phd supervisor jobs

• Choosing a PhD Supervisor

Written by Ben Taylor

Your PhD supervisor will play a vital part in your PhD, providing you with the mentorship, feedback and support you need to succeed. That’s why it’s so important to spend time finding a supervisor for your PhD who will be a great fit for you and your project.

The role of a PhD supervisor is to use their own experience and expertise to support you throughout your project. A good supervisor will show interest in your project and provide regular feedback on your work.

Each person’s supervision experience depends on their university, department and personal preferences. While it’s expected you’ll meet with your supervisor regularly, this might mean weekly for some, and monthly for others. It’s important to make sure both you and your supervisor’s expectations match so that you can receive the best possible support.

This page covers how to find and choose a PhD supervisor. We’ve also explained the qualities of a good PhD supervisor.

On this page

How to find a phd supervisor.

How you'll find your PhD supervisor depends on whether you’re applying for an advertised project or putting forward your own research proposal .

If you’re applying for an advertised project , the process of finding a supervisor is simple. Usually they’ll be the academic who has devised the project in question, and the person you’ll be making your application to.

It’s still important to do your homework. Make sure you’re clued up on their research and able to ask sensible, specific questions about the project in your initial contact . Advertised projects – often with funding already attached – are much more common in STEM subjects , although you may still come across them in the Arts, Humanities and Social Sciences too.

If you’re proposing your own PhD project , you’ll need to do some investigation to find an academic whose research interests align with your own. The rest of this section will give you several pointers how you can do this.

Finding an expert in your field

First of all, you’ll want to have at least a rough idea of what you want your PhD topic to be. This is so that you can begin to narrow down prospective supervisors by research interests and focus on those that have expertise in your area.

This doesn’t necessarily have to mean finishing the final draft of your research proposal (that comes a little later), but you’ll need to have a decent plan of what you want to achieve with your PhD research so that you know you’re getting in touch with the right people (and not wasting your time – or theirs!).

There are several ways to do this:

• Browsing the academic staff section of a university department website – This is where lecturers and professors will list their research interests, publications and the areas in which they’re keen to supervise PhD students. Some websites allow you to filter and search by interest. In other cases you’ll need to check these profiles individually – time-consuming but worth it.
• Speaking to the academics at your current (or previous) university – These people will likely know exactly who the experts in your field are. They’ll probably even be experts themselves! If you already have a friendly relationship with a personal tutor or Masters dissertation supervisor, it’ll be good to have an informal chat about who they think could be a good fit for your work.
• Checking who has been prolific in your research area – There are probably a few names that have come up repeatedly in your previous work at postgraduate level. It’s worth scouring bibliographies and chapters to learn more about the academics behind them. Read up on their current work and find out whether they’re accepting supervisees.
• Scientific databases – If you’re a STEM student, scientific databases will give you lots of data with which to refine your search. This allows you to look for the most cited articles and thus find out who the leading researchers are.

Once you’ve done your research and have a good idea of the academic landscape around your proposed PhD topic, you should make a shortlist of around three potential supervisors to contact. Now is the time to make sure you’re really clued up on their academic background and current projects, so that you can make an excellent first impression when you get in touch with them.

Who can supervise a PhD student?

An academic doesn’t necessarily need to hold a senior role in order to supervise a PhD student. Junior research fellows and assistant professors often act as supervisors when their work is particularly relevant, as well as more senior professors and lecturers.

However, universities will have different policies on who exactly can supervise (and in what circumstances). It’s best to do your research if you think you’ve found the perfect supervisor candidate but they aren’t a lecturer.

Contacting a PhD supervisor

Our guide to contacting a PhD supervisor has everything you need to know about first contact, with tips on preparation, email etiquette, making a good impression and questions to ask.

