculty supervisor and of the CHD, may undertake an extended reading and research project resulting in what amounts to a Master's thesis.  The thesis is optional for the S.M. degree and required for the M.E. degree.  In connection with this project, an S.M. candidate may take no more than two SEAS letter-graded reading and research courses (299r), no more than one in any given semester.  M.E. candidates may take up to one 299r course as part of the eight letter-graded courses and are required to take eight 300-level reading and research courses. 

Second Reader

When a thesis project is pursued in connection with a terminal Master’s degree, the thesis supervisor, in consultation with the student, shall nominate an outside reader who is a member of the SEAS faculty for approval by the CHD by course-enrollment day of their second semester in the case of SM students, or by course-enrollment day of their third semester for M.E. students.  Ordinarily, both the supervisor and reader must be members of the SEAS faculty; exceptions must be approved by the CHD.

An initial draft of the thesis must be transmitted to the supervisor before Spring Recess of the student’s final semester (or Thanksgiving Recess if the student’s final semester is the fall). The final draft of the thesis, incorporating any revisions given on prior drafts by the thesis supervisor and outside reader, must be transmitted to the thesis supervisor and outside reader by the first day of Reading Period, and the student should simultaneously submit a one- or two-page abstract to the Office of Academic Programs. The thesis supervisor and outside reader should each submit to the Office of Academic Programs by the last day of Reading Period a letter giving their evaluation of the thesis.

It is expected that such a thesis will represent a more substantial contribution than is customary for an undergraduate senior thesis, but less so than a doctoral dissertation. The thesis will follow a similar format to a Ph.D. dissertation, and satisfy similar criteria. The main difference is in the volume of original work expected of a master’s thesis, which might have the content of roughly 25% of original research as in the Ph.D. dissertation. No part of a master’s thesis may be included in a subsequent Ph.D. dissertation. The student should note that the following four points should be covered in a master’s thesis: introduction, stating the question being asked, or hypothesis being tested, or design challenge being addressed; literature review, summarizing pertinent prior work; original research or design; and conclusions, stating what was learned.

The thesis abstract and evaluations will be made part of the student's permanent record. When an S.M. or M.E. program plan approved by the CHD provides for or requires the preparation of a thesis, awarding of the degree will not be recommended until the abstract and satisfactory evaluations have been received by the Office of Academic Programs.   Unsatisfactory evaluations of the thesis will be reflected as unsatisfactory grades given by the supervisor in the student’s 300-level and/or 299r courses and will preclude the awarding of the M.E. degree; M.E. students who otherwise have met the requirements for the S.M. may apply for that degree to be conferred on the next degree date.

M.E. students who are in-between supervisors

M.E. students who do not remain with their initial supervisor are expected to secure a new supervisor by the end of the second semester.  Students who cannot identify a new supervisor by that time will be expected to withdraw from the program based on a lack of progress to degree, receiving the S.M. if they have met the requirements for that degree.  Such students may petition to remain for a third semester in order to satisfy the S.M. requirements.

The new supervisor will normally be a member of the SEAS faculty.  Permission for a student to have a non-SEAS supervisor may be given by the Director of Graduate Studies; such students must also have a SEAS faculty member as co-advisor.

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/images/cornell/logo35pt_cornell_white.svg" alt="masters degree dissertation supervisor"> Cornell University --> Graduate School

Guide to writing your thesis/dissertation, definition of dissertation and thesis.

The dissertation or thesis is a scholarly treatise that substantiates a specific point of view as a result of original research that is conducted by students during their graduate study. At Cornell, the thesis is a requirement for the receipt of the M.A. and M.S. degrees and some professional master’s degrees. The dissertation is a requirement of the Ph.D. degree.

Formatting Requirement and Standards

The Graduate School sets the minimum format for your thesis or dissertation, while you, your special committee, and your advisor/chair decide upon the content and length. Grammar, punctuation, spelling, and other mechanical issues are your sole responsibility. Generally, the thesis and dissertation should conform to the standards of leading academic journals in your field. The Graduate School does not monitor the thesis or dissertation for mechanics, content, or style.

“Papers Option” Dissertation or Thesis

A “papers option” is available only to students in certain fields, which are listed on the Fields Permitting the Use of Papers Option page , or by approved petition. If you choose the papers option, your dissertation or thesis is organized as a series of relatively independent chapters or papers that you have submitted or will be submitting to journals in the field. You must be the only author or the first author of the papers to be used in the dissertation. The papers-option dissertation or thesis must meet all format and submission requirements, and a singular referencing convention must be used throughout.

