Student-Supervisor Relationship

Introduction

The quality of graduate education is an important priority for the University of Alberta. Led by the Faculty of Graduate Studies and Research, all Faculties have been encouraged to explore avenues for improvement and innovation in delivery of graduate programs. At the heart of the mentorship model followed by the UA is the relationship between student and supervisor. All students in thesis-based programs at UA must have a supervisor. In the Faculty of Kinesiology, Sport, and Recreation, all graduate students, including have a supervisor appointed at the time of admission.

This section summarizes input from both students and supervisors in KSR on the matter of the student-supervisor relationship. The ultimate goal is to provide a framework for success that will guide students and supervisors towards developing and maintaining positive and productive relationships.

The Student-Supervisor Relationship

Graduate education at the University of Alberta is based on a mentorship model. The graduate program in the Faculty of Kinesiology, Sport, and Recreation has long been based on several philosophical principles. First, supervisors review applications and select the students they wish to work with. This process is often facilitated when the prospective students actively engage with prospective supervisors during the selection process. Second, students are only admitted once a supervisory match has been made. Therefore, students begin their programs with a supportive mentor. Third, the Faculty recognizes that each student is an individual and the student’s program should be, to the extent possible, individually tailored to meet their specific interests. Finally, the Faculty recognizes the importance of graduate studies and has traditionally committed resources towards ensuring success.

At the heart of the Graduate Program is the relationship between each student and the academic supervisor. In a mentorship model, the relationship may be seen to start as “master and pupil” and ideally, will end as “colleague and colleague”. Along the way, the supervisor is expected to direct, counsel, encourage, support, evaluate, and foster the student’s independence. The student is expected to accept direction and constructive feedback, develop knowledge and skills, and ultimately to demonstrate the ability to function independently of the supervisor.

This relationship is potentially both robust and fragile and, if the mentorship model is to be successful, it must become a partnership based on mutual understanding and respect. Understanding and fostering this relationship is a high priority for the UA, FGSR and KSR. Developing and maintaining a healthy and productive relationship between each student and his/her supervisor is a serious matter.

The FGSR has recently encouraged and challenged each academic unit to explore the nature of the relationship and to actively communicate the essential elements to students, staff and professors.

In 2011-12, the Kinsesiology, Sport, and Recreation Graduate Student Society (KSRGSS) and the Graduate Program Office conducted independent surveys of graduate students and supervisors, respectively, to examine their experiences with the student- supervisor relationship. Specifically, both students and supervisors were asked to identify practices and behaviors that might enhance or hinder this relationship.

The sections below outline the key findings from the surveys. This information will be helpful in providing guidance for all parties in the development of an ethical and constructive supervisor-student relationship. It is important to recognize that each student-supervisor relationship is unique. This information in not intended to be prescriptive, however it would be prudent to bear in mind that it does represent the common thinking of a large group.

To ensure that students and supervisors share similar perspectives and expectations of the relationship (and for the student’s program of study), the importance of outlining expectations at the beginning of the relationship should be stressed. Therefore, the points outlined below should direct the important conversation between student and supervisor to articulate expectations and goals for the relationship.

The major themes, essential to a positive and productive relationship, identified by both students and supervisors are as follows

1. Communication and Regular meetings
2. Expectations and Accountability
3. Guidance
4. Timely and Constructive Feedback
5. Support

These themes are explored from the perspectives of the students and the supervisors. While there is substantial overlap, there are also some subtle differences in the perceptions of students and supervisors. Recognition of these differences in perspective is a good start towards avoiding relationship problems.

Communication and Regular Meetings - Students

Students indicated an expectation that supervisors would have regular (at least every two weeks) lab and/or individual meetings. Such meetings were particularly important to ensure that students felt their supervisors knew what they were doing and could help to keep them on track.

Students recognized their responsibility to communicate with the supervisor regarding any concerns and/or to seek help or advice with problems. By communicating with their supervisor early on, students can ensure issues are brought out into the open, keeping the relationship productive and functional. Students realize that supervisors may not know there is an issue unless it is brought to their attention. However, it was emphasized that sometimes it can be intimidating to speak to the supervisor about concerns. Students may feel there is a lot at stake when admitting he/she has some concerns or is having difficulty with some aspect of the problem and may be reluctant to bring these issues up. This power dynamic aspect of the relationship is important for both parties to consider carefully and thoughtfully.

Communication and Regular Meetings - Supervisors

Supervisors reported the need for regular meetings, at least every two weeks. In order to be most effective, individual meetings should have a purpose, both parties should be prepared, and notes should be kept. A common theme was the need for punctuality and the need to respect the busy schedules of both student and supervisor.

Supervisors also commented that group and lab meetings serve a different purpose than an individual meeting. Lab meetings typically focus on matters of common interest and are devoted to discussion of broader topics such as research proposals, projects or journal articles. It is generally inappropriate to provide individual feedback in group meetings.

Mature and open communication is vital. The very nature of the mentorship model of graduate studies presents the possibility of a “power dynamic” however this is often more a perception than a reality. The diffusion of problems arising from this perception is an important supervisory responsibility. Most supervisors encourage frank discussion with students about matters related to their programs. Students should respect the experience of the supervisor and supervisors should respect that each student is unique. Generally, supervisors recommended the importance of timely communication in avoiding or resolving problems.

Expectations and Accountability – Students

Students identified that meeting mutually-agreed-upon deadlines was a fair expectation. Students indicated that if they were not able to meet deadlines it was their responsibility to contact the supervisor in advance with an explanation. However, students also thought it was important for supervisors to understand that sometimes factors do prevent students from meeting deadlines. Regular communication between students and supervisors was believed to be helpful in ensuring that deadlines were reasonable, and for keeping students focused and on track.