How to choose a PhD supervisor

If you’re in a lucky enough position that you have two or more prospective supervisors that are happy to oversee your PhD project, there are several factors that you might consider when making your final decision:

• What career stage your potential supervisor is at – An academic at the beginning of their career might have fewer professional commitments and therefore more time to supervise you. A senior lecturer or professor, meanwhile, may have an extremely busy professional life – but this could be counterbalanced by their expertise and experience.
• Other supervisees – Find out what kind of work the supervisor has previously been (or is currently) involved in. You can normally see a list of current research students on a department website, for example. Are they engaged in similar work to you? See if you can find out what path previous supervisees took after finishing their PhD. Maybe stayed in the department or took up postdoc positions.
• University facilities – If your choices of supervisor are at different universities, weigh up the benefits that might come with the specialist facilities and resources available at each institution.
• University department – Depending on your preferences, you may want to work within a small, specialised department or a larger team that allows more scope for cross-disciplinary collaboration.

If you’re able to meet your potential supervisor – either in-person or via video call – that can also be a great way of gauging their personality and your chemistry. You’re going to be working with them for a minimum of three years, so you want to make sure you’re going to get on with them!

What are the qualities of a good PhD supervisor?

Now that you know how to find a supervisor for your project, you might be wondering about how to choose a good PhD supervisor. You’ll be spending a lot of time with them during your PhD, so it pays to understand what to look out for in terms of personality traits, expertise and experience.

#1 Substantial research expertise

The ideal PhD supervisor will be an expert in their academic field, with a wealth of publications, articles, chapters and books. They’ll also have a background in organising and presenting at conference events.

It’s also important that their expertise is up-to-date. You should look for evidence that they’re currently active in your research area, with recent publications and conference attendance. The quality of these publications is also important – prominent, peer-reviewed journals are ideal. If your prospective supervisor has lots of citations, that’s also a great sign.

#2 Clear about their career plans

After you’ve made initial contact with a supervisor, it’s good to get an idea of where they see their own future. If they’re planning to retire, go on sabbatical or change institution, that could cause problems for your PhD later down the line. It goes without saying that you want a supervisor who is going to stick around for the duration of your PhD.

#3 Previous experience as a PhD supervisor

Ideally, a supervisor should have a long track record of supervising PhD candidates, with plenty of experience helping them through the ups and downs that come with research. It’s well worth investigating how previous supervisees have done under the tutelage of your prospective supervisor – university websites, ResearchGate and LinkedIn are the best places to do this.

If you’re able to visit the department in person, speak to current PhD students to get an idea of how they’re getting on.

#4 Personality

It can be difficult to judge someone’s personality on the basis of emails, a video call or a chat over coffee, but try to decide if your potential supervisor is a good match for you on a personal level.

Do they seem enthusiastic about your work and inspiring about their own interests? Will they make a good mentor when it comes down to the hard work of completing your PhD? Are they more of a hands-on or hands-off supervisor?

#5 Organisational skills

Excellent organisational skills – both on your part and your supervisor’s part – are key to succeeding at a PhD. You’ll want a supervisor that is clear with their expectations, giving you deadlines where necessary but also having some flexibility that takes your personal situation into account.

You also want a supervisor who is easy to get hold of for feedback and advice, with regular office hours. Many academics are extremely busy, but you should expect your supervisor to find time for you where necessary.

Can I change my PhD supervisor?

There are a variety of reasons why someone may want or need to change their PhD supervisor. Issues with the working relationship or other circumstances could make a supervisor unable to provide proper support . Unfortunately these things happen, but universities are well equipped to help PhD students in these instances.

Usually PhD students wishing to change supervisors should contact their departmental head of postgraduate study to discuss the situation. They will then advise on the best course of action to take. If there is an available academic in the department with the right expertise for your project, then they will be assigned as your new supervisor. Otherwise, you may have to consider transferring to another university.

PhD supervisor guide

If you want to find out more about what it's like to work with a PhD supervisor, we've written a guide on what to expect from your PhD supervisor . Then, head over to our course listings where you can find information on interesting courses and their academic supervisors.

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What Makes A Good PhD Supervisor?

• By Dr Harry Hothi
• August 12, 2020

A good PhD supervisor has a track record of supervising PhD students through to completion, has a strong publication record, is active in their research field, has sufficient time to provide adequate supervision, is genuinely interested in your project, can provide mentorship and has a supportive personality.

Introduction

The indicators that you’ll have the best chance of succeeding in your PhD project are multi-factorial. You’ll need to secure funding, find a research project that you’re interested in and is within your academic area of expertise, maybe even write your own research proposal, and find a good supervisor that will help guide you through PhD life.

