dissertation supervisor meeting

Cookies & Privacy
GETTING STARTED
Introduction
FUNDAMENTALS

Getting to the main article

Choosing your route

Setting research questions/ hypotheses

Assessment point

Building the theoretical case

Setting your research strategy

Data collection

Data analysis

CONSIDERATION ONE

Things to discuss with your supervisor.

From your supervisor's point of view, this may only be the second time you have met to discuss your dissertation, and it could have been a few weeks or a couple of months since you first discussed your dissertation with them (i.e., STAGE FOUR: Assessment point may have been your first meeting). Therefore, start by briefly recapping what your dissertation is about, including the research questions/hypotheses that you are going to answer.

Next, if you developed a theoretical model for your dissertation (i.e., during STEP FOUR: Set the theoretical model for your dissertation in STAGE FIVE: Building the theoretical case ), it is worth showing this to your supervisor. After all, theoretical models are useful frameworks to describe what you are studying in a clear, succinct, and visual way. More specifically, your theoretical model should: (a) set the boundaries/scope of the research project in terms of the theories and constructs that will be studied and measured; and (b) illustrate the research hypotheses to be tested, and the predictions that are being made (if any) about the relationship between the constructs under study.

If you didn't develop a theoretical model, you should focus on explaining the main constructs you will be studying, and the potential relationships between those constructs. This will help your supervisor to understand the theoretical case for your dissertation upon which your research strategy is based. It will also allow you to spend the majority of the meeting discussing your research strategy, which is the main thing you need to discuss with your supervisor. When you discuss your research strategy, remember to focus on the major aspects of your research strategy rather than the detail and justifications behind all of your decisions. You just won't have time to do this unless your supervisor has given you a long meeting.

During this meeting, we would suggest that you: (a) determine whether your research design, research method and sampling strategy are sufficient; (b) get advice on whether your research strategy is likely to be achievable in the time you have available; (c) check that your research strategy meets your dissertation and university's ethical guidelines; (d) present your measurement procedure, if you have time; and (e) defend the choice that you have made. Each of these considerations is discussed in turn:

Determine whether your research design, research method and sampling strategy are sufficient

The research strategy that you set determines how you are going to carry out (i.e., operationalize) your dissertation. In this respect, your research design, research methods and sampling strategy need to fit with the research hypotheses you have set and the theoretical case you have built for your dissertation. This is important for achieve a good mark. However, these components of your research strategy also have a significant impact on the effort that is required to complete a dissertation. By effort , we mean the practical aspects of going out and collecting your data, which includes everything from setting up your research design, to building a representative sample of your population, gaining access to such data, collecting the data using the research methods you have set, before analysing that data. Whilst effort is not going to get you a good mark by itself, there is a minimum amount of effort that will be expected of you when it comes to carrying out your dissertation. For example, the use of secondary research is often criticised because there is a general expectation that you will go out and collect data in the field (i.e., primary research ), unless the secondary research, and the statistical analysis of that research is substantial. Similarly, the effort of putting together a probability sample can clearly be recognized over a non-probability sample due to the time and care that this takes. A third example would be your sample size , with the effort of collecting larger samples, for the most part, providing you with the ability to carry out more rigorous and extensive data analysis that is not possible with smaller samples.

By examining you research design, research methods and sampling strategy, your supervisor should be able to tell you, often from experience, whether the research you plan to carry out is sufficient for a good grade. There is nothing worse than meeting your supervisor too late when you are getting close to the end of the dissertation process, and finding out that you have not done enough. It is often too late to recover at this stage because you simply run out of time to analyse your data and write up your dissertation.

Get advice on whether your research strategy is likely to be achievable in the time you have available

Just as you don't want your research strategy to be insufficient, you also have to be careful that you don't take on too much, especially when it comes to the data collection phase. There are a number of factors that can affect the achievability of your dissertation, including issues of access (i.e., to people, organisations, data, facilities, and information), the size of the sample that you want, the length of the data collection process, whether you can receive help collecting your data, and what skills you may have to learn. If you are an undergraduate student, some of these factors can be difficult to judge because this will be your first dissertation, but even amongst master's students, this can be difficult. When you explain the research strategy you are using, it's a good idea to ask your supervisor whether they think it will be achievable in the time you have available.

Check that your research strategy meets your dissertation and university's ethical guidelines

Having worked through STEP SIX: Research ethics of STAGE SEVEN: Setting the research strategy , you should understand the ethical requirements arising from your choice of research strategy. However, if you do not know whether your choice of research strategy means that you need to write an Ethics Proposal , complete an Ethics Consent Form , or get permission from an Ethics Committee , we would suggest that you pass your ethical design by your supervisor. By ethical design , we simply mean those components of your research strategy that could undermine the five basic ethical principles you should abide by (i.e., minimising the risk of harm, obtaining informed consent, protecting anonymity and confidentiality, avoiding deceptive practices, and providing the right to withdraw). For example, if the research design involves exposing some participants to situations that may be psychological challenging or invasive, if the research methods involve some form of covert or deceptive aspect, or if the population that you are studying involves collecting data from minors or vulnerable groups, these are the kinds of things you should discuss with your supervisor. Since there is a danger that such ethical designs could undermine one or more of the five basic ethical principles, your dissertation may have to receive either informal or formal ethical approval . If your supervisor feels that you will not be able to get ethical approval, or that such ethical approval could severely delay your dissertation (i.e., since you cannot start collecting data until you have it), your supervisor may be able to advise you how to make small changes to your research strategy and ethical design to reduce the potential problems you could face.

Present your measurement procedure, if you have time

You'll not always have enough time to discuss your measurement procedure, but if there's one thing of detail that's worth asking your supervisor to look over, it's the measurement procedure you've used. This is important because the quality of your data is highly contingent on the quality of your measurement procedure (i.e., the reliability and construct validity of your measurement procedure).

If you've followed Route A: Duplication or Route B: Generalisation , this is not so much of an issue because (a) the measurement procedure you are drawing on in the main journal article should have been shown to be reliable and (b) you will not have made many (if any) changes. However, if you have followed Route C: Extension , especially a method or measurement-based extension , there may have been many changes to the measurement procedure used in the main journal article. Therefore, it is worth asking your supervisor to look over these changes. Unless your supervisor is a subject matter expert, they may only be able to help you with the face validity of the measurement procedure, but this can still be useful to avoid glaring mistakes. Your supervisor may be able to give you advice on things like the statement you read out to research participants to tell them what the research it about, what their ethical rights are, and so forth. They may also be able to offer advice on things like survey length or the number of data points you are trying to record in a structured observation, but for the most part, you should look to the main journal article and literature to determine such things.

Defend the choices that you have made

You don't want to defend your choices for the sake of it. If your supervisor strongly suggests that you change a major component of your research strategy, it would be advisable to seriously consider this. At the same time, unless your supervisor is an expert in your area of interest, you will know the contents of your dissertation far better than your supervisor: the research hypotheses you want to answer, the background literature to your dissertation, the research strategy that you plan to follow, and the justifications for all these choices. Making major changes to the theoretical case or research strategy you have set could require a lot of work, and you don't want to make these changes without being sure they are correct. it's worth remembering that you may have only spent 20 minutes with your supervisor, so some of the judgements your supervisor is making may be based solely of the main points you've put across in a short space of time, rather than a detailed assessment of the theoretical case or research strategy you have built. Therefore, if your supervisor does strongly suggest that you make any major changes, it is worth taking the time to defend the choices you have made in case these changes are unnecessary.

Tips for new PhD supervisors: how to hold effective meetings

Supervisory meetings should be planned, regular and positive in tone. Here are key elements to include in thesis supervision meetings for academics new to the role

Alice Ling Jiang

More on this topic

Signposts for help, support, advice and guidance

Created in partnership with

.css-1txxx8u{overflow:hidden;max-height:81px;text-indent:0px;} How AI and immersive technology will personalise learning

How to become an administrator – and why you should, school visits are a triple-win for academics, schools and society, why visible senior leadership in sustainability matters, why the search for research funding is like romance.

Planning is key to fostering effective communication between student and supervisor during the dissertation supervision process. Positive interactions will give doctoral students confidence and a strong sense of independence. Each PhD student’s needs differ significantly, and it is incumbent upon the supervisor to design appropriate strategies from the outset. A vast array of articles offering enlightening and inspiring approaches for communication and thesis guidance are available online.

In this context, a few well-focused points for new PhD supervisors would seem beneficial. Adequate preparation is one of the keys to a fruitful supervision meeting with PhD students.

