role of project supervisor in research

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Research and project supervision (all levels): an introduction  

Supervising projects, dissertations and research at UCL from undergraduate to PhD.

1 August 2019

Many academics say supervision is one of their favourite, most challenging and most fulfilling parts of their job.

Supervision can play a vital role in enabling students to fulfil their potential. Helping a student to become an independent researcher is a significant achievement – and can enhance your own teaching and research.

Supervision is also a critical element in achieving UCL’s strategic aim of integrating research and education. As a research-intensive university, we want all students, not just those working towards a PhD, to engage in research.

Successful research needs good supervision.

This guide provides guidance and recommendations on supervising students in their research. It offers general principles and tips for those new to supervision, at PhD, Master’s or undergraduate level and directs you to further support available at UCL.

What supervision means

Typically, a supervisor acts as a guide, mentor, source of information and facilitator to the student as they progress through a research project.

Every supervision will be unique. It will vary depending on the circumstances of the student, the research they plan to do, and the relationship between you and the student. You will have to deal with a range of situations using a sensitive and informed approach.

As a supervisor at UCL, you’ll help create an intellectually challenging and fulfilling learning experience for your students.

This could include helping students to:

• formulate their research project and question
• decide what methods of research to use
• become familiar with the wider research community in their chosen field
• evaluate the results of their research
• ensure their work meets the necessary standards expected by UCL
• keep to deadlines
• use feedback to enhance their work
• overcome any problems they might have
• present their work to other students, academics or interested parties
• prepare for the next steps in their career or further study.

At UCL, doctoral students always have at least two supervisors. Some faculties and departments operate a model of thesis committees, which can include people from industry, as well as UCL staff.

Rules and regulations

Phd supervision.

The supervision of doctoral students’ research is governed by regulation. This means that there are some things you must – and must not – do when supervising a PhD.  

• All the essential information is found in the UCL Code of Practice for Research Degrees .
• Full regulations in the UCL Academic Manual .  

All staff must complete the online course Introduction to Research Supervision at UCL  before beginning doctoral supervision.

Undergraduate and Masters supervision

There are also regulations around Master’s and undergraduate dissertations and projects. Check with the Programme Lead, your Department Graduate Tutor or Departmental Administrator for the latest regulations related to student supervision.

You should attend other training around research supervision. 

• Supervision training available through UCL Arena .

Doctoral (PhD) supervision: introducing your student to the university

For most doctoral students, you will often be their main point of contact at UCL and as such you are responsible for inducting them into the department and wider community.

Check that your student:

• knows their way around the department and about the facilities available to them locally (desk space, common room, support staff)
• has attended the Doctoral School induction and has received all relevant documents (including the Handbook and code of practice for graduate research degrees )
• has attended any departmental or faculty inductions and has a copy of the departmental handbook.

Make sure your student is aware of:

• key central services such as: Student Support and Wellbeing , UCL Students' Union (UCLU) and Careers
• opportunities to broaden their skills through UCL’s Doctoral Skills Development Programme
• the wider disciplinary culture, including relevant networks, websites and mailing lists.

The UCL Good Supervision Guide  (for PhD supervisors)

Establishing an effective relationship

The first few meetings you have with your student are critical and can help to set the tone for the whole supervisory experience for you and your student.

An early discussion about both of your expectations is essential:

• Find out your student’s motivations for undertaking the project, their aspirations, academic background and any personal matters they feel might be relevant.
• Discuss any gaps in their preparation and consider their individual training needs.
• Be clear about who will arrange meetings, how often you’ll meet, how quickly you’ll respond when the student contacts you, what kind of feedback they’ll get, and the norms and standards expected for academic writing.
• Set agendas and coordinate any follow-up actions. Minute meetings, perhaps taking it in turns with your student.
• For PhD students, hold a meeting with your student’s other supervisor(s) to clarify your expectations, roles, frequency of meetings and approaches.

Styles of supervision

Supervisory styles are often conceptualized on a spectrum from laissez-faire to more contractual or from managerial to supportive. Every supervisor will adopt different approaches to supervision depending on their own preferences, the individual relationship and the stage the student is at in the project.

Be aware of the positive and negative aspects of different approaches and styles.

Reflect on your personal style and what has prompted this – it may be that you are adopting the style of your own supervisor, or wanting to take a certain approach because it is the way that it would work for you.

No one style fits every situation: approaches change and adapt to accommodate the student and the stage of the project.

However, to ensure a smooth and effective supervision process, it is important to align your expectations from the very beginning. Discuss expectations in an early meeting and re-visit them periodically.

Checking the student’s progress

Make sure you help your student break down the work into manageable chunks, agreeing deadlines and asking them to show you work regularly.

Give your student helpful and constructive feedback on the work they submit (see the various assessment and feedback toolkits on the Teaching & Learning Portal ).

Check they are getting the relevant ethical clearance for research and/or risk assessments.

Ask your student for evidence that they are building a wider awareness of the research field.

Encourage your student to meet other research students and read each other’s work or present to each other.

Encourage your student to write early and often.

Checking your own performance

Regularly review progress with your student and any co-supervisors. Discuss any problems you might be having, and whether you need to revise the roles and expectations you agreed at the start.  

Make sure you know what students in your department are feeding back to the Student Partnership Committee or in surveys, such as the Postgraduate Research Experience Survey (PRES) . 

Responsibility for the student’s research project does not rest solely on you. If you need help, talk to someone more experienced in your department. Whatever the problem is you’re having, the chances are that someone will have experienced it before and will be able to advise you.

Continuing students can often provide the most effective form of support to new students. Supervisors and departments can foster this, for example through organising mentoring, coffee mornings or writing groups.

Be aware that supervision is about helping students carry out independent research – not necessarily about preparing them for a career in academia. In fact, very few PhD students go on to be academics.

Make sure you support your student’s personal and professional development, whatever direction this might take.

Every research supervision can be different – and equally rewarding.

Where to find help and support

• Research supervision web pages from the UCL Arena Centre, including details of the compulsory Research Supervision online course. 
• Appropriate Forms of Supervision Guide from the UCL Academic Manual
• the PhD diaries
• Good Supervision videos  (Requires UCL login)
• The UCL Doctoral School
• Handbook and code of practice for graduate research degrees
• Doctoral Skills Development programme
• Student skills support (including academic writing)
• Student Support and Wellbeing
• UCL Students' Union (UCLU)  
• UCL Careers

External resources

• Vitae: supervising a doctorate
• UK Council for Graduate Education
• Higher Education Academy – supervising international students (pdf)
• Becoming a Successful Early Career Researcher , Adrian Eley, Jerry Wellington, Stephanie Pitts and Catherine Biggs (Routledge, 2012) - book available on Amazon

This guide has been produced by UCL Arena . You are welcome to use this guide if you are from another educational facility, but you must credit UCL Arena. 

Further information

More teaching toolkits  - back to the toolkits menu

Research supervision at UCL

Connected Curriculum: a framework for research-based education

The Laidlaw research and leadership programme (for undergraduates)

[email protected] : contact the UCL Arena Centre 

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Case studies : browse related stories from UCL staff and students.

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• Roles and responsibilities of supervisors

Introduction  

• Knowledge of regulations, policies and procedures
• Advice on program of study, research and professional development
• Meetings/consultation
• Financial assistance
• Intellectual property
• Publications
• Withdrawal of supervisory duties
• Accommodation

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. 

While these expectations apply to all graduate students, supervising PhD students reflects a longer-term, more substantive commitment.  The privilege to supervise PhD students requires that the supervisor hold Approved Doctoral Dissertation Supervisor (ADDS) status. The intent of ADDS policy is to ensure that faculty have the appropriate knowledge to facilitate excellence in PhD supervision.

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  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.

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  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.

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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.

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• How it works

The Supervisor’s Role in Developing your Research Skills

Published by Owen Ingram at August 1st, 2023 , Revised On August 1, 2023

An academic supervisor plays a pivotal role in shaping your research journey. The importance of an academic supervisor in the research process cannot be overstated. They mentor, guide, and advocate for the researcher, providing invaluable support and expertise throughout the journey. 

The role of an academic supervisor extends beyond overseeing the project because they play a crucial part in shaping the researcher’s growth, ensuring the integrity of the study, and maximising the chances of research success. Let’s explore it in detail. 

Why an Academic Supervisor is Essential in the Research Process?

Here are some key reasons why an academic supervisor is essential in the research process:

Expertise and Guidance

Academic supervisors bring a wealth of knowledge and experience to the table. They possess subject-specific expertise and are well-versed in research methodologies, design, and analysis. Their guidance helps researchers navigate complex theoretical frameworks, identify appropriate research methodologies, and develop a comprehensive understanding of the field.

Leveraging their Knowledge and Experience to Provide Guidance

An academic supervisor’s knowledge and experience are invaluable resources for researchers. They have extensive expertise in their field and can provide guidance based on years of research and academic experience. Supervisors can leverage their knowledge to offer valuable insights and perspectives, helping researchers navigate the complexities of their research journey.

Refining Research Objectives

An academic supervisor helps researchers define and refine their research objectives. They assist in aligning research goals with the broader scope of the field, ensuring that the study contributes to existing knowledge. With their expertise, supervisors provide valuable insights that refine the research questions, making them more focused, relevant, and impactful.

Assisting in Refining Methodologies

Academic supervisors assist researchers in refining their research objectives to ensure they are specific, measurable, achievable, relevant, and time-bound (SMART). They work closely with researchers to evaluate the feasibility and relevance of the research objectives, considering the available resources and time constraints. 

Supervisors also provide valuable input in selecting appropriate research methodologies, considering the nature of the research questions, the data required, and ethical considerations. 

Provide Advice on Data Collection, Analysis, and Interpretation

Providing advice on data collection, analysis, and interpretation is a crucial role of an academic supervisor in the research process. Here’s how supervisors offer guidance in each of these areas:

Data Collection

Supervisors provide advice on selecting appropriate data collection methods and instruments. They help researchers identify the most suitable techniques, such as surveys, interviews, observations, or experiments, based on the research objectives and the nature of the data required. 

They offer insights on sampling strategies, data collection protocols, and ethical considerations. Supervisors also assist in ensuring data quality by guiding on maintaining consistency, accuracy, and reliability throughout the data collection process.

Data Analysis

Supervisors guide researchers in selecting appropriate data analysis methods to address their research questions. They provide advice on statistical analysis techniques, qualitative data coding and analysis approaches, or mixed methods analysis frameworks. 

Supervisors assist in understanding the assumptions and limitations of the chosen analysis methods, helping researchers apply them correctly. They may also recommend relevant software or tools for data analysis and assist in interpreting the results.

Interpretation of Findings

Supervisors support researchers in interpreting the findings derived from data analysis. They help researchers identify patterns, trends, and relationships within the data. Supervisors offer insights into the significance and implications of the findings, guiding researchers to draw valid conclusions. 

They encourage critical thinking and assist in connecting the research findings with existing theories, literature, or practical applications.

Quality Assurance

Supervisors play a vital role in ensuring data quality and research integrity. They advise on quality assurance measures during data collection, such as piloting surveys or conducting inter-rater reliability checks. Supervisors review the methodology, calculations, and interpretations during data analysis to ensure accuracy and rigour. They help researchers address potential biases, outliers, or confounding factors to enhance the validity and reliability of the research findings.

Methodological Support

Developing a robust research methodology is critical to the success of a study. Academic supervisors assist researchers in designing suitable methodologies and research frameworks. They offer guidance on data collection techniques, sampling strategies, and data analysis methods. This support ensures that the research is methodologically sound and aligns with established standards in the field.

Feedback and Quality Assurance

Academic supervisors are crucial in providing ongoing feedback throughout the research process. They review drafts, provide constructive criticism, and offer suggestions for improvement. This feedback helps researchers identify strengths and weaknesses, refine their arguments, and enhance the overall quality of their work. Supervisors ensure that the research maintains high standards and adheres to academic rigour.