As you research more into life as a doctoral student, you’ll appreciate that choosing a good supervisor is one of the most important factors that can influence the success of your project, and even If you complete your PhD at all. You need to find a good supervisory relationship with someone who has a genuine research interest in your project.

This page outlines the top qualities to look for as indicators of an ideal PhD supervisor. But before we get to that, we should be clear on precisely what the supervisor is there to do, and what they are not.

The Role of a PhD Supervisor

A PhD supervisor is there to guide you as you work through PhD life and help you make informed decisions about how you shape your PhD project. The key elements of their supervisory role include:

• To help ensure that you stay on schedule and maintain constant progress of your research so that you ultimately finish your PhD within your intended time frame, typically three to four years.
• To advise and guide you based on their knowledge and expertise in your subject area.
• To help you in the decision-making process as you design, prepare and execute your study design.
• To work with you as you analyse your raw data and begin to draw conclusions about key findings that are coming out of your research.
• To provide feedback and edits where necessary on your manuscripts and elements of your thesis writing.
• To encourage and motivate you and provide ongoing support as a mentor.
• To provide support at a human level, beyond just the academic challenges.

It’s important that you know from the outset what a supervisor isn’t there to do, so that your expectations of the PhDstudent-supervisor relationship are correct. A supervisor cannot and should not create your study design or tell you how you should run your experiments or help you write your thesis. Broadly speaking, you as a PhD student will create, develop and refine content for your thesis, and your supervisor will help you improve this content by providing you with continuous constructive feedback.

There’s a balance to be found here in what makes a good PhD supervisor, ranging from one extreme of providing very little support during a research project, to becoming too involved in the running of the project to the extent that it takes away from it being an independent body of work by the graduate student themselves. Ultimately, what makes a good supervisor is someone you can build a rapport with, who helps bring out the best in you to produce a well written, significant body of research that contributes novel findings to your subject area.

Read on to learn the key qualities you should consider when looking for a good PhD supervisor.

Qualities to Look For in A Good PhD Supervisor

1. a track record of successful phd student supervision.

A quick first check to gauge how good a prospective supervisor is is to find out how many students they’ve successfully supervised in the past; i.e. how many students have earned their PhD under their supervision. Ideally, you’d want to go one step further and find out:

• How many students they’ve supervised in total previously and of those, what percentage have gone onto gain their PhDs; however, this level of detail may not always be easy to find online. Most often though, a conversation with a potential supervisor and even their current or previous students should help you get an idea of this.
• What were the project titles and specifically the areas of research that they supervised on? Are these similar to your intended project or are they significantly different from the type of work performed in the academic’s lab in the past? Of the current students in the lab, are there any projects that could complement yours
• Did any of the previous PhD students publish the work of their doctoral research in peer-reviewed journals and present at conferences? It’s a great sign if they have, and in particular, if they’re named first authors in some or all of these publications.

This isn’t to say that a potential supervisor without a track record of PhD supervision is necessarily a bad fit, especially if the supervisor is relatively new to the position and is still establishing their research group. It is, however, reassuring if you know they have supervision experience in supporting students to successful PhD completion.

2. Is an Expert in their Field of Research

As a PhD candidate, you will want your supervisor to have a high level of research expertise within the field that your own research topic sits in. This expertise will be essential if they are to help guide you through your research and keep you on track to what is most novel and impactful to your research area.

Your supervisor doesn’t necessarily need to have all the answers to questions that arise in your specific PhD project, but should know enough to be able to have useful conversations about your research. It will be your responsibility to discover the answers to problems as they arise, and you should even expect to complete your PhD with a higher level of expertise about your project than your supervisor.

The best way to determine if your supervisor has the expertise to supervise you properly is to look at their publication track record. The things you need to look for are:

• How often do they publish papers in peer-reviewed journals, and are they still actively involved in new papers coming out in the research field?
• What type of journals have they published in? For example, are most papers in comparatively low impact factor journals, or do they have at least some in the ‘big’ journals within your field?
• How many citations do they have from their research? This can be a good indicator of the value that other researchgroups place on these publications; having 50 papers published that have been cited only 10 times may (but not always) suggest that this research is not directly relevant to the subject area or focus from other groups.
• How many co-authors has your potential supervisor published with? Many authors from different institutions is a good indicator of a vast collaborative professional network that could be useful to you.

