‘Community Acuity’ blog posts are from supervisors, to supervisors. They share the thoughts, experiences and reflection of the highs and the challenges of supervising doctoral students.
Dr Glyn Williams is a Reader in international development and a former member of the ESRC White Rose Doctoral Training Partnership’s management team.
For PhD supervisors new to UK academia, or for any who finished their own theses more than a decade ago, the contemporary doctoral training landscape can be a confusing place. There is a sea of acronyms, (CDTs, DTCs, DTPs…) linked to a bewildering array of cross-disciplinary and cross-institutional partnerships. All seem to be vying loudly for your students’ attention with claims to develop their research and professional skills to previously unknown heights.
My own PhD experience – and I’m not that ancient – was vastly different. One-to-one PhD supervision was pretty much the sum total of my doctoral training, supplemented by the very occasional workshop. Because for some of my fellow supervisors these differences are as unwelcome as they are incomprehensible, I want to offer a few words of comfort, but also in defence of the new doctoral landscape.
Understand the ethos – The point of the new development landscape is to enable broad-based, critically-reflective professional researchers, not just to equip students with the tools to complete their own PhD topics. So, yes, this will involve them learning about methodological techniques they won’t immediately use, or sitting in workshops reflecting on things – such as how to manage their relationships with their supervisors – we might think of as a distraction from their ‘real’ work as researchers. Clearly, we need to be wary of producing an ever-growing training industry, but equally we must recognise the dangers of leaving things where they were. Less than one in ten UK PhD students will go on to a permanent academic post, and those that do will increasingly work in interdisciplinary teams, not narrow disciplinary silos. Providing space to talk about the PhD process makes it understandable across cultural and other boundaries, not simply the arcane practice of a cult of insiders. Doing this collectively addresses the isolation of doctoral study, and is therefore vital in supporting student well-being.
Recognise the supervisor’s changing role (see also this post, and this post)– The easiest way to describe the change here is from guru to guide. Rather than being the perfect role model, or the font of all knowledge, we can all contribute to doctoral students’ development simply by knowing what development activities are out there. Keeping our ears to the ground, finding out from colleagues and our Departments’ students what workshops and events they’ve found most valuable, and which are best avoided, are therefore tasks of considerable value. Likewise, your training review meetings don’t have to be bureaucratic exercises in box-ticking: they can create meaningful and achievable plans that integrate our students’ broader development with the progress of their theses.
Engage and participate – Finally, remember that one of the things most valued by doctoral students is hearing good researchers explaining and reflecting on core elements of their craft. This could be about the use of a research technique, how to survive fieldwork, or how to deal with journal reviewers’ comments. Many of us are not comfortable putting ourselves forwards as ‘experts’, but the fact remains that we’ve all got something useful to share that will invariably have a potential audience that’s far wider than our PhD students. Facilitating that process of sharing should be one of the core tasks of your local DTP/DTC/CDT – so don’t be afraid to get involved!