Co-creation: how to find the ‘super’ in supervision
Fostering freedom in PhD students: how supervisors can shape accessible paths for doctoral research
Research supervision: working with the individual in front of you

Key elements to an effective PhD supervisory meeting

What, however, should an effective PhD thesis meeting include? Three primary elements come to mind. First, the student needs to clearly report their research progress. Second, the supervisor provides feedback, guidance and in-depth insight into the student’s most critical areas of need. Last, the focus for the next stage of research needs to be identified in order to continue the dissertation preparation process.

These three objectives can be further supplemented by following these suggestions during supervisory meetings with your PhD students.

1. Prepare in advance for themes or topics requiring discussion

Well before the meeting, encourage the student to email a tentative agenda or proposal to you. Ahead of the meeting, you, as the supervisor, read the email and identify which focal points require discussion. The student’s email should include at least two elements: (1) a summary of main research work progress accomplished to date; and (2) the complexities or hurdles encountered during the research phase (such as refining the research topic, theoretical considerations, data compilation, analysis methodology or writing process) that require further discussion with their supervisor. Writing the pre-meeting email is the student’s opportunity to organise and structure their thoughts, a task that is highly conducive to effective communication during the meeting.

2. Encourage students to proactively articulate their thoughts

At initial stages of doctoral study, students may not have a full spectrum of ideas to present. During this period, it would be natural for the supervisor to speak more frequently than the student during supervisory meetings. However, as research work progresses, students are expected to contribute more actively. Indeed, presentation skills are considered an integral professional component of doctoral-level training. To prompt interactive conversation, ask the student to prepare five to 10 PowerPoint slides to facilitate the exchange of ideas. As students encounter difficulty during their research process, they should be encouraged to think, reason and reflect independently, and to implement potential solutions before discussion with their supervisors. Online resources are plentiful for assisting doctoral students in preparation of efficient meetings with the supervisor.

3. Student note-taking and audio recording can be used to highlight key points

Notes and recordings can enable students to encapsulate meeting content in short form and will promote students’ ability to reflect meaningfully on the supervisor’s comments, reinforcing pivotal thoughts and concepts. Audio recording, with the supervisor’s consent, can allow the meeting to proceed at a natural pace without interruptions while students catch up with their note-taking. Using the recording after the meeting, students can organise key points. Brief summaries of content are helpful in ensuring that students properly grasp and retain important ideas, themes, concepts or approaches before embarking on the next stage of developing the dissertation.

Students should also email their meeting summaries to the supervisor for retention of records. If there are errors, these summaries will assist both parties in rectifying any discrepancies or inaccuracies. These summations can be used at subsequent meetings to verify whether the issues discussed have been satisfactorily resolved or if there remain any items that require adjustment or modification.

Use positive language during supervisory meetings

All stages of doctoral research come with inherent challenges. During meetings, the supervisor should strive to use positive verbal expression and body language throughout discussions. Cognitive theorists and educational psychologists have found that positive emotions can enhance concentration, focus, memory and problem-solving skills, while also enriching critical and creative thinking . Students who are emotionally stable and confident will be more deeply committed to their research.

On the other hand, those who are stressed or lacking in confidence are less likely to engage in effective dyadic communication and may harbour more doubts as to the viability of their ideas.

In my experience, amicable greetings, smiles and sincere encouragement are central to building a good supervisory relationship. A friendly supervisor can motivate and inspire doctoral students to innovate and move forward boldly, while enthusiastically communicating with their departmental peers.

Set and define challenging goals

Although students often have an overarching plan for their progress, supervisors can set even higher standards to be achieved gradually. Indeed, calm seas never make skilled sailors . Expectations and deadlines for completion of each stage need to be specified. Students should be made aware of the nature of high-quality research and should become familiar with the proper strategies and approaches to doctoral study. The scope and number of reading lists, the structure and length of literature reviews, and staged achievement goals must be discussed early in the supervisory process. In mid-phases of research, goals should be discussed and determined by the supervisor in conjunction with the student, inclusive of number of samples to be collected, experimental equipment or modalities, funding considerations and which journals to target.

Hold regular supervisory meetings to encourage students to think deeply and formulate solutions

Ideally, expectations should be made open and clear in regularly scheduled initial meetings, taking into account shifting realities, as necessary. Flexibility is permissible, although students should be encouraged to honour the deadlines set by the doctoral programme, ensuring their timely graduation.

Alice Ling Jiang is a professor in marketing at the School of Business at the Macau University of Science and Technology.

If you found this interesting and want advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the THE Campus newsletter .

How AI and immersive technology will personalise learning

A practical guide to navigating the language of diversity, can we really decolonise the university, emotions and learning: what role do emotions play in how and why students learn, a diy guide to starting your own journal, when it comes to digital upskilling, sharing is caring.

and unlock a host of features on the THE site

Academic & Employability Skills

Subscribe to academic & employability skills.

Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Join 419 other subscribers.

Email Address

Writing your dissertation - working with your supervisor

Posted in: dissertations

Your supervisor

Before you begin your dissertation, it is highly likely you will be assigned a supervisor to oversee your progress from first steps to completion. Your supervisor will help you formulate ideas and give you guidance on how best to develop your research topic and course of action. But you need to always remember that this is your project, and your supervisor will not provide you with content or additional lessons on a particular topic. Their role is to help you work out your own pathways to success.

Get organised

Lecturers are very busy people, and your dissertation is only a small part of the duties and responsibilities they have to carry out during the summer months. So in order to get the most out of your supervisor and maintain a positive and productive professional relationship with them, you need to get organised.

Here are some important guidelines to follow:

Agree a timetable of meetings at the start of your project and stick to it.
Ensure that each meeting has a focus e.g. “setting a research problem”, “analysing the data”, with a clear set of questions to ask.
your research plan
early results of your data collection
draft chapters.
Arrive on time to each meeting you have arranged. At the end of each supervision meeting agree some action points for you to focus on before the next time you meet.
Keep a record of what you decide in supervision sessions.
Don't bug your supervisor with emails in between your meetings. Save up your questions for your next scheduled appointment.

If you are not happy with an aspect of your supervision, discuss this with your supervisor. If this is too difficult or awkward, your personal tutor may also be able to offer advice.

Navigating the dissertation process: my tips for final years

Imagine for a moment... After months of hard work and research on a topic you're passionate about, the time has finally come to click the 'Submit' button on your dissertation. You've just completed your longest project to date as part...

Vanda Sigel and another HSS student working on laptops.

8 ways to beat procrastination

Whether you’re writing an assignment or revising for exams, getting started can be hard. Fortunately, there’s lots you can do to turn procrastination into action.

A post-it note reading 'Procrastination' surrounded by balls of screwed-up paper

My takeaways on how to write a scientific report

If you’re in your dissertation writing stage or your course includes writing a lot of scientific reports, but you don’t quite know where and how to start, the Skills Centre can help you get started. I recently attended their ‘How...

Person in a lab coat looking into a microscope doing an experiment in a laboratory. There's a row of test tubes on the bench. The person is writing on a clipboard.

+44 (0) 207 391 9032

How to get the most from your dissertation supervisor

(Last updated: 12 May 2021)

Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service

We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

Working with a supervisor on your own research project at dissertation level offers a very different relationship from the student-tutor relationship you might be more used to – and more comfortable with. It's a relationship that demands clarity and understanding, but that can develop (and challenge!) both your academic and interpersonal skills. Here are some tips on getting the most out of your relationship with your dissertation supervisor.

Choosing the right supervisor

If you're an undergraduate (and perhaps even a Master's student) you may find that your supervisor is chosen for you, based on a broad match with your dissertation topic. For most PhD students and some Master's students, however, choosing your dissertation supervisor will be one of the most important early decisions you make, and it will impact both the direction of your research and the shape of your dissertation. Here are some of the questions you should ask yourself about your prospective supervisor (you can even ask some of them directly to the prospective supervisor, provided you deploy a degree of tact in doing so) to ensure you'll get the most out of your working relationship.

This question gets more important the higher the level of your dissertation. While you can expect most academics to have a broad familiarity with their field, it's not reasonable to expect that everybody in your wider field has a detailed knowledge of the theories, frameworks, and texts you'll use in your own work. And given the other demands on their time, it's also unreasonable to expect a supervisor to familiarise themselves with the work of fifty or a hundred scholars before they even start to read your work! Senior academics are likely to be upfront and refuse to supervise you if they lack the expertise to do so. But academics new to the profession may enthusiastically agree to supervise a project even if they're ill-equipped to provide the necessary level of critique. It's your responsibility to be both discerning and reasonable about your expectations.