There’re no hard metrics here as to how many papers or citations an individual needs to be considered an expert, and these numbers can vary considerably between different disciplines. Instead, it’s better to get a sense of where your potential supervisor’s track record sits in comparison to other researchers in the same field; remember that it would be unfair to directly compare the output of a new university lecturer with a well-established professor who has naturally led more research projects.

Equally, this exercise is a good way for you to better understand how interested your supervisor will be in your research; if you find that much of their research output is directly related to your PhD study, then it’s logical that your supervisor has a real interest here. While the opposite is not necessarily true, it’s understandable from a human perspective that a supervisor may be less interested in a project that doesn’t help to further their own research work, especially if they’re already very busy.

Two excellent resources to look up publications are Google Scholar and ResearchGate .

3. Has Enough Time to Provide Good PhD Supervision

This seems like an obvious point, but it’s worth emphasising: how smoothly your PhD goes and ultimately how successful it is, will largely be influenced by how much time your research supervisor has to provide guidance, constructive academic advice and mentorship. The fact that your supervisor is the world’s leading expert in your field becomes a moot point if they don’t have time to meet you.

A good PhD supervisor will take the time to meet with you regularly in person (ideally) or remotely and be reachable and responsive to questions as and when they arise (e.g. through email or video calling). As a student, you want to have a research environment where you know you can drop by your supervisors’ office for a quick chat, or that you’ll see them around the university regularly; chance encounters and corridor discussions are sometimes the most impactful when working through problems.

Unsurprisingly, however, most academics who are well-known experts in their field are also usually some of the busiest too. It’s common for established academic supervisors to have several commitments competing for their time. These can include teaching and supervising undergraduate students, masters students and post-docs, travelling to collaborator meetings or invited talks, managing the growth of their academic department or graduate school, sitting on advisory boards and writing grants for funding applications. Beware of the other obligations they may have and how this could impact your work relationship.

You’ll need to find a balance here to find a PhD supervisor who has the academic knowledge to support you, but also the time to do so; talking to their current and past students will help you get a sense of this. It’s also reassuring to know that your supervisor has a permanent position within your university and has no plans for a sabbatical during your time as a PhD researcher.

4. Is a Good Mentor with a Supportive Personality

A PhD project is an exercise in independently producing a substantial body of research work; the primary role of your supervisor should be to provide mentoring to help you achieve this. You want to have a supervisor with the necessary academic knowledge, but it is just as important to have a supportive supervisor who is actively willing and able to provide you constructive criticism on your work in a consistent manner. You’ll likely get a sense of their personality during your first few meetings with them when discussing your research proposal; if you feel there’s a disconnect between you as a PhD student and your potential supervisor at this stage, it’s better to decide on other options with different supervisors.

A good supervisor will help direct you towards the best outcomes in your PhD research when you reach crossroads. They will work with you to develop a structure for your thesis and encourage you to set deadlines to work to and push you to achieve these. A good mentor should be able to recognise when you need more support in a specific area, be it a technical academic hurdle or simply some guidance in developing efficient work patterns and routines, and have the communication skills to help you recognise and overcome them.

A good supervisor should share the same mindset as you about finishing your PhD within a reasonable time frame; in the UK this would be within three to four years as a full-time university student. Their encouragement should reflect this and (gently) push you to set and reach mini-milestones throughout your project to ensure you stay on track with progress. This is a great example of when a supportive personality and positive attitude is essential for you both to maintain a good professional relationship throughout a PhD. The ideal supervisor will bring out the best in you without becoming prescriptive in their guidance, allowing you the freedom to develop your own working style.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

To sum up, the qualities you should look for in a good PhD supervisor are that they have a strong understanding of your research field, demonstrated by regular and impactful publications, have a proven track record of PhD supervision, have the time to support you, and will do so by providing mentorship rather than being a ‘boss’.

As a final point, if you’re considering a research career after you finish your PhD journey, get a sense of if there may any research opportunities to continue as a postdoc with the supervisor if you so wanted.