Troubleshooting and Problem-Solving

Research projects often encounter challenges and obstacles. An academic supervisor serves as a troubleshooter, assisting researchers in identifying and addressing potential issues. They offer guidance and advice on overcoming obstacles, helping researchers navigate complexities, and providing alternative perspectives to problem-solving.

Ethical Considerations

Ethics play a vital role in research. Academic supervisors guide ethical considerations, ensuring researchers follow ethical guidelines and protocols. They assist in obtaining necessary approvals from research ethics committees, protecting participants’ rights, and maintaining research integrity.

Professional Development

Academic supervisors focus on the immediate research project and contribute to the researcher’s long-term professional development. They provide mentorship, helping researchers enhance their research skills, critical thinking abilities, and academic writing. They advise publishing research findings, networking opportunities, and career advancement.

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Supervisors often have extensive networks within the academic community. They facilitate networking opportunities and collaborations, connecting researchers with experts and potential collaborators. This exposure broadens researchers’ horizons, fosters interdisciplinary perspectives, and opens doors for future collaborations and opportunities.

Publication and Dissemination Support

Publication and dissemination support from academic supervisors is crucial for researchers to share their findings with the wider academic community. Supervisors guide preparing research papers for publication, including manuscript organisation, formatting, and citation styles. 

They assist in selecting suitable journals or conferences for submission and offer insights into the publication process. Supervisors may review and provide feedback on drafts, helping researchers improve the clarity and coherence of their work. 

They also encourage researchers to present their findings at conferences or seminars, providing opportunities for networking and knowledge exchange. With their support, supervisors help researchers effectively disseminate their research, increasing its impact and visibility.

Striking a Balance Between Autonomy and Guidance in the Research Process

Striking a balance between autonomy and guidance in the research process is crucial for researchers. While autonomy allows for independent thinking, creativity, and ownership of the research, guidance from academic supervisors provides essential support and expertise. 

Supervisors offer insights, advice, and feedback to ensure the research stays on track and aligns with established standards. They provide a valuable external perspective, help researchers navigate challenges, and ensure methodological rigour. 

Balancing autonomy and guidance allows researchers to take ownership of their work while benefiting from the experience and expertise of their supervisors, ultimately leading to a successful and impactful research outcome.

Encourage Independent Thinking and Decision-Making 

Encouraging independent thinking and decision-making is vital to the academic supervisor’s role in developing researchers. By fostering a supportive environment, supervisors empower researchers to explore their ideas, think critically, and make informed decisions. They provide opportunities for researchers to engage in independent research and encourage them to challenge existing knowledge. 

Supervisors help researchers develop their analytical and problem-solving skills through constructive feedback and guidance, promoting autonomy in the research process.

Frequently Asked Questions

What is the role of an academic supervisor in developing research skills.

Academic supervisors are crucial in guiding and nurturing research skills by providing mentorship, offering advice on methodologies, and promoting critical thinking and problem-solving abilities.

How does an academic supervisor support the development of research skills?

Supervisors support the development of research skills by providing guidance on research methodologies, offering feedback and constructive criticism, encouraging independent thinking, and providing opportunities for professional development and networking.

What impact does an academic supervisor have on enhancing research skills?

An academic supervisor enhances research skills by sharing knowledge and expertise, helping researchers refine their research objectives and methodologies, promoting effective data collection and analysis techniques, and fostering critical thinking and academic growth.

How does collaboration with an academic supervisor contribute to developing research skills?

Collaboration with an academic supervisor provides researchers with mentorship, guidance, and opportunities for learning. Through ongoing communication and feedback, researchers can develop their research skills, improve their ability to analyse data, and critically enhance their overall research capabilities.

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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? 

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What is the role of your supervisor?

2 Minute read

The supervisory relationship lies at the heart of your research experience. Learn about the role of your supervisors and why they’re the key to your success.

Here are the answers to your frequently asked questions.

You need at least two supervisors, with one designated as the principal supervisor.

• To assist and support you in your study
• To provide helpful feedback
• To ensure you stay on track

But they are not expected to take charge of your research or project. As a graduate researcher, you are expected to be self-motivated and proactive.

Whether you want to join an established project with an assigned supervisory team or find supervisors for your own research project, the questions below may help you determine who is best placed to support your research journey:

• Do they have expertise relevant to your intended research project?
• Do they share your passion for your chosen topic?
• Are they well connected with other researchers?
• Have they developed skills in people management and mentoring?
• What is their reputation amongst current and past PhD candidates? Discover more about their supervision style, availability and accessibility, and the value of their feedback.
• Will you work well together? Consider your respective personalities and communication styles.

You should meet with your supervisors at least monthly. It is essential to build an effective working relationship, and this relies on frequent communication.

Your supervisors form part of your advisory committee. This is a broader group that provides support and advice, and might include people with specific technical or industry expertise. This committee also has a formal role in monitoring your progress. Your advisory committee should comprise at least three members, including your supervisors and the advisory committee chair.

Further detail on the roles and responsibilities of supervisors and advisory committee members is located in the Graduate Research Training Policy .

First published on 17 February 2022.

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Educational resources and simple solutions for your research journey

How to Find the Right Research Supervisor for Your Research

Deciding to pursue a PhD is a significant decision one takes for his/her career. And before starting on the doctoral journey, one needs to consider many factors like identifying their research topic, choosing the right university and department, and most importantly, knowing how to find a research supervisor who will be able to guide you in the right manner. The right PhD supervisor can strongly influence the success and quality of your degree and consequently, makes a significant impact on your academic career. Therefore, it is crucial to ensure that you know how to find a research supervisor for your PhD program.

Table of Contents

Why a good supervisor is an invaluable asset

Obtaining a PhD is not easy and is often fraught with challenges. Hence, finding a research supervisor who will support you when your experiments fail, encourage you when you are plagued with self-doubt and guide you towards successfully presenting your thesis is vital. The roles and responsibilities of a research supervisor are to guide you through your research journey, and there are many ways they can help you do so. They can:

• help you refine your research ideas
• identify the knowledge gaps in the field of study and guide you through difficulties
• offer valuable insights and provide advice on the most effective research methodologies to use.
• help you to develop necessary research skills such as, critical thinking, analysis, and interpretation to conduct a successful research project.
• offer you emotional and academic support in the ups and downs of your doctoral journey.

Hence, it is very critical to spend time finding a PhD supervisor who will be a great fit for your research project.

How to find a research supervisor that fits your needs

There are certain qualities of a good research supervisor that you will have to look for, in your own supervisor. Here are some basic things you should look for.

Choose an expert in your subject area: One of the most critical factors to consider when choosing a PhD supervisor is their research expertise. A good place to start your search for a good PhD supervisor would be the faculty profiles of universities and research institutes. Look for faculty members who have focused expertise in your research field and whose research interests align with your own. An ideal PhD supervisor must be someone who has authored a good number of articles, chapters, and books. This indicates that your supervisor is up-to-date on recent developments in your field and can provide you with the guidance and support you will need to write your thesis.

Look for someone whose mentoring methods match your learning style: If you are thinking about the questions to ask research supervisors, ask them about their mentoring style. Take time to learn as much as possible about them, ask them questions especially about their thought process, past work, and current projects. Also, try to understand the proposed supervisor’s mentoring style and ensure that it matches your learning style and preferences .

Consider personality traits and communication abilities: A PhD supervisor who is supportive, approachable, and possesses good communication skills can make a significant difference in your doctoral journey. While some supervisors can be hands-off and may offer minimal guidance, there are others who are more involved and will provide detailed feedback and guidance when required. You want to find a PhD supervisor who is easy to talk to , listens to your concerns and questions, and is respectful of your ideas and opinions.

Evaluate the success of past students and ask for feedback: Check the track record of your proposed PhD supervisor.  Find their previous students and see if they were able to complete their PhD on time. Were they able to publish in top-tier journals? Were they successful in securing academic positions? Answers to these questions will help you determine if they are a good fit for you. You can also talk to other students and faculty members in your department to get recommendations and insights into different supervisors.

Remember, finding the right supervisor goes beyond their reputation or academic achievements. It is essential to assess their mentoring style, availability, and willingness to invest in your growth as a researcher. A supportive and collaborative supervisor can provide invaluable guidance, enhance your research skills, and open doors to new opportunities.

Choose wisely, collaborate closely, and let your research thrive under the guidance of a supportive and knowledgeable supervisor.

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Responsibilities of the supervisor

An outline of supervisors' responsibilities towards PGR students and the wider University.

• At the outset of the research, the supervisor should explore in detail the student's academic background to identify any areas in which further training (including English language training) is required. In particular, the supervisor should advise the student in the choice of subject-specific knowledge and skills training required. Supervisors should be aware of the difficulties which may face international students who may, in the early stages, require more frequent contact and advice.
• The supervisor will give guidance on the nature of the research and the standard expected; the selection of a research programme and the topic to be covered; the planning and timing of the successive stages of the research programme; literature and sources; research methods and instrumental techniques; attendance at appropriate courses; data management, avoidance of unfair means and respect for copyright.
• The supervisor should ensure that they have a thorough understanding of the DDP and its benefits, to ensure students make the most appropriate choice of modules and other training and development opportunities.
• The supervisor should ensure that the student has a clear understanding in general terms of the main aspects of graduate research: the concept of originality; the different kinds of research; the form and structure of the thesis (including the appropriate forms of referencing); the necessary standards to be achieved; the importance of planning and time management; the procedures for monitoring and reporting progress.
• The supervisor should ensure that the student is aware of the University's Good Research and Innovation Practices (GRIP) Policy. In addition, the supervisor should ensure that the student has a clear understanding in general terms of 'research ethics', where this is relevant (i.e. if they are undertaking research that involves contact with human participants and/or with human data and/or human tissue) and a clear understanding of research governance, where this is relevant. 
• The supervisor should work with the student to establish an effective supervisory relationship, thereby supporting the student. This should include an agreement on the frequency of progress meetings and the arrangements for keeping records.
• The supervisor should set a target date for Confirmation Review and and regular progress milestones at induction, to ensure that all parties acknowledge the length of time available for each stage of the project.

Supervision

• The supervisor should ensure that the research project can be completed fully, including preparation and submission of the thesis, within the student's tuition fee-paying period, and should advise the student accordingly.
• The supervisor must ensure that a clear agreement is made with the student on the frequency and nature of the supervisory contact required at any particular stage of the project. Supervisory sessions should be uninterrupted as far as possible by telephone calls, visitors and other departmental business. The frequency of such sessions should be every four to six weeks as a minimum (pro-rata for part-time); the frequency may depend on the nature of the research (e.g. whether laboratory work is involved) and the specific research project. The length of sessions will also vary, from student to student, across time and between disciplines.
• The supervisor should comply with the attendance and engagement monitoring requirements of the department/University and notify their department at an early stage if a student's attendance or engagement gives cause for concern.
• Written records of formal supervisory meetings should be made and retained by both the student and supervisor for at least the duration of the student's registration. 
• Both the supervisor and student should keep any relevant or significant correspondence, including emails, which relate to the student's degree.  This is especially important for students who are studying via the Remote Location programme or who are spending a significant amount of time off-campus.
• The student and supervisor must have an agreed procedure for dealing with urgent problems (e.g. by telephone, e-mail and/or the arrangement of additional meetings at short notice).
• The supervisor should, in discussion with the student, establish and maintain a satisfactory timetable for the research, including the necessary completion dates for each stage, so that the thesis may be submitted on time. This planning should take into account the requirements of the relevant funding body in relation to submission.
• The supervisor should read promptly all the written work submitted in accordance with the agreed timetable and provide constructive and timely feedback.  The supervisor should advise the student of any obstacles to providing timely feedback, e.g. planned periods of time away from the University, particularly when the student is approaching submission.
• The supervisor should arrange, as appropriate, (in many departments it is a requirement) for the student to present work to staff or graduate seminars and should take an active part in introducing the student to meetings of learned societies and to other researchers in the field. The supervisor should provide advice, where appropriate, on publication of any of the research.
• The supervisor should advise the student, in advance, of any planned periods of absence from the University. If the period of absence is significant (more than the length of time between supervisory meetings), the supervisor should ensure that appropriate arrangements for alternative supervision are made and that the student is informed of them.
• The supervisor should take note of feedback from the student.
• The supervisor should engage with mandatory Continuing Professional Development appropriate to their level of supervisory experience, in line with University requirements.