You and your dissertation supervisor absolutely don't have to agree on everything – and disagreements can be enormously constructive (see below). However, there are also some approaches to the same field that are fundamentally incompatible. By all means pick a supervisor who will challenge your assumptions, but not someone who is ideologically opposed to everything you do before you start doing it.

By now you should "know yourself" sufficiently to be able to identify what you want in a supervisor. Are you a procrastinator in need of a "hands-on" supervisor who will give you strict deadlines for the delivery of outlines and chapters? Or are you highly self-motivated and content to work with a "hands-off" dissertation supervisor who will read your work when you ask them to do so, but not bug you otherwise? Also ask yourself about their style of grading papers – are they generous with praise at the expense of constructive feedback? Do they offer detailed, constructive feedback on how you can make your work better, or do you find their comments picky and overbearing? And, just as importantly, do you tend to get motivated or deflated by the sight of red pen decorating your work?

Popular supervisors may be supervising a high number of dissertations at any one time, potentially reducing the time they have to spend on you. On the other hand, if an academic has no supervisees at all, there might be a reason for that.

Working with your supervisor

It's important to realise that you and your supervisor will need to develop a working relationship based on trust and a shared understanding of what each expects from the other. The exact shape your working relationship takes will depend on your individual working patterns – and the subject area you're working in – but here are some useful pointers to consider

Work with, not for , your supervisor

No doubt you're used to taking modules at university and completing tasks, assignments and exams to pass those modules. You'll have become accustomed to a certain model of working: your tutor gives you direction and instruction, and you complete the assignments to satisfy their requirements. It can be easy, especially for undergraduates, to fall into this familiar pattern when working with a dissertation supervisor. But, although your dissertation will have to meet rigorous assessment criteria set by your department, you shouldn't think about your dissertation supervisor as the tutor for whom you're completing the work. Think of your supervisor instead as a teammate with whom you're working towards completing a goal – an original, rewarding piece of research.

As with any time you're working in a team, you'll need to provide what you're asked for – whether that's a draft of a chapter, a full dissertation outline, or just a set of research questions – when you're asked for it, because another member of your team requires it in order to fulfil their role in the collective endeavour. But don't forget the other important aspect of teamwork. Be clear about what you'd like your teammate to offer you at each step along the way. If you ask your supervisor to look at an early draft, make sure you're explicit about what kind of feedback you're seeking; if you were just looking for confirmation you're "on the right track" structurally, but your draft is full of factual and grammatical errors, it's not going to feel good for anyone when your supervisor assumes that it's a near-final version and rips it to pieces.

Engage your supervisor early

Many supervisors will insist that you meet frequently during the planning stages of your project, especially if you're writing an undergraduate dissertation. But if your supervisor is particularly "hands-off", they may not insist on these early meetings, so it's your job to do so! Involving your supervisor in the planning stages of your dissertation is essential, and will prevent you from making errors that take a great deal of time to fix later, or simply producing a dissertation that your supervisor fundamentally dislikes. Your supervisor will be able to recommend lots of readings for your literature review , and will help you develop a methodology that is robust, well-grounded and theoretically sound, and that – where applicable – adheres to the required ethics standards. If you and your supervisor are in sync about the grounding and methodology of your project, any disagreements that follow are liable to be of the productive rather than the destructive kind!

Meet with your dissertation supervisor frequently, and give them work little and often

Few things are more disheartening than delivering a 5000-word chapter to your supervisor and being told that you need to rewrite almost all of it, because your premise was flawed. It's best to get into the habit of checking in with your dissertation supervisor frequently to discuss where you plan on going next. If you're stuck, your supervisor may be able to help you frame an argument, or transition from one to another. Or they might point you to a couple of sources who will help you make the argument you're trying to make.

Most importantly, you needn't feel that you should only give your supervisor finished or polished work. This is one of the key ways in which a supervisor differs from a tutor, and one of the key reasons why you need to resist thinking of them as such. You shouldn't, of course, give your supervisor sloppy work that you simply haven't bothered to proofread and that is littered with spelling and grammar mistakes. But you can hand in draft introductions or in-process sections with development notes, provided you clearly communicate what it is you're giving your supervisor and what you expect them to do with it.

Disagree – but productively!

You and your supervisor absolutely don't have to agree on everything; academia is based on lively discussion and creative disagreement. Your supervisor is bound to disagree with at least some of what you write – whether it's an interpretation of an individual source or your entire conclusion. It's true that a minority of academics can be dogmatic, and if it becomes evident that your dissertation supervisor is in search of a disciple rather than a student, there may be a problem in your relationship.

If your supervisor is a particularly distinguished academic in their field, it can feel very intimidating to have them argue with you, and it's very tempting to simply back down. Sometimes that's also the right call – knowing when you're wrong and need to change direction is a skill you need to acquire as an emerging academic! Just as often, though, what feels like pressure to simply agree with your supervisor's way of seeing things is actually a challenge, to address counter-arguments in your dissertation and make your work more robust as a result. If you still think your argument is strong even after your supervisor has presented their own reasoning, appropriate that reasoning into your argument, and address head-on why you still believe your interpretation is better. If in doubt, ask your dissertation supervisor directly: do you think I'm just wrong here, or do I need to do more to convince you?

If all else fails… switch!

In the unlikely event that something goes wrong – perhaps you've realised too late that your supervisor simply wants you to write an entirely different dissertation from the one you're writing, or you find their feedback impenetrable and demoralising, or they're too busy to meet with you for weeks at a time – you may decide that you need to switch supervisors. Try talking this out with your dissertation supervisor first, and then approach your head of department.

A freshers’ guide to money and work

A freshers’ guide to university and mental health

dissertation supervisor
study skills
university life

Writing Services

Essay Plans
Critical Reviews
Literature Reviews
Presentations
Dissertation Title Creation
Dissertation Proposals
Dissertation Chapters
PhD Proposals
Journal Publication
CV Writing Service
Business Proofreading Services

Editing Services

Proofreading Service
Editing Service
Academic Editing Service

Additional Services

Marking Services
Consultation Calls
Personal Statements
Tutoring Services

Our Company

Frequently Asked Questions
Become a Writer

Terms & Policies

Fair Use Policy
Policy for Students in England
Privacy Policy
Terms & Conditions
[email protected]
Contact Form

Payment Methods

Cryptocurrency payments.

Supervising Dissertations

First Online: 13 January 2024

Cite this chapter

Katharina Rietig 2

85 Accesses

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

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save.

Get 10 units per month
Download Article/Chapter or eBook
1 Unit = 1 Article or 1 Chapter
Cancel anytime
Available as PDF
Read on any device
Instant download
Own it forever
Available as EPUB and PDF
Durable hardcover edition
Dispatched in 3 to 5 business days
Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

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

Clementino, E., & Perkins, R. (2021). How Do Companies Respond to Environmental, Social and Governance (ESG) Ratings? Evidence from Italy. Journal of Business Ethics, 171 , 379–397.

Article Google Scholar

Corner, P. D., & Pio, E. (2017). Supervising International Students’ Theses and Dissertations. Academy of Management Learning & Education, 16 (1), 23–38.

Dweck, C. (2017). Mindset. Changing the Way You Think to Fulfil Your Potential . Random House.

Google Scholar

Evans, K. (2013). Pathways Through Writing Blocks in the Academic Environment . Birkhäuser Boston.

Book Google Scholar

Fernando, D. M., & Hulse-Killacky, D. (2006). Getting to the Point: Using Research Meetings and the Inverted Triangle Visual to Develop a Dissertation Research Question. Counselor Education and Supervision, 46 (2), 103–115.

Fleming, R. S., & Kowalsky, M. (2021). Survival Skills for Thesis and Dissertation Candidates (1st ed.). Springer.

Ginn, F. (2014). “Being like a Researcher”: Supervising Masters Dissertations in a Neoliberalizing University. Journal of Geography in Higher Education, 38 (1), 106–118.

Macfadyen, A., English, C., Kelleher, M., Coates, M., Cameron, C., & Gibson, V. (2019). ‘Am I Doing It Right?’ Conceptualising the Practice of Supervising Master’s Dissertation Students. Higher Education Research and Development, 38 (5), 985–1000.

O’Connor, J. (2017). Inhibition in the Dissertation Writing Process: Barrier, Block, and Impasse. Psychoanalytic Psychology, 34 (4), 516–523.