ProQuest Electronic Submissions

The dissertation and thesis become permanent records of your original research, and in the case of doctoral research, the Graduate School requires publication of the dissertation and abstract in its original form. All Cornell master’s theses and doctoral dissertations require an electronic submission through ProQuest, which fills orders for paper or digital copies of the thesis and dissertation and makes a digital version available online via their subscription database, ProQuest Dissertations & Theses . For master’s theses, only the abstract is available. ProQuest provides worldwide distribution of your work from the master copy. You retain control over your dissertation and are free to grant publishing rights as you see fit. The formatting requirements contained in this guide meet all ProQuest specifications.

Copies of Dissertation and Thesis

Copies of Ph.D. dissertations and master’s theses are also uploaded in PDF format to the Cornell Library Repository, eCommons . A print copy of each master’s thesis and doctoral dissertation is submitted to Cornell University Library by ProQuest.

Duties of a thesis supervisor and the supervision plan

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Supervision work is closely linked to the intended learning outcomes of the degree and thesis as well as the related grading criteria. In accordance with the Regulations on Degrees and the Protection of Students’ Rights at the University of Helsinki, the student must receive instruction both during their studies and while writing their thesis.  See here for instructions on ensuring that your supervision is aligned with the learning outcomes.

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Supervision principles.

The Rector decides on the principles of supervision, including the rights and obligations of the student and the supervisor. The degree programme’s curriculum must contain instructions on how to prepare a personal study plan, along with the practices for approving and updating the plan. Please review the curriculum of your faculty and the thesis grading criteria in order to ensure that your supervision is aligned with the learning outcomes.

In the Rector’s decision, supervision refers to the support provided for the student’s or doctoral candidate’s learning process as they change, gain experience and grow as an expert. As a whole, supervision consists of communication, advice, instruction and special guidance. Supervision and counselling can be organised in a group led by the supervisor, at a seminar, in a peer group of students or doctoral candidates organised by the supervisor or in a personal meeting separately agreed between the supervisor and the student/doctoral candidate. Supervision and counselling can also be provided electronically through, for example, Moodle or other teaching tools available. 

Members of the teaching and research staff provide counselling that is related to teaching and research and requires knowledge of the content of different studies and disciplines. This counselling may concern, for example, personal study plans or thesis supervision. 

Guidance and counselling are provided in the Finnish and Swedish-language and multilingual degree programmes in Finnish or Swedish depending on the student’s native language or in English or another language as agreed with the student. If the student’s native language is a language other than Finnish or Swedish, guidance and counselling are provided in English or, if agreed with the student, in another language. In English-language master’s programmes and doctoral programmes, guidance can also be provided solely in English.

The degree programme steering group is responsible for ensuring that each student is appointed with a primary supervisor who is responsible for the supervision of their thesis. Additional supervisors may also be appointed. Your supervision plan can be used to agree on the responsibilities related to the supervision.

Supervision as interaction and the supervision plan

Supervision is about interaction with responsibilities that are divided between the different parties of the supervision relationship. Ambiguities related to supervision are often due to the parties’ different expectations regarding the content and responsibilities of the supervision and the fact that the parties are often unaware of the others’ expectations. Below, you can find a table that serves as a great tool for considering the different rights and obligations related to supervision

The policies and practices of supervision should be discussed in the early stages of the thesis process. The supervisor and the student may also prepare a written supervision plan that clarifies the schedule for the supervision and the thesis work as well as the content of the supervision. The plan can also be utilised if any problems arise or you fall behind schedule.

Topics the supervisor should incorporate in the supervision

When supervising a student’s thesis work, remember to pay attention to the following topics:

• the responsible conduct of research and avoiding cheating
• guiding the student in matters related to data protection  
• matters related to open access publications and the public availability of theses  
• inform the student of the general process of thesis examination and approval and the related schedule 

Different faculties may have their own decisions and instructions on thesis supervision. Please read the instructions provided by your faculty.

See also the Instructions for Students

You will find related content for students in the Studies Service.

Bachelor’s theses and maturity tests

Thesis and maturity test in master's and licentiate programmes.

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