Academic progress

• The supervisor should ensure that the student is informed of any inadequacy of standards of work below that generally expected from research students and should suggest remedial action, or training, as appropriate.
• The supervisor should comply with all departmental, faculty and/or sponsor requirements concerning the monitoring of progress and submission of progress reports. 

The final stages

• The supervisor should nominate appropriate examiners well in advance of the thesis being submitted, bearing in mind that all nominations require faculty approval before they can be appointed.  Failure to do so will lead to delays in dispatching the student’s thesis and arranging the viva examination.
• The supervisor should read and comment on drafts of the thesis before submission.
• The supervisor should ensure that the student understands the procedures for the submission and examination of the thesis and should assist the student in preparing for the oral examination, including offering a mock viva.
• Should the student be asked to resubmit their thesis, the supervisor will be responsible for continuing to provide support and supervision throughout the resubmission period.
• The supervisor should discuss and agree with the student if there is a need to embargo the thesis and should sign off on the Access to Thesis form which specifies any embargo requirements.

Related information

Contact the Research Degree Support Team

Workshops for Research Supervisors

Responsibilities of the student

Responsibilities of the department

Research management

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What does a research supervisor do?

Research supervisors must learn to be authentic mentors, as well as sharing their experience and knowledge. Robert Crammond reflects on his time in the role

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Sharing expertise and experience of academia will come naturally to most academics, but acting as a source of developmental support might not, at least not initially.

Over the last decade, I’ve had the privilege of supervising many students at various stages of their academic journeys. Some have been undergraduate students working on their dissertations, some postgraduate master’s students, while others have been working on their doctoral theses. Here I share my advice based on what I’ve learned during my time as a research supervisor and the five key aspects of the supervisory role.

Set realistic goals

First, as supervisors embark on new projects, they should be realistic with their goals – and this is also the case for the supervisees. In short, a work-life balance must be met to ensure that progress is not at the expense of health and well-being. Setting appropriate milestones to effectively respond to the demands of the project is crucial. This should allow time for priorities to be met, while also putting welfare at the forefront.

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Across the term or semester, confirm a number of mini-deadlines and ensure that simple catch-ups take place every seven to 10 days. I’ve found that setting these rules helps to reassure students and maintains their focus.

Communicate to gain context

It is vital that supervisors understand new and ongoing factors affecting their research. This appreciation of context, and engaging in conversation about it, both motivates researchers and increases the validity of the work in question. It also helps in understanding any gaps, problems or challenges within the topics. Students and new researchers will feel included and valued as they begin their investigations.

As a key starting point – ask relevant questions. What is the situation that this research topic concerns? Who is involved? What are the impacting factors and where can more information be found?

Be the mentor, not a research robot

Being knowledgeable is fundamental to being a successful and competent supervisor – but so is being relatable. Those you are working with need to know that you care about them not only as colleagues, but also as individuals. Be aware of (and willing to talk about) how the research journey affects each researcher and their family and how it can lead to sacrifices being made in day-to-day life. Being approachable builds strong working relationships and ultimately leads to a positive research culture.

Supervisors should emphasise that the journey has its ups and downs. They should encourage students and research groups to take time to relax, recharge and enjoy their hobbies and interests . A focus solely on work is not sensible or sustainable. The role of the supervisor is not merely about meeting research objectives – it’s about helping students become well-rounded and successful individuals.

Manage workloads

For many academics and research students, workload consists of both teaching and research and can feel rather intense. That’s not to mention role-specific duties, which obviously vary. Agreeing on what is the priority term-to-term results in working smarter and more efficiently. 

Consider the many responsibilities your team members are juggling and plan effectively. Target specific conferences or external engagement activities relevant to the research focus, to confirm writing projects and timelines for research within the calendar year.

Emphasise exposure and impact

Effective supervisors ensure that their students and groups are part – and feel part – of their research communities. They also ensure the work they are supervising is visible on the widest possible scale and that the supervisee understands why this is important. What is the purpose of research if it is not shared and placed firmly in the public sphere? If we are to make an impact on society, we must talk about what we are doing.

Pose the following questions to your supervisees at the beginning and end of the journey: What are the (expected) contributions of this research? What knowledge or subject area does this research advance? Where is the significant value? Most importantly, who benefits – and how?

Reflecting on my career as a research supervisor has helped me identify the challenges that need to be addressed in the role. Above all, being an authentic mentor who is approachable, takes workloads into consideration, prioritises work-life balance and provides reassurance will benefit everyone.

Robert Crammond is a senior lecturer at the University of the West of Scotland.

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6. Responsibilities of research students and supervisors

The responsibilities of PGRs include:

• taking responsibility for their own personal and professional development, including, where possible, recognising when they need help and seeking it in a timely manner;
• maintaining (a joint responsibility with supervisors) regular contact with supervisors (both full-time and part-time PGRs are required to attend formal supervisory meetings at least every six to seven weeks and more frequently if a Graduate School Board prescribes);
• preparing adequately for meetings with supervisors and Thesis Advisory Panels, and for progression reviews;
• setting and keeping to timetables and deadlines, including planning and submitting required work and generally maintaining satisfactory progress with the programme of research;
• making supervisors aware of any specific needs or circumstances likely to affect their work;
• attending any development opportunities (research-related and other) that have been identified when agreeing their development needs with their supervisors;
• adhering to the University’s regulations, policies and guidance regarding PGR programmes, including those relating to health and safety, and intellectual property;
• conducting research with integrity, in accordance with the University’s policy framework (including the Code of practice and principles for good ethical governance, the Code of Practice on Research Integrity and the Research Data Management Policy) and any legal compliance and/or funder requirements;
• ensuring (a joint responsibility with supervisors) that appropriate ethical approval is obtained before research commences;
• maintaining records of their professional development.

The responsibilities of the main supervisor of a PGR include:

• introducing the PGR to the department, its facilities and procedures, and to other PGRs and staff;
• providing satisfactory advice and guidance on the conduct of the research and on the preparation of the thesis;
• monitoring the progress of the PGR’s research programme, reporting on progress to the departmental Graduate School Board, and ensuring the PGR is aware of the need to submit the thesis by the specified deadline;
• encouraging the PGR to participate fully in the planning of their research and to take personal responsibility for the decisions made;
• establishing and maintaining (a joint responsibility with the PGR) regular contact with the PGR, including during any periods in which the PGR is working on their research away from the University, and being accessible to the PGR to give advice;
• having input into the assessment of the PGR’s development needs, and ensuring that instruction is provided in research methods and other academic skills relevant to the PGR’s research;
• monitoring and supporting the PGR’s professional development ( see section 9 );
• providing timely, constructive and effective feedback on the PGR’s work and overall progress within the programme;
• ensuring that the PGR has a clear understanding of the need to exercise probity and to conduct research according to the University’s policy framework (including the Code of practice and principles for good ethical governance, Code of Practice on Research Integrity and the Research Data Management Policy) and any legal compliance and/or funder requirements, and of the implications of research misconduct;
• ensuring that, in the case of PGRs undertaking laboratory work, there is an appropriate level of supervision and monitoring, including regular checks on data-recording and notebooks and occasional checks on the day-to-day conduct of experiments;
• ensuring (a joint responsibility with the PGR) that appropriate ethical approval is obtained before research commences; 
• ensuring that the PGR is aware of relevant sources of advice within the University, including those relating to careers guidance;
• ensuring that they meet their responsibilities to the PGR under the University’s Health, Safety and Welfare Policy Statement and Arrangements ;
• providing effective pastoral support and, where appropriate, referring the PGR to other sources of such support within the University. Also, monitoring a PGR's Student Support Plan (if applicable);
• helping and encouraging the PGR to interact with others working in the field of research (for example, encouraging the PGR to attend relevant conferences and supporting him/her in seeking funding for such events), and to keep themselves informed of developments within their subject;
• where appropriate, helping and encouraging the PGR to submit conference papers and articles to refereed journals;
• maintaining the necessary supervisory expertise;
• exercising sensitivity to the diverse needs of individual PGRs, including international PGRs and those with a disability.

Although supervisors may encourage their supervisees to seek advice on particular academic topics from other members of staff, the supervisor has the primary responsibility for directing the research to a satisfactory conclusion. It is, therefore, essential that the supervisor should approve the general content and planning of the research.

Policy sections 1. Introduction 2. The criteria for the award of PGR degrees 3. The research environment 4. Selection, admission and induction of PGRs 5. Supervision 6. Responsibilities of PGRs and supervisors 7. Periods of enrolment, changes to PGRs' status and personal circumstances (including illness), working hours and holidays 8. Progress and review arrangements 9. Development of research and other skills 10. Evaluation of PGR programmes 11. Responsible research and academic integrity 12. Assessment 13. Dissemination of research results, intellectual property rights and responsibilities 14. PGR complaints and appeals 15. Research away from York (excluding PGRs on distance learning PGR programmes) 16. Arrangements for non-York PGRs Appendices Appendix 1: Policy on the recording of second progress review meetings and oral examinations for research degrees Appendix 2: Policy on PhD/EngD and MPhil PGR progression Appendix 3: PGR Academic Misconduct policy Appendix 4: Paid parental leave policy Appendix 5: Policy framework for distance learning PGR programmes Appendix 6: Policy framework for collaborative off-site and collaborative split-site PGR programmes Appendix 7: Policy framework for integrated PhD programmes Appendix 8: Policy and process for the appointment of examiners for research degrees Appendix 9: Guidance for Examiners on Degree Outcomes Appendix 10: Policy on Transparency of Authorship in PGR Programmes Appendix 11: Policy on Granting PGR Programme Extensions in Exceptional Circumstances

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Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program

Joanne hart.

1 Sydney Medical School, Faculty of Medicine and Health, University of Sydney, Sydney, NSW Australia

Jonathan Hakim

Rajneesh kaur, richmond jeremy, genevieve coorey.

2 School of Health Sciences, Faculty of Medicine and Health, University of Sydney, Sydney, NSW Australia

Eszter Kalman

3 Office of the Deputy Vice Chancellor (Education), University of Sydney, Sydney, NSW Australia

Rebekah Jenkin

4 School of Medical Sciences, Faculty of Medicine and Health, University of Sydney, Sydney, NSW Australia

David Bowen

Associated data.

The datasets generated and/or analysed during the current study are not publicly available, as per conditions of Ethics Committee approval, but are available from the corresponding author on reasonable request.

Medical degree programs use scholarly activities to support development of basic research skills, critical evaluation of medical information and promotion of medical research. The University of Sydney Doctor of Medicine Program includes a compulsory research project. Medical student projects are supervised by academic staff and affiliates, including biomedical science researchers and clinician-academics. This study investigated research supervisors’ observations of the barriers to and enablers of successful medical student research projects.

Research supervisors ( n  = 130) completed an anonymous, online survey after the completion of the research project. Survey questions targeted the research supervisors’ perceptions of barriers to successful completion of projects and sources of support for their supervision of the student project. Data were analysed by descriptive statistics and using manifest content analysis. Further quantitative investigation was made by cross-tabulation according to prior research supervision experience.

Research supervisors reported that students needed both generic skills (75%) and research-based skills (71%) to successfully complete the project. The major barrier to successful research projects was the lack of protected time for research activities (61%). The assessment schedule with compulsory progress milestones enabled project completion (75%), and improved scientific presentation (90%) and writing (93%) skills. Supervisors requested further support for their students for statistics (75%), scientific writing (51%), and funding for projects (52%). Prior research supervision experience influenced the responses. Compared to novice supervisors, highly experienced supervisors were significantly more likely to want students to be allocated dedicated time for the project ( P  < 0.01) and reported higher rates of access to expert assistance in scientific writing, preparing ethics applications and research methodology. Novice supervisors reported higher rates of unexpected project delays and data acquisition problems ( P  < 0.05). Co-supervision was favoured by experienced supervisors but rejected by novice supervisors.