Reguant, M., Martínez-Olmo, F., & Contreras-Higuera, W. (2018). Supervisors’ Perceptions of Research Competencies in the Final-Year Project. Educational Research, 60 (1), 113–129.

Rietig, K. (2014). ‘Neutral’ Experts? How Input of Scientific Expertise Matters in International Environmental Negotiations. Policy Sciences, 47 (2), 141–160.

Sharman, A., & Holmes, J. (2010). Evidence-Based Policy or Policy-Based Evidence Gathering? Biofuels, the EU and the 10% Target. Environmental Policy and Governance, 20 , 309–321.

Todd, M. J., & Smith, K. (2020). Supervising Undergraduate Dissertations. In A Handbook for Teaching and Learning in Higher Education (5th ed., pp. 135–144). Routledge.

Todd, M. J., Smith, K., & Bannister, P. (2006). Supervising a Social Science Undergraduate Dissertation: Staff Experiences and Perceptions. Teaching in Higher Education, 11 (2), 161–173.

Woolhouse, M. (2002). Supervising Dissertation Projects: Expectations of Supervisors and Students. Innovations in Education and Teaching International, 39 (2), 137–144.

Yin, R. K. (2009). Case Study Research: Design and Methods (4th ed.). Sage.

Download references

Author information

Authors and affiliations.

School of Geography, Politics and Sociology, Newcastle University, Newcastle upon Tyne, UK

Katharina Rietig

You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

About this chapter

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

Download citation

DOI : https://doi.org/10.1007/978-3-031-41452-7_8

Published : 13 January 2024

Publisher Name : Palgrave Macmillan, Cham

Print ISBN : 978-3-031-41451-0

Online ISBN : 978-3-031-41452-7

eBook Packages : Education Education (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Publish with us

Policies and ethics

Find a journal
Track your research

How to Strengthen the Relationship with Your Dissertation Supervisor

by Dr. Cara | Jun 26, 2023 | Dissertation Supervisor

Writing a dissertation isn’t supposed to be a solitary journey. Ideally, a strong support network guides you to success, just like a ship relies on a navigation system to get through rough waters. A well-structured support system is the backbone of your academic passage toward doctoral completion.

One of the most critical aspects of dissertation completion is establishing a solid and constructive relationship with your dissertation supervisor. This important connection plays a pivotal role in ensuring a smooth research and writing process, and (ultimately) your graduation.

Understanding the Role of the Dissertation Supervisor

Before delving into effective communication strategies, it’s crucial to understand the role of your dissertation supervisor. Supervisors provide guidance, support and expertise throughout the research process, playing a key part in helping students develop and refine key components of the research project and written dissertation. They also support students as they navigate the inevitable challenges that arise.

Equally important, supervisors can foster a conducive environment for your academic growth and success. This kind of ongoing, knowledgeable support can bolster confidence, keep procrastination at bay and increase accountability. ( For ideas on combatting procrastination, see this post.)

What happens, however, when the supervisory relationship is less than ideal? As a graduate student, what can you do when you feel as though you have been set adrift on the dissertation journey without a life raft or clear destination?

Try these ideas for building a better relationship with your dissertation supervisor:

1. Establish Clear Expectations

Setting crystal-clear expectations at the outset of the dissertation journey is vital for effective communication. Have an initial meeting with your supervisor to discuss project objectives, planned phases of the project and the frequency and mode of communication. Establishing a shared understanding of each other’s expectations ensures that both of you are on the same page and reduces the chances of miscommunication. Get some clear dates on the calendar with initial timelines for regular meetings and each phase of the dissertation journey.

2. Maintain Consistent Communication

As mentioned previously in this blog, maintaining regular communication with your supervisor is critical for progress and success. Take the initiative – don’t wait for your supervisor to contact you. Schedule regular meetings or check-ins to provide updates on your progress, discuss any challenges and seek input. Strive to strike a balance between being independent and seeking guidance when needed. Remember: Supervisors, although likely busy with their own teaching and research, are there to support you through the dissertation process. Do not avoid your supervisor due to procrastination or a lack of progress. That’s likely when you need to reach out more deliberately to set up a meeting.

3. Be Prepared for Meetings

Make the most of your meetings with your supervisor by coming prepared. Prior to your time together, organize your thoughts, questions and any specific issues you need to address. Consider what you want to get out of the meeting. Review your progress with your supervisor and provide updates on your work. Send any updates to your dissertation draft to your supervisor in a timely manner. Being well-prepared demonstrates your commitment to the project and your respect for your supervisor’s time, fostering a positive relationship.

4. Actively Seek Feedback

Feedback is an invaluable tool for improvement. Lean into feedback from your supervisor on your research, writing and overall progress. Be open to constructive criticism and use it as an opportunity for growth. Discuss your choices and be ready to negotiate with your supervisor regarding feedback you don’t agree with. Responding positively and actively to feedback shows your willingness to learn and adapt, which in turn strengthens the supervisor-student relationship.

5. Use Effective Email Communication

This is often overlooked but email communication matters. ( Check out this article to find out more !) In addition to face-to-face meetings, email communication is an integral part of the supervisor-student relationship.

When sending emails, ensure that your messages are concise, clear and professional. Use a professional tone and structure your emails with a greeting, body and closing. Keep in mind that your supervisor may have numerous responsibilities, so be mindful of their time and keep emails focused on the relevant topics. And definitely avoid sprawling emails with last-minute attachments!

6. Respect Deadlines and Timelines

This goes without saying but adhering to agreed upon deadlines and timelines (as much as possible) is essential in maintaining a positive relationship with your supervisor. Be realistic about your research goals and communicate any potential delays or challenges in advance. Above all, try not to avoid your supervisor when the going gets tough! When life goes awry, do your best to check in and provide an update. The key is to stay engaged in a regular way with your supervisor rather than going AWOL during the tough times. Otherwise, you may find yourself in the academic abyss longer than planned.

7. Address Challenges as they Arise

In any collaborative relationship, conflicts and challenges typically happen at some point. It’s normal and somewhat expected given all of the variables involved in a complex research project. It’s important to address these issues promptly and professionally. If you encounter difficulties with your supervisor, approach the situation with an open mind and a willingness to find a solution together. Seek common ground, listen attentively and express your concerns respectfully. Resolving conflicts effectively can strengthen the supervisor-student bond.

If working with your supervisor becomes an ongoing struggle, it’s important to address the issue proactively. First step: Assess the root cause of the problem.

Ask yourself whether the issue due to a difference in communication styles, conflicting expectations or a personality clash. Once you have identified the underlying issue, consider discussing your concerns with your supervisor.

Second step: Share your perspective, listen to your supervisor´s response and explore potential solutions together. If direct communication does not resolve the issue, you might need to seek guidance from the department’s graduate coordinator to mediate the situation.

In extreme cases where the conflict persists and significantly hampers your progress, it may be necessary to request a change of supervisor…but this should be a last resort. You don’t want to end up in the same scenario with someone else. Remember, you don’t have to “like” your dissertation supervisor but can you work with him or her? Can you find some benefit in working with someone who might have a completely different perspective? What are the “workarounds”?

The takeaway?

Establishing and maintaining a constructive, working relationship with your dissertation supervisor is crucial for the successful completion of your dissertation project. Effective communication, based on mutual respect and understanding, lays the foundation for a collaborative and DONE dissertation.

There’s more. Get in touch with us if you feel you could use additional support on your dissertation journey. At Dissertation Complete Coaching, we help dissertation writers get unstuck, move forward and, yes, graduate. We can help you!

Dissertation Apps
Dissertation Coaching
Dissertation Defence
Dissertation Supervisor
Dissertation Writing
Dissertation Writing Tips
Finish dissertation
Midlife PhD
PhD Advisor
Procrastination
Stage Fright
Uncategorized

How it works

How to Deal with an Unhelpful Dissertation Supervisor

Published by Alvin Nicolas at August 13th, 2021 , Revised On June 12, 2024

A dissertation supervisor helps students with their dissertation , advises them about the project’s requirements and aids them throughout their research. Supervisors support us through our hard times and make sure that we overcome the academic challenges thrown at us.

However, there may be times when things might get heated between students and supervisors – when both are under pressure and looking to solve a lot of problems in little time. And at that very moment, you might want to learn more about how to deal with the unhelpful dissertation supervisor.

Expect to face many problems if you come across a dissertation supervisor who is not willing to help; is rude at times and does not seem to understand you as a student and the challenging phase you’re going through.

If you find it difficult to impress your dissertation supervisor and maintain a good relationship with them, some rules will get you through this challenging time. See below for some tips on ‘How to Deal with an Unhelpful Dissertation Supervisor’.