Accountability for meeting the requirements of the degree program is important. Although students are heavily dependent upon their supervisor’s guidance, it is ultimately the student’s responsibility to know what is required to complete the program and to work with their supervisor and the administration. Students recognized their responsibility to seek out the information they need and hold themselves accountable for meeting necessary deadlines and program requirements. In other words, as much as supervisors are expected to mentor their students, students expect themselves to be proactive and responsible for their actions.

Students expected a relationship based on respect for professional boundaries. While a friendly relationship was seen to be positive, friendship should not be a main objective.

Expectations and Accountability - Supervisors

Early in the student’s program there needs to be a discussion about expectations and accountability. It is also essential to discuss how to balance expectations with the academic and personal responsibilities for both parties.

Supervisors recognized that the relationship is easier to manage if the student and the supervisor are on campus on a regular basis. Generally, meetings should take place on campus to foster a business-like atmosphere. Communication by email was generally seen as important but not as a substitute for in-person communication.

Deadlines need to be met or early communication must occur if the deadline will not be met. Also, the consequences of not meeting deadlines should be discussed.

At the start of a research project there needs to be clarification of the roles of each participant and how this will affect authorship, presenting, and publishing. Supervisors viewed these discussions as an important part of their mentorship responsibilities.

Supervisors also expected a professional relationship and generally reported negative outcomes when professional and personal boundaries are not clear. Some supervisors expressed the importance of maintaining personal distance.

Guidance - Students

Students highlighted a desire for their supervisors to be available and willing to provide guidance on practical matters (e.g., academic process, achieving milestones, scholarship applications), independent development (e.g., selection of classes, attending conferences, developing their research program), and external factors (e.g., networking, accessing jobs). Overall, students indicated that supervisors’ guidance should help them to push the boundaries of their knowledge, while acknowledging their strengths. Such

guidance should be provided in the spirit of mentorship, bearing in mind the University’s position that graduate students are junior colleagues.

Guidance - Supervisors

In accordance with the University’s position, supervisors agreed that ultimately, each student must accept responsibility for his/her program. This includes knowledge of deadlines, milestones and other requirements set by the Faculty or the University. On the other hand, supervisors recognize the need to assist their students through proactive discussion and support.

Supervisors reported that while independence is a critical goal for graduate students, the importance of seeking and accepting direction cannot be overemphasized. The willingness to accept supervisory advice and direction is an essential component of both a healthy relationship and timely completion of graduate studies.

Timely and Constructive Feedback - Students

Students are dependent upon the feedback of their supervisors to make progress in their program. As such, it was extremely important to the students to receive timely feedback from supervisors (for example within a week or two). If feedback was going to take a long time, students indicated that they would like to be made aware of this ahead of time. Students also indicated that they would like the feedback to be constructive. They recognized that feedback would not always be positive but feedback that helped them to develop would be most beneficial.

Timely and Constructive Feedback – Supervisors

Supervisors also noted the importance of timely feedback in the development of the student. They also noted that students should demonstrate how the feedback has been incorporated. An important aspect of growth is the ability to take feedback and incorporate the learning into other aspects of the student’s work.

Supervisors realize that feedback is not always positive but nevertheless is intended to stretch the student’s boundaries of knowledge. One of the important steps in a student’s development is the ability to differentiate between academic and personal criticism. Timely feedback (e.g., two weeks on thesis drafts) to students is optimal. However, if the supervisor has many other commitments (e.g., research travel or a heavy teaching load) this timing may not be possible. Regular communication on the production of work products by the student and the ability of the supervisor to provide feedback is essential.

Support - Students

Students indicated that the support received from supervisors was very important. They reported that they expected supervisors to be able to provide them with financial and professional support to help them to succeed in their program and beyond.

Students also indicated needing emotional support from their supervisors, particularly at important milestones in their career.

Support – Supervisors

Many supervisors use their research grants to support students. Research funds may be used for travel assistance to attend a conference, research equipment or salary as a research assistant. It is very important for students to be productive while working on the grant project. The supervisor is held accountable for how the funds are used and the quality of the research. Most grants have completion and reporting deadlines. Therefore, when students are given responsibility for various parts of a funded project, it is essential to keep in mind that deadlines must be respected.

Supervisors recognized that at certain times (e.g., as students prepare for exams) positive support and frequent interaction become more essential.

Summary

The Faculty has traditionally recognized the importance of treating students as individuals. The Faculty makes every attempt to craft a program to fit the student rather than forcing the student to fit the program.

We also recognize that supervisors are individuals and that there are different “supervisory styles”. Finally, the academic diversity within our Faculty results in a wide variety of research methodologies and approaches to scholarly inquiry. Notwithstanding these realities, it is very important to acknowledge that a healthy student-supervisor relationship is critical to success. This relationship must be based on clear and realistic expectations, mature, effective and open communication, trust and mutual respect.

Both student and supervisor must realize that the nature of the relationship should change as the student progresses towards completion. Usually at the beginning, the relationship may be characterized primarily as teacher and student, while towards the end, particularly at the doctoral level, the student and supervisor are junior and senior colleagues, respectively.

The relationship must be nurtured by both parties. It is useful to note the subtle differences in the way students and supervisors may view the same issue. The relationship is more likely to succeed when each tries to consider the other’s point of view, bearing in mind that supervisors usually have a great deal more experience while in many cases, the student is encountering a situation for the first time.