Conclusions

Both generic and research-related skills were important for medical student research project success. Overall, protected research time, financial and other academic support were identified as factors that would improve the research project program. Prior research supervision experience influences perceptions of program barriers and enablers. These findings will inform future support needs for projects and research supervisor training for the research supervision role.

Introduction

Medical education programs increasingly employ scholarly activities to support development of basic research skills, the ability to critically evaluate medical information and the practice of evidence-based medicine [ 1 ]. Furthermore, research activities undertaken by students can foster life-long interest in medical research [ 2 – 4 ]. This is crucial for the development of clinician-academics, who have key roles in clinical research and translational medicine [ 5 ]. There are declining numbers of clinician-academics in Australia [ 6 ] and globally [ 7 ], thus the importance of fostering interest in research in medical students is imperative.

The University of Sydney 4-year post-graduate Doctor of Medicine Degree (MD) is unique, enrolling students from a wide range of previous academic backgrounds and with various prior research and employment experiences. As an integral and compulsory component of the MD Program curriculum, the research project (MD Project) is delivered as 320 study hours over 2.5 years, from mid-Year 1 to the end of Year 3. Students receive 40 h of training in research methods, basic statistics and research ethics at the end of Year 1, shortly after they commence their projects. Students complete their research project on top of the overall MD program curriculum, without protected research time.

The pedagogical framework for the MD Project program employs active, experiential, project-based learning in a research context with individual projects being supervised by academic staff mentors or mentoring teams. The intended learning objectives of the MD Project are summarised in Table ​ Table1 1 .

MD Project Learning Objectives

In the course of the research project, students need to develop key research and generic skills, including self-motivation, time management and organisation, and building relationships in clinical and research laboratory environments. Students achieve these aims through hands-on experience in devising and conducting a project relevant to health or medicine, analysing the findings, and reporting the results. The scope of MD Projects is broad and includes clinical studies, projects in biomedical science, epidemiology and public health, medical education, bioinformatic and information technology and policy, law, and ethics. A series of compulsory milestone assessments are designed to facilitate progress of each project towards completion. These Milestone tasks include an early project outline, a full appraisal of the ethical implications of the project and verification that ethics approval has been obtained, a structured literature search strategy, and progress reports involving written and oral scientific presentations. The final assessment task is a 3000-word scientific report. Many students were encouraged to present at conferences or prepare manuscripts for peer-reviewed journals, however these were not requirements of the MD Project program. Students are supervised individually or in small groups (usually 2–5 students) by academic staff and affiliates, including basic research scientists, public health researchers and clinicians. The majority of supervisors are not directly employed Faculty members, but University affiliates, who are not specifically remunerated for their time. Supervisors were not required to have a PhD or any formal research supervision training. No Faculty funding was provided to support the project or its supervision. Supervisors were required to provide all project materials and expertise and would supervise up to 6 students at a time. Many supervisors were based in public hospitals and took on MD Project supervision in addition to their existing clinical and/or research workloads.

The research supervisor has a key role in the success of this traditional model of research project [ 8 ]; however, research supervision experience varies from very limited to extensive. Although research supervision training for supervisors of higher degree students is common worldwide and often mandatory, most academics learn to supervise research students “on-the-job” and by emulating their own research mentors [ 9 ]. Currently, there is no formal training provided for the supervisors of MD Projects, or for those supervising similar short-term research projects by undergraduates, including Honours degrees [ 10 ]. Whilst there is evaluation data available for similar research project programs from the students’ viewpoint [ 11 – 14 ], the perspective of the supervisors is under-reported. Given the key role of the supervisor in this research education model, their experiences are an important source of information to guide future program improvements.

This study sought the views of research supervisors on the MD Project program and their experiences of supervising medical student research projects, including:

• observations on the barriers to and enablers of successfully completing an MD Project,
• sources of support for their supervision of the project,
• extent of research supervision experience on attitudes to and overall experience of supervising the MD projects,
• requirements for professional development or other assistance.

Materials and methods

Study design.

This study is a mixed methods evaluation of the MD Project program from the perspective of the research supervisors.

Participants

MD Project research supervisors were invited by email to complete an anonymous online survey following the completion of the student projects in 2018 and 2020. Participants were University academic staff and appropriately qualified affiliates, including basic research scientists and clinicians. Participants had varying levels of previous research supervision experience, ranging from none to supervision of post-graduate research degree completions. Their areas of research expertise were broad though based in health and medical research. There were no exclusion criteria. Consent to participate was inferred if participants opted to complete and submit an online survey.

Survey tool

The survey tool was developed specifically for this program and was reviewed and refined by MD Program Faculty members, including some research supervisors, to optimise face and content validity. The survey consisted of 30 items, mostly on a 5-point Likert-type scale (with responses of not at all, slightly, moderately, very, extremely ), with optional text responses. Some items required selection of multiple responses from a given list. Survey domains included participant demographics and prior research supervision experience, their overall experience of supervising MD Projects, enablers for and barriers to successful completion of the project (at the MD Program, project, supervisor and student level) and resources and support needed for the supervision role. Participants were provided with a link to the survey within an email invitation to participate; responses were anonymous and aggregate data are shown. The survey tool is available upon request from the authors.

Data analysis

Descriptive analyses were used to explore the overall patterns of response, and qualitative content analysis was used to examine the responses to open ended questions. MD Project supervisors were divided into three categories of research supervision experience: novice (no prior research supervision), moderately experienced (supervised any one of: summer research projects of duration 6–10 weeks, undergraduate Honours projects of up to 6 months or post-graduate research degrees) and highly experienced, (all of the abovementioned supervision types) based on their responses to the survey. Descriptive analysis and Chi Square test including the Mantel–Haenszel test of trend were used to assess any differences in responses between the supervisor experience groups. P  < 0.05 was accepted as statistically significant. Quantitative analyses were carried out in SPSS V26 (IBM Corp, Armonk, NY). Responses from open ended questions were analysed through qualitative methods using manifest content analysis [ 15 ]. Initially deductive coding for explicit phrases was carried out. These codes were then contextualised with the research question of the study. This was followed by generation of homogenous categories from the codes. Conclusions were drawn through investigator triangulation.

Response rates and Faculty respondent demographics

Survey responses were collected from two cohorts of MD Project supervisors, following the completion of the project. From 463 MD Project supervisors’ invitations, 130 (28%) responded. Most respondents identified as clinical researchers, followed by public health academics and biomedical science researchers (Table ​ (Table2). 2 ). Others had expertise in medical education, bioinformatics, information technology and health-related policy, law, or medical ethics. Many identified multiple areas of expertise.

Faculty areas of research expertise and prior research supervision experience

a Multiple responses allowed

Faculty research supervision expertise

MD Project supervisors are required to be academic staff or affiliates of the University, however there are no other specific requirements to become a supervisor. Approximately 60% of the respondents were highly experienced research supervisors across a range of project types and duration. One third had moderate experience supervising either summer research project students, Honours Degree students or post-graduate research students. Ten percent of the supervisors had no previous research supervision experience (Table ​ (Table2 2 ).

Student-Supervisor relationship

About half (47%) of the supervisors felt their feedback on student performance was only moderately well received (Fig.  1 ), though the majority (73%) of supervisors felt the students were grateful for the opportunity to do research with their team (Fig.  1 ). Supervisors reported that students were organised and interested in their projects and were moderately proactive in communications. Overall, there was agreement amongst MD Project supervisors (86%) that their experience of supervision was very dependent on the individual student (Fig.  1 ).

Student-Supervisor relationship items. Supervisors responded to a number of items related to the student-supervisor relationship on a Likert scale from not at all to extremely. Percentage of responses are shown

Enablers for successful completion of the research project

Student skills needed to successfully complete the md project.

Respondents identified skills that students needed for successfully completing their MD Project, these are presented in Fig.  2 . These were often generic skills, including time management and organisation, independence and initiative and effective communication skills. The top research skills needed included literature searching, scientific writing, statistical skills and navigating the ethics review process (Fig.  2 ). Task-specific skills such as familiarity with information technology and databases were considered less critical, which may reflect the mix of projects undertaken.

Research supervisors’ perceptions of skills students needed for completing research projects. Percentage of supervisors ( n  = 130) who selected these items from a list of generic and research skills needed in the student research project

Assessment schedule

There were mixed views on the utility of the milestone assessment tasks, which are presented in Table ​ Table3. 3 . The majority of respondents reported that compulsory milestone assessment tasks helped students make progress on their project, though only half thought the tasks were necessary to maintain momentum or hold students accountable to the standards required. About one-third reported that milestones assured the supervisor that the student was progressing as expected. Novice supervisors generally rated the assessment tasks as more useful than the experienced supervisors (Table ​ (Table3). 3 ). The oral presentations were rated as very useful for student progress, helping them learn to accept and respond to feedback and develop their scientific presentation skills. Preparing a final scientific report was strongly viewed as a very useful activity (Table ​ (Table3 3 ).

Assessment tasks and whether they facilitated MD Project progress

a Not all participants answered all questions

b Novice supervisors had no research supervision experience prior to the MD Project

Barriers to successful completion of the research project

Potential impediments for MD project success fell into four broad groups: Program level, project level, supervisor-related and student-related (Fig.  3 ). The principal barriers were at program level, with lack of dedicated time for the project and competing academic demands on students of the overall MD Program being most frequently cited (Fig.  3 ). At project level, unexpected problems, such as delays in data acquisition and time taken for Ethics Committee review and approval were reported. Supervisor time constraints reflected clinical load and other demands. Lack of previous research experience, or lack of commitment to the project were student-related characteristics that were identified as important barriers.

Barriers to successful completion of MD Projects reported by supervisors. Percentage of supervisors ( n  = 130) that selected these items from a list of barriers to successfully completing the research project. These barriers were grouped in relation to the MD Program, the project, the supervisor or the student

Challenges described by MD Project supervisors in free text responses indicated a range of other concerns mostly related to student issues but also to their own role as supervisor. They report that a major challenge for the students was competing priorities for learning. The MD Project Milestone tasks therefore became extrinsic motivators and barriers to overcome instead of activities that meaningfully contributed to their learning. This was particularly evident in students competing milestones ‘just in time’ leaving little opportunity for meaningful feedback from supervisors. Other difficulties cited were students having no research or science background as reflected in the following quotes:

“The students struggle to maintain any momentum with their MD Projects as they prioritise other aspects of the MD Program and other deadlines (naturally), so the MD Project often is done all in a rush near the milestone deadlines which is then challenging for supervisors to find the time for a large number of students who need help.” (Experienced Supervisor, Epidemiologist) “Most (students) have a poor understanding of research and stats. This was especially the case with one student from a non-science background.” (Moderately Experienced Supervisor, Clinician)

Challenges cited for MD Project supervisors included the demands of completing other parts of the course and MD Project simultaneously, demanding or disengaged students, a large number of students to supervise, and a lack of time or competing priorities or deadlines. It was reported by some that this type of project supervision was not a good fit for a full-time researcher.

“Of the 11 students I have been involved with, even though all have done well many are very disengaged until the last week or two of the projects, then very demanding for input into their report.” (Experienced Supervisor, Clinician & Biomedical Researcher) “The students have so many competing demands that the MD Project is a real challenge for everyone. As a full-time researcher, fitting such students into my main program is not a good fit.” (Experienced Supervisor, Clinician)

Supervision support for MD projects

Only 11% of respondents said they had all the resources they needed to run the MD Project. The respondents indicated that more support was required for statistics, ethics applications, scientific writing, research methods, and funding both for the project costs and for students to attend conferences (Fig.  4 ).

Support and resources needed by MD Project supervisors. Percentage of supervisors ( n  = 130) that selected these items from a list of supports and resources needed for the MD Project

Effect of prior research supervision experience on responses

Prior research supervision experience did not affect the perception of the generic skills that supervisors felt students needed to successfully complete their MD Project. However, skills that were more highly regarded by novice supervisors included skills in literature searching (92%), database development (46%) and understanding the ethics review process (69%). Highly experienced supervisors were more likely to cite independence and initiative (75%) as a required skill than novice supervisors (47%). It is notable that novice supervisors recorded a higher agreement with the utility of the assessment tasks than the overall respondent data (Table ​ (Table3). 3 ). Regarding the student-supervisor relationship, there was no difference in responses by prior research supervision experience.