Also Read: How to write a dissertation – Step by step guide .

Tips to Deal with an Unhelpful Supervisor

Rule # 1: communicate effectively with unhelpful dissertation supervisor .

Communication is the key. Even if your dissertation supervisor is unhelpful and does not offer any guidance, clearly mention all your dissertation-related concerns.

For example, there might be an instance when your unhelpful dissertation supervisor is in a perfect, understanding mood and could offer a workable solution to any problem you are facing despite their unhelpful nature. Keep the door of communication open at all times, and make sure to attend all meetings.

Stay determined, and you’ll be able to complete your dissertation successfully.

Rule # 2: Be Patient and Persistent with your Unhelpful Dissertation Supervisor

Getting help from a dissertation supervisor who isn’t very accommodating can be daunting. There may be times when your supervisor might not help you at all, even if you’re badly stuck with your dissertation. In times like these, try to be patient and continue with your research.

Though it might be pretty tricky for you to continue in such a situation, there is nothing much that you can do about it. Changing an unhelpful dissertation supervisor or submitting an application for a supervisor change would take up a lot of your time. You could instead invest in focusing on your dissertation.

Stay determined, and you’ll be able to complete your dissertation successfully .

Looking for dissertation help?

Researchprospect to the rescue then.

We have expert writers on our team who are skilled at helping students with dissertations across a variety of disciplines. Guaranteeing 100% satisfaction!

Also read: How to Write a Dissertation in a Week

Rule # 3: Seek Help from Peers

When you’re finding it hard to seek guidance from your academic supervisor, get in touch with your peers. This may not sound like a great idea, but there is a chance that some of them might be in the same boat as yours.

Talk to them about the issues you’re facing in completing your dissertation and see how they can help you. Organising a group session once a week or two will help to address your dissertation-related concerns.

Discuss complicated aspects and sections of your dissertations and see how this works out for you.

If you cannot find answers to your questions, you can contact us via email – [email protected] or telecom – +44 141 628 7786. At ResearchProspect, we have Master’s to PhD qualified writers for all academic subjects so you can be confident of having your dissertation project completed to a First Class quality promptly. Click here to learn more about our ordering process .

Rule # 4: Don’t Get Emotional

When you’re stressed and tensed about your dissertation , there are chances that you’d also get emotional. You might find no one to assist and guide you in times of need. However, to emerge successfully out of this situation, you need to make sure you keep your emotions in control and not let them get the best of you.

Emotions will further ruin your situation, and you’ll gain nothing from them. Stay strong and believe in yourself. In the case where you’re working on a PhD thesis, dealing with an unhelpful dissertation supervisor becomes even more difficult.

The situation intensifies because there’s a lot at stake, and you might be left scratching your head over how to deal with an unhelpful dissertation supervisor. Regardless of the situation, do not let the emotions get the better of you.

Keep the door of communication open at all times, and make sure to attend all meetings.

Rule # 5: Stay Assertive

Staying positive during difficult times is never easy, and you need to overcome this challenge. When working on your dissertation, make sure you’re confident of the elements you’ve included in your dissertation, and be sure that you’re working in the right direction.

Staying positive and assertive will help you learn a new perspective on how you can work without help and guidance. Thus, this way, even without a supervisor, you’ll be able to produce a flawless dissertation .

Dealing with an unhelpful dissertation supervisor is a nightmare but can be managed by following the tips we have shared with you. As a student, you should focus on your work and stay determined to complete your dissertation on time .

Your main goal should be to produce a dissertation that is perfect, as well as authentic and reliable . Thus, keep your focus on writing a dissertation to help you achieve an ‘A’ grade.

Here are some comprehensive guidelines for you to understand How to Write a Great Dissertation Paper.

How can ResearchProspect Help?

ResearchProspect academics can provide much-needed academic guidance if you have not been able to get help from your dissertation supervisor. Our writers can either solve your problem or provide guidelines on how you should be approaching a certain problem so you don’t get stuck.

Stuck with complicated elements of a dissertation paper such as Dissertation Methodology , Dissertation Statistical Analysis , and Dissertation Findings & Discussion ? Our writers have years of experience in developing high-class dissertation papers. Please sit back and relax while our experts do the hard work for you. Click here to fill out our simple order form to get instant quotes .

Read More: How Bad A Dissertation Have To Be To Fail

Frequently Asked Questions

Can you do a dissertation without a supervisor.

While possible, it’s highly recommended to have a supervisor for a dissertation. A supervisor provides guidance, expertise, and feedback crucial for successful research and writing, enhancing the quality and validity of your work.

Research and project supervision (all levels): an introduction

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

The words Teaching toolkits ucl arena centre on a blue background

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

Download a printable copy of this guide

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

Education events

Funnelback feed: https://search2.ucl.ac.uk/s/search.json?collection=drupal-teaching-learn... Double click the feed URL above to edit

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

Knowledge Base

Email contact with your dissertation supervisor

Published on October 13, 2015 by Sarah Vinz . Revised on August 24, 2018.

How to best approach your dissertation supervisor via email can vary by supervisor. For example, some supervisors are fine with being addressed by their first name, while others would prefer that you only use their title and surname.

The style and tone of your message, addressing your supervisor, keep it short and sweet, no response from your supervisor, formal or informal, prevent plagiarism. run a free check., checklist: formal email contact.

Use an appropriate salutation. Example: Dear Dr. X,

Explain the purpose of your email. Example: I am writing in follow-up to our meeting on Monday.

Be brief and clear about exactly what you want to say or ask. Example: I have made the changes that we agreed on. Could you please check and confirm them?

Express your appreciation in advance. Example: Thanks in advance for your help.

Use an appropriate closing. Example: Sincerely,

Your email looks appropriately formal.

In your first email contact with your dissertation supervisor, it is wise to address him or her quite formally (such as “Dear Dr. X” or “Dear Prof. Y”). You do not know what your supervisor will be comfortable with, so it is best to play it safe.

If your initial contact is too informal, your supervisor may get the wrong impression and start to question your professionalism and attitude.

If your supervisor’s response to your email closes with only his or her first name (such as “Sincerely, Ken”), you can assume that it is okay to address him or her by first name in your next message. To be extra safe, you can also wait until you have received a few more messages where he or she has closed in this way.

Examples of salutations and closings

	Formally	Informal	Never use
	Dear Dr./Prof./Mr./Ms., Dear Sir/Madam,	Dear Ken/Tanja,	Hi Ken, Hello Neil,
	Sincerely,	Regards,	Cheers, Greetings,

Email signature

It is generally not necessary to use an email signature when corresponding with your supervisor. However, if your program requires that you do so or if it is your personal preference, you can use the following model:

Name (first and surname)
Educational institution
Phone number
Email address

Flawless writing

What is important in all cases is that your message is error-free. Make sure you use proper English (or whichever language is appropriate) and that you do not make any grammatical or spelling errors. Before you send a message to your supervisor, you are strongly advised to re-read the text carefully or even to have someone else read it, too.

A neat and accurate message shows your supervisor that you are both professional and serious about your project.

Dissertation supervisors are often busy people who are involved in many things at the same time. It is therefore important to be as clear and specific as possible in your messages, so they can quickly see what your problem is and then react.

Tips for writing clear and maintaining smooth contact

Make sure you stick to only things that are relevant to your dissertation. For example, do not share stories from your personal life with your supervisor (unless they are important with regard to your results).
Formulate your questions as clearly and concisely as possible , so that your supervisor understands what you want and can respond quickly.
Do not ask long or complicated questions in an email; saving these queries for times when you have more personal contact will make things easier for both of you. You will spare your supervisor the time that he or she would need to reply in writing. On your side, asking such questions face-to-face allows you to get more comprehensive answers and to ask follow-up questions if you do not understand something.
Give your supervisor enough time to respond. For example, don’t send questions the night before you have to submit something; do it a few days in advance instead.
Always respond as quickly as possible to messages from your supervisor (when relevant). This includes confirming any appointments your supervisor proposes, answering all of his or her questions, indicating things you don’t understand and providing any information that he or she requests.
The responsibility for writing the dissertation is yours. Instead of waiting for your supervisor to make contact, take the initiative to make an appointment. This is also better for your supervisor, because it shows him or her that you are serious about your project.

Confirming appointments via email

If you arrange something about an appointment with your supervisor verbally, it is smart to still confirm it via email. You then have something in writing to fall back on if any issues arise.