This article will answer common questions about the PhD synopsis, give guidance on how to write one, and provide my thoughts on samples.

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Frances recently completed her PhD at the University of Bristol. Her research investigated the causes and consequences of hazardous lava-water interactions.

Ellen is in the third year of her PhD at the University of Oxford. Her project looks at eighteenth-century reading manuals, using them to find out how eighteenth-century people theorised reading aloud.

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Careers Clinic: how should I approach a PhD supervisor?

The’ s careers clinic brings together the great and the good of higher education to answer a burning careers question.

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Choosing a PhD supervisor is a key decision that can have far-reaching effects on the direction of any young researcher’s career. As such, we asked five experts for their top tips on approaching and making a good impression with a potential supervisor. Here is what they said:

“In my area, it is important to be clear about what you’re interested in researching and why. You need to show you are committed to this rather than asking the potential supervisor what they think you should research or, even worse, saying you are prepared to research any topic they think is suitable. You need to show you’re open to taking their advice on how to research this in a rigorous and scholarly manner, but you need to be clear that you have questions that you are passionate about researching.” Paul Ashwin, professor of higher education at Lancaster University

“Demand for doctoral education will soon outstrip supply. Most doctoral applicants come from Asia and most advisers from European and North American universities; and particularly with travel constraints, most introductions and perhaps even the first year will be online. Advisers like imagination, acumen, courage, consistency and industry. Working through trusted research networks is a great way to meet people.” Hamish Coates, director of the Higher Education Research Division at Tsinghua University

“There are simple things to keep in mind – read some of their work, ensure that your interests really do align with theirs, have a clear idea of what you want to do and stay flexible to rethinking this with the supervisor’s support. However, beyond this, it is vital to remember that a PhD is a massive commitment and should be a fantastic opportunity for you. You need a supervisor who is supportive and kind, wise and thoughtful. You need to be interviewing the potential supervisor as much as they are interviewing you. Do they make a good impression on you? Are they going to support you and encourage you throughout the PhD?” Nicola Byrom, senior lecturer in psychology at King’s College London and founder of Student Minds

“The relationship with your supervisor will change over the years of your PhD. Initially, you need to listen to their advice and ask them what they expect from you. Take as much responsibility as they are comfortable giving you (organising your research meetings, writing regular updates on your work, leading on group meetings) and be honest when you are having problems so they can help you resolve them. Once they trust your judgement and management of the project, you will be able to build your leadership and independence – vital when you need to defend your thesis.” Sara Shinton, head of researcher development at the University of Edinburgh and director of the UKRI Future Leaders Fellows Development Network

“In addition to displaying an understanding of the broad research area and having some good ideas about potential topics, I think displaying a sense of humour is always a good thing, and also some awareness of the inevitable tensions and pressures that are likely to emerge in any PhD-supervisor relationship. Thinking about what you have to offer your potential supervisor is also valuable – can you forge new research links, do you have valuable contacts with research users, might you bring new skills or methods to their team? A bold candidate might suggest that they know they will have to supervise their supervisor!” Matthew Flinders, founding director of the Sir Bernard Crick Centre and professor of politics at the University of Sheffield

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Roles and responsibilities of supervisors

Introduction.

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

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

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.

Knowledge of regulations, policies and procedures

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

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

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

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

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

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

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

Advice on program of study, research and professional development

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

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

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

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

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

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

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

Meetings/consultation 

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

The University encourages supervisors to:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Financial assistance

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

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

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

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

Intellectual property 

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

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

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

Publications 

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

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

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

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

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

Withdrawal of supervisory duties 

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

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

Accommodation 

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

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

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

Guide for Graduate Research and Supervision

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

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I will be staying in Adler during the Olympics but going frequently to Rosa Khutor for the alpine skiing. Any idea what is the best public transport to get there? Is the train to Krasnaya Polyana the best solution? How long will it take? Best thanks your advice!

You can find lots of information about the spectator transportation system here:

http://www.sochi2014.com/en/games/spectator/transport/

Will any of the ski resorts near Sochi be open in January or February? I'll be working at the Olympics and would love to get some skiing in. Thanks

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