Interestingly, although overall the major barrier cited was a lack of dedicated time for the MD Project (Fig.  3 ), novice supervisors were significantly less likely to want a dedicated time for the project (23%) compared with highly experienced supervisors (69%, χ 2  = 10.351, P  = 0.005 Fig.  5 A). Lack of dedicated time for the MD Project was recognised as a barrier which increased with supervision experience (Mantel–Haenszel test of trend, P  = 0.002, Fig.  5 A). Further, highly experienced supervisors were significantly less likely to identify the student’s lack of previous research experience as a barrier (49%) compared to moderately experienced (72%) and novice supervisors and this trend was statistically significant (69.2%, χ 2  = 6.040, P  = 0.049). A significant trend of this being less of a barrier was noted with increasing supervision experience (Mantel–Haenszel test of trend, P  = 0.031, Fig.  5 D). Novice supervisors were significantly more likely to rate their students at the outset of the project as being familiar with research methods (χ 2  = 13.431, P  = 0.001). A significant trend was noted for this rating by supervision experience (Mantel–Haenszel test of trend, P  = 0.005, Fig.  5 B). Novice supervisors also felt that students were more confident in approaching their project than experienced supervisors and this trend was statistically significant (χ 2  = 6.348, P  = 0.042) and associated with supervision experience (Mantel–Haenszel test of trend, P  = 0.046, Fig.  5 C). No novice supervisors reported they had a lack of time for supervision, although novice supervisors identified their clinical load as a barrier (15%) more often than experienced supervisors (8%).

Novice supervisors’ appraisal of student research capabilities. A Novice supervisors were significantly less likely to want a dedicated time for the project, ( B ) were more likely to consider their students familiar with research methodology and ( C ) confident in approaching the project. D Highly experienced supervisors were significantly less likely to cite their student’s lack of previous research experience as a barrier compared to moderately experienced and novice supervisors. * P  < 0.05, ** P  < 0.01, χ 2 -test; # =  P  < 0.05, Mantel–Haenszel test of trend, by supervisor experience

Notably, compared to experienced supervisors, novice supervisors reported higher rates of project delays due to ethics committee review (χ 2  = 1.463, P  = 0.481, Fig.  6 A) where a trend by supervision experience is observed but does not reach statistical significance. They also report increased rate of data acquisition problems (χ 2  = 4.026, P  = 0.134, Fig. ​ Fig.6B), 6 B), and unexpected project problems (χ 2  = 4.359, P  = 0.113, Fig. ​ Fig.6C). 6 C). A significant trend was observed by supervision experience (Mantel–Haenszel test of trend,  P  = 0.047, Fig.  6 B,  P  = 0.038, Fig.  6 C). Highly experienced supervisors reported significantly higher rates of access to expert assistance particularly in scientific writing (novice 7.7% vs highly experienced 21.3%, χ 2  = 8.251, P  = 0.016), and there was a significant trend with supervision experience (Mantel–Haenszel test of trend, P  = 0.005). In addition, highly experienced supervisors reported twice the access to expertise for preparing ethics approval applications (novice 15.4% vs highly experienced 37.3%) and research methodology advice (novice 15.4% vs highly experienced 38.7%) compared to novice supervisors, though this does not reach statistical significance. Those with moderate prior supervision experience were significantly more likely to want orientation sessions for the MD Project (χ 2  = 8.519, P  = 0.014). None of the novice supervisors wanted co-supervision and few sought increased involvement of expert advisors (8%), whereas moderately and highly experienced supervisors were open to these options (16–20%).

Novice supervisors’ reported rates of project delays or problems. MD Project delays, due to ( A ) ethics approval, ( B ) data acquisition or ( C ) unexpected problems were more often reported with novice supervisors, with a decreasing trend in delays as supervision experience increased (# =  P  < 0.05, Mantel–Haenszel test of trend, by supervisor experience)

Content analysis of free text comments revealed differences in perceptions of the contributions of supervisors to the MD Project program. The more experienced supervisors felt they had a responsibility to participate in the MD project as supervisors, with specific reference to the need for experience to support the student cohort and the difficulty of the task. Novice supervisors noted that they were gaining professional skills as a result of supervising the students. Thus, experienced supervisors felt they were giving something to the program, whereas novice supervisors felt they themselves received a benefit from the program.

“For us who are experienced supervisors, we need to do this to help out the Faculty and the MD program. This is not for inexperienced supervisors.” (Experienced Supervisor, Clinician) “There are a large number of students and relatively few tutors with research experience, so I feel there is a responsibility to participate.” (Experienced Supervisor, Biomedical Scientist) “Rewarding yet challenging at the same time. Helps with ongoing education and professional development for myself.” (Novice Supervisor, Clinician)

This study examines a large post-graduate medical student research project program from the perspective of the research project supervisors. Supervisors reported that students needed both generic skills and research-based skills to successfully complete the project. Across 3 years of the program, the students are expected to spend 320 h dedicated to their research project. Supervisors reported that having no protected time for research activities was a significant barrier to the successful completion of the project. Further support was requested for statistics, scientific writing and funding for projects. Importantly, prior research supervision experience affected the responses, where novice supervisors reported higher rates of project delays due to ethics review, data acquisition problems and unexpected project problems compared to experienced supervisors. Inexperienced supervisors also reported less access to supports, suggesting further support and training of novice supervisors would be of benefit.

The supervisor workforce in this study was mostly clinician researchers, followed by public health and epidemiology researchers and biomedical scientists. A smaller proportion of the supervisors oversaw medical education, bioinformatics, information technology or medical policy law or ethics projects. Thus, the project scope and supervisor research expertise varied, and many indicated they had multiple areas of expertise. This is in line with most medical degree scholarly programs which offer a wide scope of project experiences [ 2 , 16 – 18 ]. Most of the respondents identified as being experienced supervisors, a third had supervised some project models, and some had no prior research supervision experience. This is common across student research programs, where the role of project supervisor often requires no qualification other than being a researcher or being available, though it is known that the supervision role requires support [ 16 ]. This study also provided some insight into the motivations of the research supervisors, where the experienced supervisors felt the need to contribute to teaching, whereas the novice supervisors wanted to gain supervision skills.

An important finding of this study is that supervisors report that both generic and research skills are important for successful completion of MD Projects. Indeed many of the generic skills needed are also required by medical professionals, and such skills are now routinely included in many medical program curricula [ 19 ]. These skills include time management and organisation skills, taking initiative and acting independently, and effective communication skills which all contribute to the development of professionalism [ 20 ].

The major barriers to student success identified by supervisors are similar to those previously published [ 21 ] comprising the trio of time, funding and the student-supervisor relationship. The delivery of the MD Project, within the already busy medical school curriculum, was cited as one of the major barriers for student success in their projects. A recent realist review also concluded that research experience for medical students required protected time and adequate supervision to achieve scholarly outcomes [ 4 ]. Interestingly, MD Project supervisors reported that students had time to complete their projects, although a lack of dedicated time to conduct the project manifested in students adopting a stop-start approach to their projects, as they navigated the rest of the medical program content. This was very clear in the respondent reports regarding student communication, which describe many students as being proactive only as milestone assessment tasks approached. The progressive assessment schedule for the MD Project was well received by the supervisors, who found it useful to progress projects, though only half thought milestone assessments were useful to maintain momentum of the projects or to determine how their students were tracking within the cohort (Table ​ (Table3). 3 ). Traditional scientific research project assessments were used, including written and oral progress reports and a final written scientific report, which were all considered very useful in project progress towards completion.

Only 11% of the supervisors said they had all the resources they needed to run their project; this is a clear area for improvement. The supervisory role was not remunerated, there was no backfill for time taken, no project funds available and nearly all supervisors had busy and demanding research and/or clinical roles. Thus, the volunteer nature of the supervisor cohort is quite important, especially given that some of the usual paybacks of supervising students to do research are uncommon in this setting, e.g., generating publications, piloting projects or advancing parts of larger projects. Supervisors reported that academic support for students in statistics, research methods, scientific writing and ethics were lacking and that central support for these services would be welcome. Thus, to sustainably run a research program like this at scale, further central support for these activities needs to be provided.

Participants were from a variety of specialty areas, both clinical and non-clinical, and with varying degrees of research supervision experience. Notably some survey responses were significantly different according to the respondent’s previous supervision experience. This is in line with a recent report [ 22 ] and trends with prior supervision experience were further explored. Novice supervisors were significantly more likely to rate their students at the outset as being familiar with research methods and confident in approaching their project. This likely reflects the supervisor’s inexperience and is consistent with previous reports that interpreting student understanding is difficult for novices [ 23 ]. They also may have different pre-existing expectations of the research project process than the experienced supervisors [ 22 ]. Novice supervisors were significantly less likely to report that a dedicated time was needed for students to work on the project, and this is contrary to consistent evidence that protected research time is required for the success of these projects [ 20 ]. A further finding is that highly experienced supervisors were significantly less likely to suggest that student’s lack of prior research experience was a barrier to project progress, possibly as they had better support structures in place for their students, and better understanding of how to guide students in their research activities.

Further, novice supervisors were more likely to report significant project delays, due to unexpected problems, ethics review, and data acquisition delays. In addition, there was a significant trend in these delays with prior supervision experience, suggesting that mentoring or further support for new supervisors would be useful to bridge the gap. Moreover, there was a significant trend showing that students of novice supervisors had less access to support for scientific writing, expertise in research methods and preparation of ethics review applications, further revealing areas where increased training and support would be useful for novice supervisors.

Quality research supervision involves expertise of the supervisor in the research area, and a willingness to guide the student through the research project process [ 24 ]. Different models of supervision are likely to be required for different students and different project types [ 25 ]. Further, studies show that the student-supervisor relationship is largely dependent on how reliant the student is on their supervisor; thus, students who are more dependent may need a different approach to supervision than those who are independent [ 26 ]. This is consistent with the current findings that supervisors felt that the overall supervision experience varied widely. The ideal research environment for medical students has been reported to involve individual supervision with continuous feedback [ 8 ]. Notably, many MD Project supervisors felt that their feedback on student performance was only moderately well received, but the reasons for this are not clear. Compiling and delivering feedback to assist student progress is a complex process with several considerations including the emotional impact of receiving or giving written feedback; written feedback in the supervisory power dynamic; communicating written feedback; and the content and structure of written feedback [ 27 ]. These proficiencies are a further area for future training considerations. In addition to this, improving the supervisor experience would likely cultivate future supervision capacity and retention of experienced supervisors, which is an important consideration for the sustainability of a large MD Project Program.

Many research supervisors are not specifically trained in the pedagogy associated with supervision. Although specific training programs have become standard for higher degree supervisors [ 9 , 28 ], this is not the case for research supervision at the undergraduate or post-graduate coursework level, as in this program. Higher degree supervisor training programs cover topics like managing the relationship between student and supervisor, keeping roles and expectations clear, managing milestones and project progress. Other important considerations may be handling breakdowns in relationships, authorship, and research ethics issues [ 9 , 29 ]. All of these are relevant to the MD project supervision. In this study, supervision experience ranged from none to extensive, but supervisors were not required to have any supervision qualifications. Notably, inexperienced supervisors were less inclined to have a second supervisor or expert content advisor involved in supervising their student’s project, whereas experienced supervisors were more open to this option. This finding is in accord with the supervisor professional identity dilemma previously reported for both novice and more experienced supervisors [ 23 ].

Limitations

This cross-sectional study has limitations in that it is subject to self-report bias and the timing of the survey which took place at the end of the 2.5-year project risking the introduction of recall bias. The relatively low response rate (28%) reflects the participant cohort which includes busy clinicians and researchers [ 30 ].