Similarly, it is also a good idea to summarize what you have agreed on, such as deadlines and matters relating to substantive issues. Ask your supervisor to check and confirm your notes, so that you are both 100% clear on where you stand.

See some sample emails

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

Supervisors will generally always respond to your messages, but some are faster than others. If you do not get a reply, first think about whether there could be an obvious reason for the delay, such as that it is already late in the evening, it’s the weekend, or it’s a holiday.

Also note that not all supervisors are available five days a week. You can often find out what days your supervisor is available through your school. Before taking any action, consider how fast you need an answer. You don’t want to appear too impatient to your supervisor.

If you really cannot wait any longer or you haven’t heard anything from your supervisor in several days, send a polite reminder email. You can either briefly restate your question or refer to your previous message.

If you still do not get a response, try contacting your program or university. A department secretary can often connect you with your supervisor.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Vinz, S. (2018, August 24). Email contact with your dissertation supervisor. Scribbr. Retrieved July 30, 2024, from https://www.scribbr.com/tips/e-mail-contact-with-your-dissertation-supervisor/

Is this article helpful?

Sarah's academic background includes a Master of Arts in English, a Master of International Affairs degree, and a Bachelor of Arts in Political Science. She loves the challenge of finding the perfect formulation or wording and derives much satisfaction from helping students take their academic writing up a notch.

"I thought AI Proofreading was useless but.."

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

Sample emails to your thesis supervisor

A good thesis requires good communication between you and your thesis supervisor. This includes emails! Yet, even a simple email can lead to stress and overthinking. If you struggle to communicate with your thesis supervisor via email, have a look at six sample emails for inspiration.

General tips for emailing your thesis supervisor

Every relationship between student and thesis supervisor is unique. And everyone has a unique (email) writing style.

Sample email to thesis supervisor inquiring about potential supervision

The first email to a potential thesis supervisor tends to be very formal. If you have never met the potential thesis supervisor in person before, make sure to check out tips on how to cold-email professors. In the following sample email, however, we assume that the student and the potential thesis supervisor met before.

Sample email to thesis supervisor setting up a meeting

Sample email to thesis supervisor sharing post-meeting action points

To get the most out of thesis supervision meetings , it is highly recommended that the student takes notes during the meeting. Based on these notes, the student then summarises the key takeaways from the meeting, or action points, so to speak. These action points will guide the student’s work until the next meeting, and provide a written record of agreements.

Sample email to thesis supervisor asking for feedback

Sample email to thesis supervisor asking for support

Sample email to thesis supervisor when not meeting a deadline.

And lastly, there are the unfortunate occasions where you made agreements with your thesis supervisor, which you cannot meet. Pulling an all-nighter is generally a bad idea, as sleep is crucial for efficient thesis writing . It might be smarter, to be honest, and open about it and to inform your thesis advisor in advance. In the following sample email, the student informs the supervisor that he cannot meet the agreed deadline.

Master Academia

Get new content delivered directly to your inbox, asking for a recommendation letter from a phd supervisor, how many conferences postgrads should attend, related articles, how to deal with procrastination productively during thesis writing, theoretical vs. conceptual frameworks: simple definitions and an overview of key differences, 75 linking words for academic writing (+examples), how to find a reputable academic dissertation editor.

Academic life
Registration
Module Enrolment
Discovery Modules
Creating Sustainable Futures
Enterprise and Innovation
Ethics, Religion and Law
Exploring the Sciences
Languages and Intercultural understanding
Media, Culture and Creativity
Mind and Body
Personal and Professional Development
Power and Conflict
Technology and its Impacts
Making changes
Attendance and Absences
Academic Dates and Deadlines
Study Support
Leeds for Life
Plus Programme
Higher and Degree Apprenticeships
School of Medicine
Lifelong learning centre
Online learning support
Navigating online learning systems
Key dates and locations
Preparing for your assessments
Online assessments
On-campus assessments
I need help during the assessment period
What happens after the assessment period?
Classification
Academic Integrity
Artificial intelligence (AI)
Postgraduate research
Starting your research
During your research
Thesis Submission and the Viva
Postgraduate researcher policies and procedures
Funding for postgraduate researchers
The Doctoral College
Research practice
If your research is disrupted
Prepare for your graduation ceremony
Leaving the university
Official documentation and regulations
Feedback and complaints
Responding to your feedback
Research student policies and procedures
Taught student policies and procedures
Paying fees and charges
University scholarships and funds
Leeds Bursary
University Financial Assistance Fund
External funding
Student loans
American and Canadian student funding
Funding for medics and dentists
NHS Learning Support Fund
Study abroad and work placements
Finding work
Opportunities
Languages for All
The Turing Scheme
Leadership programmes
Support and wellbeing
Counselling and wellbeing
Groups and workshops
Togetherall, resources and self help
Your emotional wellbeing
Healthy relationships with yourself and others
Dealing with academic challenges and life stress
Academic stress and challenges
Life stress and challenges
Support for our diverse students
Disabled student support
Who we support
Setting up your support
Funding for disabled students
Support for disabled students
Your safety
Fraud, phishing, scams; don't lose your money
Safety at home
Your personal safety
Bereavement
Medical services and what to do if you're ill
Harassment and misconduct
Sexual Violence
Your campus experience and life in Leeds
Study abroad
Where can I go?
Prepare to apply
Get ready to go
Study Abroad funding and costs
During your Study Abroad year
Returning to Leeds
Summer abroad
International students
Prepare for Leeds
Your first weeks at Leeds
International orientation
Complete start-up processes
Opening a bank account
Settle into life at Leeds
Global Community
Intercultural work and volunteering
Intercultural experiences
Explore Languages and Cultures
Living in the UK
International families
Work volunteering and your visa
Student Life
Your time in Leeds
Finding Your Way Around
Children and Family
Staying Safe
Fraud and scams
Health and wellbeing
The Leeds Partnership
Laidlaw Leadership and Research Programme
Undergraduate research opportunities
Applications and interviews
Career options
Starting your own business (SPARK)
Jobs and work experience
Discover your future
Final year support
Leadership programme

Supervision meetings

Supervision meetings allow you to receive guidance on your research, and help your supervisors to monitor your progress and how best to support you.

It is important that you understand what counts as a supervision meeting, and what does not. As a minimum, a formal supervision meeting requires the academic engagement of both you and at least one of your supervisors, in a dedicated time and space, to discuss matters relating to your research.

How often should supervision meetings happen?

You should meet with your supervisor regularly:

For full-time study, you must have a minimum of ten formal supervision meetings per year.
For part-time and split-site study, you must have six formal supervision meetings per year.
A 0.75 PT programme is currently being trialled in FMH only, you must have eight formal supervision meetings per year.

The pattern and timing of your meetings will vary according to what stage you are at in your studies, and your subject area. However, meetings should occur regularly:

For full-time study, you should have gaps of no more than eight weeks between meetings.
For part-time study, you should have gaps of no more than 12 weeks between meetings.
A 0.75 PT programme is currently being trialled in FMH only, you should have gaps of no more than ten weeks between meetings.

GRAD records are checked by your Graduate Schools to ensure that you are attending supervision meetings regularly. This is part of the Attendance monitoring policy, available from the Policies and procedures page of the SES website .

The responsibilities of the supervisors, the PGR and the school are outlined in the Code of Practice for Research Degrees, available from the Policies and procedures page of the SES website .

How are supervision meetings recorded?

Records must be kept of all formal supervision meetings in GRAD. It is your responsibility, in partnership with your supervisor, to keep these records. An email is not acceptable as a meeting record. Either you or your supervisor can create a supervision meeting record. After the meeting, you are both required to agree the supervision meeting record is accurate. On GRAD you can review guides to how to share notes before a meeting and how to record notes after a meeting, these are available under the Guides section. It is important to record any problems you encounter during your research in your supervision meetings, as they may be used as a record later on.

Can supervision meetings take place online?

Supervision meetings will normally take place in person; they may take place by other means, eg video streaming or Teams etc, when you or your supervisor is away from the University, including fieldwork or for split-site, distance-learning or other collaborative programmes. Online supervision meetings should not be considered a standard alternative to in-person meetings, except where when you or your supervisor is away from the University, or if agreed as part of a reasonable adjustment. Supervision meetings cannot take place over email. The only exception to this is when a PGR is on fieldwork with limited communication options, and emails ensure that supervision can still take place.