In conclusion, research supervisors reported that both generic and research-related skills were important for research project success. Overall, supervisors considered that the program delivered on its objectives, and that the assessment tasks enabled project progress and skill acquisition. Protected research time, funding, and academic support, particularly for research methods and ethics, would improve the research project program. Supervisor perceptions differed depending on prior research supervision experience and suggest a targeted training program could be beneficial. This should be further investigated to inform future support provisions.

Acknowledgements

The authors acknowledge Prof Michael Frommer and Prof David Tiller who were instrumental in the design, development, and implementation of the MD Project Program. Academic management for the MD Project team was provided by Clara Spencer, Anna Forte, Hannah Bath, Craig Purcell, Nicholas Olsen, Paniani Patu and Sally Middleton. The substantial support of research supervisors and coordinators of both the research project program and this survey is also acknowledged.

Authors’ contributions

Jonathan Hakim, Rebekah Jenkin, Eszter Kalman and David Bowen contributed to the study conception and design. Data collection was performed by Jonathan Hakim and Joanne Hart. Data analyses were performed by Joanne Hart, Genevieve Coorey and Rajneesh Kaur. The first draft of the manuscript was written by Joanne Hart and all authors commented on subsequent versions of the manuscript. All authors read and approved the final manuscript.

No funding was received for this work.

Availability of data and materials

Declarations.

This research project was approved by the University of Sydney Human Research Ethics Committee, #2017/748. All methods were carried out in accordance with relevant guidelines and regulations. Informed consent was obtained from each participant. Participation was anonymous and submission of the online survey form was accepted as informed consent to be involved in the study.

Not applicable.

The authors declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Dealing with Supervisor

Research supervisors play a great role in the success of your project; therefore, it is important to establish appropriate and beneficial relationships with your supervisor from the beginning of your research process. Dealing with supervisor is a critical success factor impacting the outcome of the project

In some universities you are able to choose your dissertation supervisor. If this is the case with your university, then you should give preference to more experienced supervisor in your research area.

You must have realistic expectations. Do not expect your supervisor to immerse in your work in great details. The responsibility of your supervisor is to direct you towards the right path no to complete research on your behalf.  Do not expect your supervisor to immerse in your work in great details

Adhering to the following principles can increase the quality of your interactions with your supervisor significantly making your task of producing a quality dissertation much easier:

1. Take time to prepare for each meeting with your supervisor . You will have only a limited number of meetings with your supervisor and you must strive to make the most of each meeting. It is critically important to address each point mentioned by your supervisor during the last meeting.

2. Respect the time of your supervisor . Supervisors are usually dealing with a number of students writing dissertation simultaneously, and most of them have teaching classes as well. You must prepare questions for your supervisor in advance, and refrain asking unintelligent questions such as if you need to put course title on the cover of your work or asking questions about submission date which can be found on dissertation handbook. Asking such questions is a waste of time for you and your supervisor and it will most likely annoy your supervisor.

3. Communicate with your supervisor clearly and regularly . Supervisors cannot read your mind. You need to be able to communicate the points you want to discuss in a clear and unambiguous manner both forms, verbal and written.

4. Write your-emails appropriately . Grammar rules are sometimes neglected in writing e-mails between friends and colleagues; however this should not be the case in your communications with your supervisor. Try to keep e-mails brief and to the point. You should avoid frustrating your supervisor with lots of e-mail attachments and try to minimize the number of your questions to 4-5 per email and present your points using bullet points.

John Dudovskiy

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Research Supervisor Job Description

Research supervisor duties & responsibilities.

To write an effective research supervisor job description, begin by listing detailed duties, responsibilities and expectations. We have included research supervisor job description templates that you can modify and use.

Sample responsibilities for this position include:

Research Supervisor Qualifications

Qualifications for a job description may include education, certification, and experience.

Licensing or Certifications for Research Supervisor

List any licenses or certifications required by the position: CPR, ACRP, SOCRA, BLS, AALAS, LAT, ARCP, ACLS, BCLS, CCRP

Education for Research Supervisor

Typically a job would require a certain level of education.

Employers hiring for the research supervisor job most commonly would prefer for their future employee to have a relevant degree such as Bachelor's and Master's Degree in Education, Social Science, Public Health, Science, Nursing, Marketing, Communications, Business/Administration, Business, Conducting

Skills for Research Supervisor

Desired skills for research supervisor include:

Desired experience for research supervisor includes:

Research Supervisor Examples

• Microsoft Word (.docx) .DOCX
• PDF Document (.pdf) .PDF
• Image File (.png) .PNG
• Work closely with other NIAID research staff to ensure the accurate and timely completion of case report forms and other data and clinical documentation needs necessary to clinical research studies
• Supervises the clinical research operation in a practice for all research staff members in accordance with USON SOP and ICH GCP guidelines
• Collaborate with clinical teams to coordinate pathology research activities across multiple locations, according to institutional and other governing policies
• Provide direct nursing support to outpatient clinical programs within the Laboratory of Immunoregulation (LIR) within the HIV and emerging infectious diseases outpatient clinic
• Advise on and participates in the management and evaluation of multiple clinical infectious diseases protocols with particular emphasis on HIV, hepatitis, and emerging infectious diseases, influenza studies
• Provide procedural and technical support to employees ensuring the accuracy and timeliness of all corporate action events while mitigating risk
• Develop project schedules, targets, measurements, and accountabilities, as assigned
• Formally supervise, train, and/or mentor new staff or students, as assigned, potentially including hiring, preparing or assisting with the preparation of performance evaluations, and performing related duties, in addition to instruction on project work
• Work with principal investigator to ensure Investigational New Drug applications are submitted to the FDA when applicable
• Serve as first point of escalation for SME's on procedural and technical issues
• Provide formal and informal performance feedback to individuals and the team
• Provide coaching to associates based on quality results
• Coach employees to identify and develop career goals
• Monitor phone queue and call reports
• Develop and maintain procedural and operational materials
• Collaborate with various departments within Servicing to identify client research needs and propose innovative solutions to deliver results
• Manages daily interactions with business clients and reviews production, performance, quality, and service level agreements
• Coordinates workflows and processes for the team with business clients, other teams, and international resources
• Creates queries, produces reports, and manipulates spreadsheets for management and client review
• Resolves escalated issues, including executive escalation service, utilizing various resources
• Recommends process and procedure efficiency improvements to management for consideration
• Develop and implement metrics, KPIs, KQIs, performance dashboards and capacity modelling
• Management of key risk indicators through the continuous root cause analysis of errors and omissions and the implementation of solutions designed to mitigate risk and prevent re-occurrences
• Participate in the various Entitlements working groups and in the development and implementation of ongoing operations strategies and business plans
• Champion and successfully execute change while supporting employees through the process, and keeping them focused on business priorities
• Day to day supervision of study team members including the project manager, biostatistician and quality improvement coordinators
• Recommends efficiency improvements for processes, policies and procedures
• Establishes performance standards based upon client volumes and complexity of tasks
• This position generally supervises a team of fulltime direct reports and on occasion, contingent workers
• Use of telephone and face-to-face communication requiring accurate perception of speech
• Use of keyboard requiring repetitive motion of fingers
• Frequent mobilization around the facility
• Develop appropriate recruitment strategies and enrollment plans for studies
• Develop retention strategies to minimize subjects dropout
• Oversee primary data and biological sample collection, management and analysis
• Oversee and mentor junior staff performing data collection, recruitment, data analysis, and other research activities
• Write manuscripts, white papers, and reports to disseminate findings of studies in the peer reviewed literature and to military and givernment stakeholders
• Present findings in national and international scientific forums
• Working with the engineers/scientists, determine requirements for test fixtures or test setups
• Assure test equipment is available, working and has been calibrated
• Implementing all aspects of research protocols/ projects from study start up to study closure
• Implementing standards for research databases and/or study management, and policies and procedures to meet those standards to ensure the highest quality management of research projects and databases
• Occasional lifting and moving objects weighing up to 10lbs/4.5 kg
• At least a Bachelor’s Degree in a life science discipline
• 10+ years of experience in histology within a CRO, the pharmaceutical industry, or a related setting
• Excellent technical and leadership skills the ability to interact effectively with investigators
• Experience in Bio-Imaging techniques is desirable
• Conducting systematic audits of research studies and/or databases to ensure that data collected has no typographical errors, is consistent with source documents, and is in compliance with external sponsor/regulatory requirements
• Facilitating weekly team meetings and other PI/ service-specific meetings as needed
• Holding regular RSA one-on-one meetings.　
• Generating reports (e.g., DSMC, toxicities, minimal data set, CPR) and performing advanced queries for Principal Investigators, the IRB, sponsoring agencies, and management
• Reviewing violations, deviations, serious adverse event reports, and regulatory submissions
• Supervises/directs daily operations of subordinates to complete assignments using established guidelines, procedures and policies
• Technically proficient in the specific departments
• Provides subordinates with developmental feedback during the year formal feedback through the annual performance evaluation process
• Presentation of research findings at internal and external meetings, incl
• Support strategic brand communication planning through insights on brand strengths, weaknesses and consumer perception of key brand attributes
• Bachelor's Degree in a science, Mechanical or Manufacturing Engineering with manufacturing or operations experience
• Proven (10 years) shop floor manufacturing experience with an understanding of multi-axis CNC programming the operation of manual and CNC machining equipment, welding, hand finishing, additive manufacturing processes and the use of basic inspection methods
• 5 to 7 years of experience leading complex initiatives from initiation to completion with a group of skilled machinists in a job shop/one off/prototype manufacturing environment and a proven management ability including developing, teaching, coaching, team building and driving accountability
• Demonstrated ability to drive productivity and influence others in a shop floor environment while accommodating changes in priorities on short notice
• Capable of reading engineering prints and assessing fits, tolerances and manufacturability of any design
• Must be challenged by a team-based environment which places a high degree of emphasis on accountability for customer service level and quality
• Working with the Clinical Research Manager to oversee the Neurology division clinical research portfolio including prospective clinical trials and retrospective biospecimen/ non therapeutic projects
• Overseeing data management aspects of research databases such as the Clinical Research Database (CRDB)
• Collaborate with clinical teams to coordinate research activities across multiple locations, according to institutional and other governing policies
• Direct staff management and development of Senior Clinical Research Associates (Sr
• Oversee data management aspects of research databases such as the Clinical Research Database (CRDB) and other external EDCs
• Develop research projects and strategy roadmaps to support company business objectives and short/long term plans
• Primary lead for the US market on Daimler sponsored Product Clinics and Fast launch Feedback research
• Ensure management and appropriate business areas are continuously updated on affluent consumer trends and insights by consolidating research into a succinct summary and or presentations assessing potential risks and opportunities for the business
• Manage automotive model and segment forecasting initiatives between MBUSA and Daimler HQ
• Line supervision of animal care staff including
• 10-15 years of related experience in medical or public health research
• Experience executing military HIV research and/ or research in other STIs and BBIs
• Record of publication in the peer reviewed literature
• Supervisory experience, preferably of multi- disciplinary teams
• U.S Citizenship / Must be able to obtain to National Security Clearance
• Strong understanding of cybersecurity design basics

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What Makes a Good Research Supervisor?

Understanding Expectations

For research supervisors, the role is assigned as part of a broader and more complex faculty role that may include teaching responsibilities, administrative committee assignments, research development, and the fundraising and writing tasks that can accompany that research. In that context, being a supervisor may not be perceived as such a central role as it may for the supervisee.

For research supervisees, the expectations they may have of their respective supervisors can often be guided by good or bad experiences with prior supervisors, but they will typically include such variables as commitment, accessibility, regularity of communication, and supportiveness.

A Tailored Solution

With those common variables identified, it would seem that an individual supervisory relationship would be fairly straightforward—just make the necessary fine adjustments to each of those variables based on the displayed needs of the individual supervisee—some will need more support, more frequent communication, etc. However, if it really is that easy, why do so many postgraduate research students complain about supervisors who don’t “get” them, or who appear to be simply “going through the motions,” or who don’t seem to care if they graduate or not?

Supervisor relationship contracts may be built on clear outcomes to be achieved (graduation, research publication, etc.), but for those students being supervised, success comes in the form of “walking the talk.” In practice, this means making an investment of time to learn about the individual needs of the student and then adjusting your behavior accordingly.

The Functions of Supervision

Alfred Kadushin’s work on theories of supervision in social work (which is built on the earlier work of John Dawson) grouped the functions of supervision into three distinct areas:

• Educational—helping the student achieve the necessary competence in research methodology to conduct independent research upon graduation
• Administrative—guiding the student through the necessary internal and external protocols of a postdoctoral research project
• Supportive—providing an appropriate level of emotional support for the student to feel capable in tackling a complex research project. This can vary from reassurance to inspirational and even “tough love” reminders of expectations if needed.

Soft Skills

For experienced faculty who prefer not to be categorized by academic theory, good supervisory skills can best be found in the realm of “soft” managerial skills. Remaining empathetic, flexible, and sensitive to the needs of the aspiring research professionals under your care will put you on the path to success. There are no guarantees that there won’t be some rough spots, especially when a passionate researcher resists a suggested reorientation of a topic to which he or she has been committed since high school, but if a culture of mutual respect and professionalism has been established from the outset, the experience should be a positive one for all involved.

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What does a Project Supervisor do?

A project supervisor is someone employed in industries like engineering, construction, manufacturing, as well as design and marketing industries to coordinate all aspects of a project. Common duties include participating in project planning, acting as a communication liaison, coordinating labor needs, and training employees. They meet with the account manager to assess and understand the client's needs and budget for the project. Together with the supply chain manager, they facilitate the purchasing and delivery of supplies needed to complete the project. Additionally, they make sure the project is completed on time and within budget.

• Responsibilities
• Skills And Traits
• Comparisions
• Types of Project Supervisor

Project supervisor responsibilities

Here are examples of responsibilities from real project supervisor resumes:

• Manage paving of asphalt for road reconstruction and estimate cost base on gather quantities of daily progress.
• Manage and supervise residential remodel and new construction projects.
• Maintain all accounting and payroll for small business and manage all small business operations including marketing.
• Install cabling, copper, fiber, test, in accordance with NEC TIA/EIA NIST standards.
• weed eating blowing mowing hedge trimming mulching property maintenance garden work etc ...
• Assemble or install metal framing or decorative trim for windows, doorways, or vents.
• Conduct various asbestos surveys/inspections throughout NYS and NYC for commercial, industrial and residential sites.
• Report to: archite ct, structural engineer, district, and DSA by semi-monthly report.
• Inspect compressor stations and correct code violations to bring stations up to NEC standards and code compliance.
• Work involves milling, asphalt overlie, installation of new safety barrier, guardrail and pavement marking.
• Write and receive work orders; plan, supervise and monitor assign work to HVAC technicians for time completion.
• Coordinate with maintenance, extrusion technicians and engineers to troubleshoot and maintain production quality in a safe efficient manner.
• Direct and train personnel to do their jobs safely and efficiently in order to complete projects within OSHA guidelines.
• Detail knowledge of electrical power distribution systems (switchgear, motor control centers, circuit breakers, etc . )
• Create wiring diagrams for power distribution design (MCC's, EEC's, switchgear, & distribution panels).

Project supervisor skills and personality traits

We calculated that 13 % of Project Supervisors are proficient in Project Management , Customer Service , and Safety Standards . They’re also known for soft skills such as Analytical skills , Business skills , and Customer-service skills .

We break down the percentage of Project Supervisors that have these skills listed on their resume here:

Provided project start-up and ongoing project management for two digital photography projects and two digital video projects at Discovery Communications.

Coordinated training activities to ensure staff remained current on agency programs and customer service objectives.

Instituted safety standards and operating procedures crucial for performing work safely and reducing injuries and near misses.

Evaluate operations and facilities for compliance with directives, technical manuals, work standards, safety procedures, and operational policies.

Performed safety inspections on environmental systems such as fire protection, chemical containment and movement, and gas monitoring.

Recommended, facilitated and implemented improvements for employment retention, customer satisfaction, various administrative processes and policy revisions.

Most project supervisors use their skills in "project management," "customer service," and "safety standards" to do their jobs. You can find more detail on essential project supervisor responsibilities here:

Analytical skills. To carry out their duties, the most important skill for a project supervisor to have is analytical skills. Their role and responsibilities require that "construction managers must be able to plan strategies, investigate project cost variances, and solve problems over the course of a project." Project supervisors often use analytical skills in their day-to-day job, as shown by this real resume: "identified and implemented process improvement, provided issue resolution, project reporting and analysis. "

Business skills. Another essential skill to perform project supervisor duties is business skills. Project supervisors responsibilities require that "construction managers need to prepare and follow project budgets, hire and manage staff, and coordinate with other workers and managers." Project supervisors also use business skills in their role according to a real resume snippet: "worked with store management to make business decisions that would drive sales and enhance the customers shopping experience during projects. "

Leadership skills. Another crucial skill for a project supervisor to carry out their responsibilities is "leadership skills." A big part of what project supervisors relies on this skill, since "construction managers must effectively delegate tasks to construction workers, subcontractors, and other lower level managers to ensure that projects are completed accurately and on time." How this skill relates to project supervisor duties can be seen in an example from a project supervisor resume snippet: "key responsibilities highlighted leadership, strategic planning, call center and customer service management experience. "

All project supervisor skills

The three companies that hire the most project supervisors are:

• Stratosphere Quality 105 project supervisors jobs
• Deloitte 63 project supervisors jobs
• CCI Systems 16 project supervisors jobs

Choose from 10+ customizable project supervisor resume templates

Compare different project supervisors

Project supervisor vs. construction assistant.

A construction assistant performs various clerical and operational support tasks to assist construction managers and maintain smooth workflow operations. Their responsibilities usually include monitoring budgets and costs, handling calls and correspondence, purchasing construction materials according to project requirements, liaising with suppliers and construction contractors, and participating in managing the schedules and activities of the workers. A construction assistant may also perform inspections to identify problem areas and ensure that all procedures adhere to the safety codes and standards.

These skill sets are where the common ground ends though. The responsibilities of a project supervisor are more likely to require skills like "project management," "customer service," "safety standards," and "fire protection." On the other hand, a job as a construction assistant requires skills like "drywall installation," "equipment operators," "manual labor," and "construction management." As you can see, what employees do in each career varies considerably.

Project supervisor vs. General foreman

Using their knowledge and expertise of all construction disciplines, a general foreman plans and oversees operations within a construction site to ensure that everything is running smoothly. They are typically in charge of conducting regular inspections, coordinating with engineers and architects, managing the budget and expenditures, supervising workers, and ensuring that the project moves according to the desired time frame. Furthermore, a general foreman implements all safety regulations and policies to ensure a safe and productive work environment for everyone.

In addition to the difference in salary, there are some other key differences worth noting. For example, project supervisor responsibilities are more likely to require skills like "project management," "customer service," "fire protection," and "customer satisfaction." Meanwhile, a general foreman has duties that require skills in areas such as "osha," "safety rules," "oversight," and "safety policies." These differences highlight just how different the day-to-day in each role looks.

Project supervisor vs. Construction foreman

A construction foreman is responsible for overseeing construction operations and determining the construction progress by monitoring plans and schedules. A construction foreman allocates tasks to the workers and ensures that everyone adheres to the safety guidelines and regulations, preventing potential hazards in the work area and avoiding construction delays. They also identify cost-reduction opportunities by handling negotiation with trusted suppliers and third-party vendors. A construction foreman inspects the quality of materials, including the equipment and machinery, allocates adequate resources for production, and resolves issues immediately.

Some important key differences between the two careers include a few of the skills necessary to fulfill the responsibilities of each. Some examples from project supervisor resumes include skills like "project management," "customer service," "fire protection," and "iso," whereas a construction foreman is more likely to list skills in "work ethic," "cdl," "osha," and "strong work ethic. "

Project supervisor vs. Carpenter foreman

A Carpenter Foreman supervises the work of a group of people engaged in carpentry, locksmith, or bricklaying work. They inspect buildings or other structures reported to be in need of repair and estimate the necessary time and materials for restoring them.

Types of project supervisor

Site supervisor.

• Field Supervisor
• Estimator Project Manager

Project Superintendent

• Operations Project Manager

Updated June 25, 2024

Editorial Staff

The Zippia Research Team has spent countless hours reviewing resumes, job postings, and government data to determine what goes into getting a job in each phase of life. Professional writers and data scientists comprise the Zippia Research Team.

What Similar Roles Do

• What a Carpenter Foreman Does
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Project Supervisor Related Careers

• Carpenter Foreman
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• Construction Supervisor
• Contract Project Manager
• Crew Supervisor
• Facilities Project Manager
• General Foreman
• House Supervisor
• Office Project Manager

Project Supervisor Related Jobs

Resume for related jobs.

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Project Data Manager

• Location: United States
• Categories Clinical Data Management, Clinical Data Scientist Lead, Clinical Systems, Data Standards Consultant
• __vacancyopjusttionswidget.opt-Business Area__ ICON Strategic Solutions

TA Business Partner

• Icon Strategic Solutions

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About the role.

ICON plc is a world-leading healthcare intelligence and clinical research organization. We’re proud to foster an inclusive environment driving innovation and excellence, and  we welcome you to join us on our mission to shape the future of clinical development as a Data Project Manager. You will Execute Data Management (DM) activities per set timelines with quality and consistency for a given product or multiple products.

What you will be doing:

• Ensuring clinical projects are executed according to set timelines with quality and consistency • Leading DM activities for a given product or multiple products • Ensuring that DM procedures and processes are adhered to by FSP staff through oversight of quality, cycle times, metrics and use of the Issue CAPA process • Co-ordination and mentoring of lead data managers within assigned projects Key Activities: • Training and mentoring of DM TA staff on processes, projects and programs • Lead or participate in the development, review and implementation of processes, policies, SOPs and associated documents affecting DM • Participate in and/or lead DM and cross functional working groups • Contribute to the continuous improvement of DM and the wider Development organization through information sharing, training and education • Contribute to development of DM outsourcing strategies and long-term relationships with CRO partners / external vendors • Oversight of FSP vendors with respect to quality, Issue & CAPA tracker & KPI metrics • Promote and be an advocate of DM internally and externally • Represent DM at project team meetings i.e., GCST • Project level coordination of and day to day oversight of DM tasks including: o Co-ordination of lead DM’s within the project o Review of all DM documents within a project area to ensure a consistent approach o Overview of project timelines and metrics to ensure databases are delivered to set timelines o Approve database locks and unlocks o Actively monitor progress of clinical projects within assigned product area to ensure delivery to set timelines and quality standards • Provide DM product level input to developing and managing resource plans and budgets for DM • Ensure that quality control checks are occurring such that quality databases are delivered • Develop and co-ordinate project level training for data management staff • Review and approve study specific training • Manage vendor deliverables and relationship at the project level • Communication and escalation of project level issues including processes, timelines, resourcing, performance, etc. • Review of all study level non DM documents for awareness and project level consistency • Lead electronic submission activities • Assist with response to questions and findings from Clinical Quality • Assurance (Quality Assurance) and other audits at the study / vendor level

Basic qualifications • Doctorate degree OR • Master’s degree & 3 years of clinical experience OR • Bachelor’s degree & 5 years of clinical experience OR • Associate’s degree & 10 years of clinical experience OR • High school diploma / GED & 12 years of clinical experience Preferred Qualifications • Bachelors degree or equivalent in life science, computer science, business administration or related discipline • 6+ years work experience in data management in the Pharmaceutical or Biotech arena • 3+ years project management and planning experience • Experience in oversight of outside vendors (CROs, central labs, imaging vendors, etc.)