Supervision meetings during overtime

In order to keep the research on course for submission, it is expected that your supervisor will continue to monitor your progress during overtime. In this period, supervision meetings may be in the format of discussing draft chapters of the thesis. Full-time PGRs will continue to be entitled to no fewer than 10 supervision meetings per year, and part-time candidates no fewer than six per year. A written record of these meetings must be kept in GRAD.

Supervision meetings between submission of the thesis and the viva

During the under examination period, it is still expected that PGRs will continue to have regular supervision meetings which need to be recorded in GRAD. This is in accordance with the Attendance and engagement monitoring policy for PGRs. If you are a PGR on a Student Visa, you must continue to engage with and record supervisions so that attendance monitoring can comply with the terms of your visa.

Meeting with your DPGRS

You can meet with the DPGRS in your school at any time during the year to discuss any academic or personal issues. You should be offered a meeting with them (without your supervisor) at least once a year by your Graduate School.

This meeting will give you an opportunity to comment on the supervision you receive and to raise any matters of concern. Your supervisory team is set up with the intention that it will remain in place throughout your research degree studies. In some cases, however, the supervisory team may need to change. For example, this may happen if the supervisor leaves the University or if the supervisor is on long term sick leave. Your school must ensure that appropriate arrangements are made so that your progress is not affected by the absence of your supervisor. If the absence of your supervisor exceeds two months, your school will identify alternative arrangements. You should talk to your Graduate School or DPGRS if you have concerns regarding this and make them aware.

The Library
Leeds University Union
Terms & Conditions
Accessibility
Privacy and cookies
Freedom of Information

Center for Teaching

Dissertation supervision.

This article was originally published in the Spring 2001 issue of the CFT’s newsletter, Teaching Forum.

By Peggy Thoits, Professor of Sociology

During her career, Peggy Thoits has worked with graduate students at three major universities- Princeton, Indiana, and Vanderbilt- and supervised numerous dissertations. She has also been honored for her effectiveness as a mentor to women at Vanderbilt. Here, she describes her approach to working one-on-one with students during the dissertation process.

Dissertation supervision is one of the most enjoyable forms of one-on-one teaching. Dissertation students are working on interesting questions that really matter, and for me, this makes it intrinsically more enjoyable than other forms of independent study.

Dissertation supervision differs in other ways from other forms of independent study. With other individual study formats, the process is guided by me. I know what happens next. I know what the student should do next. But in the dissertation stage, it’s really much more mutual. Other kinds of individual supervision are graded, so there’s an explicit contract and an explicit product and an explicit process. In contrast, dissertation guidance is absolutely open ended; it depends on the dissertation student. In a way, it’s really student-initiated and student-directed. I provide information and guidance when it truly is missing, but more often I am responding to the next stages that the dissertation student has reached.

In deciding whether or not to supervise a dissertation it’s important for there to be some familiarity between the graduate student and the advisor and some sort of connection between the student’s topic and the advisor’s areas of expertise. Otherwise, I don’t think the supervision goes very well. In my experience, students who’ve never taken a seminar with me and whose interests may or may not fit within my general areas may need to be gently guided to some other potential advisors.

Once the advisor and the student are satisfied they have a good match, the work of the dissertation can begin. Because of my philosophy that dissertation work is largely student-directed and student-initiated, my personal involvement can vary widely and is based on the needs of individual and the phase of the dissertation research itself.

When the graduate student is early on in his or her development of a topic, my involvement varies from weekly meetings to occasional conferences, depending on how far along the student’s thinking has moved. If the topic is coming out of a prior research project, then the topic may be a natural extension of the preliminary work and there’s less need for frequent meetings to hammer out what the dissertation is going to do. If the student is starting cold with a new idea or an area in which she or he hasn’t done a lot of work before, then my advice usually is to have frequent meetings, one a week, until both the advisee and the advisor feel like they’re on the same page in terms of the topic, its importance, and its suitability as a topic for dissertation research.

When the student begins working on a written proposal, there may be a hiatus in the meetings because the graduate goes off to write. Here is an area where the variability on the whole process starts to emerge. There are folks who go away for two months and come back with 35 pages of rough draft that are in reasonable shape and there are people who go off and write five pages and come back and discuss the next section and then go off and write those five pages and return for more discussion.

This is an example of letting the graduate student lead. Whatever he or she needs, at the proposal writing stage, I’ll do. People have different writing styles, different paces, and different needs at that stage and I try to work within that.

Once the proposal is defended, a whole new stage of relationship emerges. The student is off doing the instrumental tasks of the dissertation and I may not see him or her but once a month or once every two months. I might even just get e-mail reports from graduate students at various stages of the data collection process when questions or issues arise that haven’t been anticipated. Sometimes we’ll have a periodic update meeting just to keep me informed of where things are and what decisions are being made in the process of doing the research. But again, that varies from person to person. I accommodate whatever style a person needs, because these needs are really variable. The analytical stage is fun, we end up having conversations more often and talking in more detail. Once the writing begins, my advisees and I often barely see one another. We are communicating through paper. I get a written, hard copy of a chapter, and I give written feedback both in terms of things that need to be fleshed out, and alternative arguments that could be tested and rebutted here. I may suggest redoing the analysis so that the findings may be simpler and easier to present.

For me, the key has been to let the relationship between me and the graduate student ebb and flow with the phases of the dissertation research and the individual needs of that student.

Preparation for both the proposal defense and the dissertation defense is a final area in which the one-on-one teaching relationship can be very helpful. Some faculty may forget that students don’t know what’s going to happen. It’s useful for the advisor and advisee to meet before the dissertation defense (and also the proposal defense), and talk through what the student should expect.

My best advice about both a good dissertation defense and a good proposal defense is that they are the only two times in a person’s career when people will sit around and concentrate on his or her work only. It’s important students know that the committee’s goal is not to stop them or to hurt them or to show them up. Their goal is to help make the student’s research be the best it can possibly be. If the faculty member, the committee, and the dissertation student have done the work they needed to do prior to the defense, it can be an exhilarating capstone experience in the process.

Teaching Guides

Online Course Development Resources
Principles & Frameworks
Pedagogies & Strategies
Reflecting & Assessing
Challenges & Opportunities
Populations & Contexts

Quick Links

Services for Departments and Schools
Examples of Online Instructional Modules

APPLIED RESEARCH DISSERTATION - 2024/5

Module code: MANM357

Module Overview

An applied research dissertation is a core part and the final aspect of MSc programme, enabling students to develop an independent piece of work in subject area that is particularly interesting to them, supervised by a member of faculty. The dissertation must comprise: An academic dissertation: identifying an applied topic of interest, identifying a gap in the literature, and developing and carrying our research to investigate or examine that gap. Primary research: data collection and analysis (use of secondary data or other sources of data must be approved by you supervisors). Fieldwork: research carried out in an organizational setting. Practically relevant implications: addressing either a research gap that has clear implications for management practice.

Module provider

Surrey Business School

Module Leader

VISOCKAITE Gintare (SBS)

Number of Credits: 60

Ects credits: 30, framework: fheq level 7, module cap (maximum number of students): n/a, overall student workload.

Independent Learning Hours: 586

Lecture Hours: 2

Seminar Hours: 3

Tutorial Hours: 4

Guided Learning: 3

Captured Content: 2

Module Availability

Prerequisites / co-requisites, module content.

The applied research dissertation is completed through semesters 1 and 2 and the summer period, with bulk of the work on the dissertation being completed during the summer after Semester 2 exam period. In Semester 1 will have an opportunity to acquaint themselves with key areas of research interests of People and Organizations department academic staff. By Week 11 in Semester 1 students must submit their first-choice project ideas and preferred supervisor’s name. Students will then be allocated to supervisors. Effort will be made to accommodate first-choices wherever possible. Students are advised to plan and arrange their supervision meetings in a timely manner. A total of up to 4 supervision meetings will be available to students. It is the students’ responsibility to take advantage of these meetings. Students will be invited to submit project proposals in Semester 2 via SurreyLearn, containing work in-progress of their dissertations and including clearly established research aims and questions/hypotheses, key arguments of literature review, outline of methodology and participant selection criteria. This is a formative assessment and supervisors will provide developmental feedback (written or verbal) to support students’ progress. Students are required to have completed ethics review for their projects by the end of Week 13 in Semester 2. This includes obtaining approval letter in response to Ethics and Governance Application (EGA) if required. After this date, significant changes to research topic or aims will not be supported. Supervisors may read one complete draft of the dissertation to provide further formative feedback if agreed in advance.

Assessment pattern

Assessment type	Unit of assessment	Weighting
Project (Group/Individual/Dissertation)	Applied Research Dissertation	100

Alternative Assessment

Assessment strategy.