What ICON can offer you: Our success depends on the quality of our people. That’s why we’ve made it a priority to build a diverse culture that rewards high performance and nurtures talent. In addition to your competitive salary, ICON offers a range of additional benefits. Our benefits are designed to be competitive within each country and are focused on well-being and work life balance opportunities for you and your family. Our benefits examples include:

• Various annual leave entitlements
• A range of health insurance offerings to suit you and your family’s needs
• Competitive retirement planning offerings to maximise savings and plan with confidence for the years ahead
• Global Employee Assistance Programme, TELUS Health, offering 24-hour access to a global network of over 80,000 independent specialised professionals who are there to support you and your family’s well-being
• Life assurance
• Flexible country-specific optional benefits, including childcare vouchers, bike purchase schemes, discounted gym memberships, subsidised travel passes, health assessments, among others

Visit our careers website to read more about the benefits of working at ICON: https://careers.iconplc.com/benefits ICON, including subsidiaries, is an equal opportunity and inclusive employer and is committed to providing a workplace free of discrimination and harassment. All qualified applicants will receive equal consideration for employment without regard to race, colour, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status. If, because of a medical condition or disability, you need a reasonable accommodation for any part of the application process, or in order to perform the essential functions of a position, please let us know or submit a request here . Interested in the role, but unsure if you meet all of the requirements? We would encourage you to apply regardless – there’s every chance you’re exactly what we’re looking for here at ICON whether it is for this or other roles.

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Unlocking your Potential: The Benefits of ICON’s EPIC Internship Program  Internship programs have become a vital stepping stone for students and young professionals seeking to gain practic

Read more about ICON plc's EPIC (Entry-level Professionals in CRO (Contract Research Organization)) internship program.

John Bailey, one of ICON's Veteran Leadership Transition Program Alumni shares his path from serving in the armed forces to joining the clinical research industry. ICON's Veteran Leadership Transit

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United States

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Project Manager for Democratic Engagement

How to apply.

• A cover letter and resume are required for consideration for this position. The cover letter should be included in the same document as your resume and should specifically address your interest in this position and highlight related skills and experience.
• This is a two-year term-limited appointment.
• The Ford School is committed to providing a positive and inclusive work environment. This includes providing employees with flexible work opportunities. This position will be expected to work in the office 2-3 days/week, after an initial onboarding period with more onsite presence.  

Job Summary

The Gerald R. Ford School of Public Policy is looking for a Project Manager that will support and amplify its work on the Democracy, Civic Empowerment, and Global Engagement Presidential Initiative for two years, expanding our capacity to strategically execute our grant programs and events.

You will be part of the Democracy, Civic Empowerment, and Global Engagement (DCEGE) team and work closely with the co-chairs of the initiative.  You will report to the Strategic Consultant of Democratic Engagement. You will provide creativity and leadership by overseeing daily operations and guiding the work of our Administrative Assistant and Marketing Communications Specialist.

The Ford School is one of the nation's foremost policy schools, housed at one of the world's great public universities. We inspire and prepare diverse leaders grounded in service, conduct transformational research, and collaborate on evidence-based policymaking to take on our communities' and our world's most pressing challenges. Our dedication to the public good is grounded in our core values and inseparable from our commitment to diversity, equity, and inclusion, including efforts aimed at addressing key policy issues relevant to racial justice and antiracism. We encourage applications from candidates of all backgrounds who will contribute to the diversity of our school. To learn more about the Ford School, read about us .

Why Work at Michigan?

In addition to a career filled with purpose and opportunity, The University of Michigan offers a comprehensive benefits package to help you stay well, protect yourself and your family and plan for a secure future. Benefits include:

• Generous time off
• A retirement plan that provides two-for-one matching contributions with immediate vesting
• Many choices for comprehensive health insurance
• Life insurance
• Long-term disability coverage
• Flexible spending accounts for healthcare and dependent care expenses
• Family leave
• Dental and vision insurance
• Paid parental leave  

Responsibilities*

• Provide programmatic support for our events and grant programs  in consultation with DCEGE leadership; organize and execute such programs for greater efficiency and impact.
• Develop and manage relationships with internal units and external organizations and individuals to support DCEGE programming and opportunities. 
• Communicate with internal and external stakeholders through carefully written materials with minimal need for editing from DCEGE leadership.
• Manage events. Organize and support public events on democracy and global & civic engagement, collaborating closely with the Ford School's Public Affairs and Marketing & Communications teams and other University partners.
• Oversee communications. Provide guidance to our Marketing Communications Specialist for promotional assets, website content creation and updates, and support broader communications and outreach to our stakeholders.
• Administration and management. Consult with DCEGE leadership about the initiative's strategic direction and plans; develop and maintain administrative systems and processes; prepare draft budgets and manage financial information; and functionally supervise the Administrative Assistant and Marketing Communications Specialist.   

Required Qualifications*

• Bachelor's degree or equivalent combination of education and experience
• 3+ years of professional experience in research and program administration
• A passion for democracy and civic engagement
• Excellent organizational skills, with the ability to plan, prioritize, and manage time to meet deadlines.
• Experience in event planning and management
• Demonstrated experience writing and communicating with different audiences and stakeholders  

Modes of Work

Positions that are eligible for hybrid or mobile/remote work mode are at the discretion of the hiring department. Work agreements are reviewed annually at a minimum and are subject to change at any time, and for any reason, throughout the course of employment. Learn more about the work modes .

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.

See more All Other Remote jobs →

← Back to all jobs

Posted Aug 14

Remote lead project manager (for digital agency, remote - us only), constructive, view company profile & all jobs →, jobs posted: 21, about the role, your core responsibilities, experience & skills needed to be successful in the role.

• 3-5+ years managing medium to large scale technical/digital projects, preferably in an agency setting
• 2+ years working with a management or leadership team to implement and manage change
• 1+ years managing a team of project managers
• Experience with sprint planning and agile methodology an asset
• Project Management Certification a plus!
• Technical skills: Advanced knowledge of software development and system architecture. A strong understanding of the design process, as well as digital technologies and platforms, including: Research and discovery, strategy, UX, visual design, WordPress, Drupal, etc. 
• Planning & Organization: Create and execute on project plans and schedules with a high degree of success. Exceptional organizational skills.
• Risk Management: Ability to identify, assess and mitigate project risks, and develop contingency plans.
• Tools: Advanced knowledge of Asana, Harvest, Harvest Forecast, Google Suite (Google Sheets)
• Strong written and verbal communication skills.
• Resourceful problem Solving: Ability to independently resolve 75% of issues without involving leadership. 
• Change Management: Ability to successfully introduce process and practice-level changes and gain buy-in from leadership, directors, and staff.
• Collaboration: Ability to work well with project teams as well as discipline directors.
• Communication: Excellent communication skills including the ability to explain complex concepts simply, listen actively, and foster collaboration.
• Adaptability: Be open to new ideas, constructive criticism and changing project needs.
• Empathy: Ability to foster deep connections with the team, enhance communication, resolve conflicts and build resilience.
• Holistic perspective: Can see the big picture and the small details simultaneously.
• Accountable with a problem-solving mindset: you take responsibility for your actions and present ways to make improvements.

What We Offer:

• Health Insurance: Medical, Dental, and Vision
• Defined Annual Profit Sharing Plan 
• 401K With Up to 4% Company Match
• Discretionary Performance-based Bonuses
• 3 Weeks Paid Vacation 
• Paid Holiday Break (Christmas Eve through New Years) 
• Paid 1/2-day Summer Fridays (Approx 16/year)
• Open Wellness Days
• Stipends for Professional Development, Home Office, and Co-working Space 
• New Client Bonuses (3% of First 12 Months of New Work You Proactively Bring In)
• Monthly Virtual Happy Hours & Games
• A Super-Aligned Team That Loves Showing Up for Each Other
• Feeling Great About Your Work Making the World a Better Place

Our Commitment to Diversity & Inclusion

Interested great, what happens next.

• Experience Interview (~30 minutes)
• Focussed Interview (45 mins - 1 hour) 
• Final conversation and questions (30-45 minutes) 
• Reference Interviews 
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Department Research Administrator

• Madison, Wisconsin
• COLLEGE OF ENGINEERING/ADMINISTRATION
• Sponsored Programs, Grants, and Contracts
• Partially Remote
• Staff-Full Time
• Opening at: Aug 19 2024 at 16:45 CDT
• Closing at: Sep 2 2024 at 23:55 CDT

Job Summary:

We are seeking a Department Research that provides proposal and award management support. Core duties of this role include proposal development, award setup, project management and closeout. Additionally, this position will work with Principal Investigators (PIs), Key Personnel and research staff to develop non-technical and budgetary proposal documents, ensuring accuracy and compliance with sponsor, state and university requirements, administrative management of awards, and closeout/reporting. A successful candidate in this role will be skilled in time management, attention to detail, and collaborative work, as well as have the ability to adapt to varied workflows and department culture. This position is part of the College of Engineering Research Services Team and reports directly to the Assistant Dean for Research Administration. The College of Engineering has 8 academic departments and over 30 centers that annually submit over 600 proposals resulting in approximately $103 million in awards and close to $120 million in research expenditures.

Responsibilities:

• 15% Executes research administration operational policies and procedures including financial, administrative, staffing, and compliance on behalf of a unit
• 15% Reviews and approves programmatic transactions spanning the life-cycle of sponsored projects to ensure compliance with institutional and/or sponsor policies and procedures
• 10% Serves as a key resource to leadership and staff in the unit as well as a liaison to partners and stakeholders
• 50% Executes activities related to proposal submission, contract negotiation, and/or award setup on behalf of a unit
• 5% Executes activities related to financial compliance, audit, or reporting on behalf of a unit
• 5% Provides training to faculty, staff, and/or administrators within the unit regarding policy, procedure, and/or execution of sponsored project administration

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Required Bachelor's Degree

Qualifications:

Required qualifications: - 1 year required in grant management/research administration at a university or research organization - Experience in cloud-based grant administration or financial computer systems. - Experience in Microsoft Suite or Google Suite Preferred qualifications: - 2 years of experience in grant management/research administration at a university or research organization - Experience applying fiscal and administrative rules, regulations and procedures for administering sponsored projects. - Demonstrated track record of working collaboratively with multiple groups/stakeholders. - Excellent organizational skills and attention to detail with a demonstrated ability to simultaneously execute multiple tasks while responding to multiple demands. - Demonstrated ability to work independently to solve problems. - Excellent oral and written communication skills.

Full Time: 100% This position may require some work to be performed in-person, onsite, at a designated campus work location. Some work may be performed remotely, at an offsite, non-campus work location. The anticipated schedule would be working 2 days on site with 3 days remote per week.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $72,000 ANNUAL (12 months) Depending on Qualifications Employees in this position can expect to receive benefits such as generous vacation, holidays, and paid time off; competitive insurances and savings accounts; retirement benefits. Benefits information can be found at ( https://hr.wisc.edu/benefits/ )

How to Apply:

Please click on the "Apply Now" button to start the application process. Applicants will be asked to upload a resume and cover letter outlining relevant qualifications and experience as it pertains to the required and preferred qualifications outlined in this job posting.

Tamara Kuhn Martin [email protected] 608-265-0504 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Multi-fun Res Admin Mgr(SC016)

Department(s):

A19-COLLEGE OF ENGINEERING/RESEARCH ADMIN

Employment Class:

Academic Staff-Renewable

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

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Foundation Repair Project Manager

Job posting for foundation repair project manager at level home foundation repair inc..

Our Team is growing and we are looking for a motivated and qualified candidate to join us as a Project Manager. Our Project Managers are the primary point of contact during any job and are a critical role to ensure jobs are completed as outlined. What we are looking for:

• Foundation repair experience a plus but not needed - will train the right candidate
• Management experience
• Strong attention to detail
• Excellent Customer Service, strong work ethic, reliability and consistency
• Ability to communicate effectively and appropriately with customers, team members, management and crews
• Able to work well within a team and independently as needed
• Understand and complete daily tasks according to job needs

What you need:

• Willingness to learn
• Valid driving license and clean driving record
• Ability to lift 50#s

Compensation range $20/hr minimum to Depending On Experience

Job Type: Full-time

Pay: From $20.00 per hour

• 8 hour shift

Ability to Commute:

• Tulsa, OK (Required)

Work Location: In person

Salary : $20

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• Food and Beverage Shift Manager - Casino Income Estimation: $43,154 - $81,234
• Retail Tire Service Manager Income Estimation: $49,206 - $89,064

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