Ability to work as an independent, critical, and competent evidence-based practitioner
Ability to carry out primary applied research
Ability to report findings of applied research in writing clearly and effectively
Applied research dissertation which includes recommendations for organizations.

Module aims

Enable students to develop a major piece of original independent work under the supervision of a member of faculty.
Guide students in applying research methods training from their MSc programme to conduct research in an organizational setting.
Provide students with experience of conceptualizing research problems, designing research studies, and conducting primary research work ethically and effectively.
Allow students to specialise their learning in an area that is relevant and interesting to them.

Learning outcomes

		Attributes Developed
001	Understand in depth and provide insight into a relevant applied topic of academic interest.	KC
002	Critically evaluate theories and research in the chosen topic area.	KC
003	Synthesize and integrate extensive evidence from the research literature, to identify an original and novel gap to be addressed.	C
004	Use theory to develop hypotheses or propositions to be tested or examined.	C
005	Design and carry out appropriate methodology to examine the gap in the literature, justifying and evaluating chosen methods practically, technically, and ethically.	KCP
006	Collect and analyse data.	PT
007	Critically evaluate findings to draw sound practical conclusions.	CT
008	Evaluate limitations in methodology and the dissertation, and their impact on conclusions	CT
009	Write with clarity and precision to communicate the introduction, methodology, results and discussion.	KPT
010	Successfully manage a major piece of project work independently.	CPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Methods of Teaching / Learning

On-demand and introductory guidance sessions
One-to-one supervision and feedback
Independent written-work preparation

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk Upon accessing the reading list, please search for the module using the module code: MANM357

Other information

• Resourcefulness and Resilience

This module enables students’ development to become independent critical thinkers, with expertise in selected subject area of academic and practitioner interest, capable to identify problems and apply scientific inquiry methods to obtain new knowledge aimed to address real-life organizational problems and enhance managerial practice.

• Employability

This module enables students to develop as evidence-based practitioners. In addition, this module provides opportunity to enhance critical and problem-solving skills, ability to apply knowledge in finding solutions for advancement of managerial practice, independently manage a project and own work, and effective written communication of complex ideas in writing.

• Digital Capabilities

This module enables students’ engagement with digital content, and development of ability to identify relevant and good quality sources of knowledge online.

• Sustainability

This module supports our students’ development of ability to influence a more sustainable future of work, as we consider wellbeing of working people and effective management of organizational performance, reducing waste of manpower, ill health, and societal costs.

Programmes this module appears in

Programme	Semester	Classification	Qualifying conditions
	Year-long	Core	Each unit of assessment must be passed at 50% to pass the module

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.

Arnold School of Public Health
Location Location
Contact Contact
Colleges and Schools
2024 News Archive

I Am Public Health: Bonnie Ertel

August 1, 2024 | Erin Bluvas, [email protected]

Growing up in Greensboro, North Carolina, Bonnie Ertel dreamed of working with dolphins. The marine scientist and Ph.D. in Environmental Health Sciences (ENHS) student is already living that dream – but her work looks more different and is making a bigger impact than she could have imagined.

After studying environmental science at the University of North Carolina at Chapel Hill, Ertel moved to Charleston to earn a master’s in biology at The Citadel. It was there that she first met Geoff Scott , the Arnold School’s ENHS department chair and the director of the National Institutes of Environmental Health Sciences-funded Center for Oceans and Human Health and Climate Change.

“I was working with Dr. John Weinstein at The Citadel, and our lab partnered with the Center to study microplastics in oysters and what that may mean for seafood consumers,” Ertel says. “I have worked on various research projects regarding macro-and microplastic litter in our coastal ecosystems, but this project sparked my interest in how anthropogenic pollutants, such as microplastics, are impacting human health.”

Following her master’s graduation, Ertel enrolled in the Ph.D. in ENHS program to learn more about the intersection of the environment, animals and human health. It also provided an opportunity to study under Scott’s guidance.

“As an environmentalist interested in studying microplastics from a One Health perspective, I knew this program would be a perfect fit,” she says. “Dr. Scott has been instrumental in my time as a graduate student, for both my master’s and Ph.D. He encouraged me to apply to USC and has been incredibly supportive by providing me with opportunities to present my research at local, national and international meetings.”

For nearly a decade, that research has focused on plastic pollution – how it originates, how it travels, where it ends up, and how it affects environmental, animal and human health. When Ertel enrolled in the doctoral program in 2022, she also began a full-time position with CSS-Inc as a contractor to the National Oceanic and Atmospheric Administration (NOAA) at the Hollings Marine Laboratory in Charleston.

By taking a One Health approach, our research helps inform our understanding of microplastic exposure pathways and biological fate in our coastal ecosystem, animals and humans.

“Bonnie’s master's research at The Citadel identified exposure pathways for microplastics in molluscan shellfish to humans from seafood,” Scott says. “Now her dissertation research at NOAA is identifying exposure pathways from fish to dolphins as an early warning sentinel of human health and well being.”

As a marine mammal specialist, Ertel studies microplastics in the local dolphin population, which have proven to be excellent representatives of the Charleston ecosystem and whose health can serve as early indictors of public health risks.

When unlucky dolphins become stranded and die in the Charleston area, the South Carolina Marine Mammal Stranding Network collects gastrointestinal samples during their routine necropsies. As part of this team, Ertel’s role is to dissect and rinse the deceased dolphin’s stomachs and up to 140 feet of intestines.

Back in the lab, she looks for microplastics and collaborates with scientists at Virgnia Tech to identify polymers of ingested particles. She also looks at microplastics found in the dolphins’ diet, which overlaps with other local seafood consumers – including humans.

“I never in my wildest dreams thought that working with dolphins would mean studying their feces, and while this is not glamourous work, I do feel like I am making a meaningful contribution to conservation and public health,” Ertel says. “By taking a One Health approach, our research helps inform our understanding of microplastic exposure pathways and biological fate in our coastal ecosystem, animals and humans.”

She says that the flexible and supportive atmosphere of her doctoral program has been key to helping her pursue this path. Ertel has been able to conduct research along the coast and discover her own interests within the field.

“Throughout the scientific process, we tend to develop more questions than answers, and sometimes the hardest thing is figuring out which rabbit holes are worth going down,” she says. “That’s when it’s helpful to have good committee members and friends in the program to help narrow down your focus and goals.”

Study Environmental Health Sciences

Our Ph.D. in Environmental Health Sciences program prepares graduates for successful and rewarding careers in teaching and research across the fields of environmental health and human health. We also offer a graduate certificate and two master's degrees programs.

Challenge the conventional. Create the exceptional. No Limits.

IMAGES

First Meeting With Dissertation Supervisor
First meeting with Ph.D. Supervisor
How to Get the most from Your Dissertation Supervisor
PPT
First meeting with your dissertation supervisor: What to expect
First Meeting with Dissertation Supervisor

VIDEO

Board Meeting 05/21/2024
Supervise PhD students to get Tenure Fast!
How to write a good dissertation
Building Global Consensus Through G20
meeting with my supervisor for msc dissertation in **University of Hertfordshire** 🇬🇧 |Tanvir Ansari
Scopus WoS Journals Tricks!

COMMENTS

First meeting with your dissertation supervisor: What to expect
The first meeting with your dissertation supervisor can be a little intimidating, as you do not know what to expect. While every situation is unique, first meetings with a dissertation supervisor often centre around getting to know each other, establishing expectations, and creating work routines. Contents Why a good relationship with a dissertation supervisor mattersGetting
Consideration 1: Things to discuss with your supervisor at this stage
CONSIDERATION ONE Things to discuss with your supervisor. From your supervisor's point of view, this may only be the second time you have met to discuss your dissertation, and it could have been a few weeks or a couple of months since you first discussed your dissertation with them (i.e., STAGE FOUR: Assessment point may have been your first meeting). ). Therefore, start by briefly recapping ...
PDF How to make the most of your dissertation meetings
Meeting with your dissertation supervisor can seem like a scary experience. But if you are prepared for your meetings then they can become an enjoyable and informative part of your dissertation process. Communicating with your supervisor • Before you begin your in-depth independent research it is important to discuss any initial ideas with ...
PDF Making the most of the relationship with your dissertation supervisor
Abstract Writing a dissertation can be stressful; one of the keys to success is for students to have a positive, fruitful relationship with their dissertation supervisor, whose guidance can be a great asset. Making the most of this important relationship starts with meeting the supervisor early in the process to agree on roles and expectations.
Tips for new PhD supervisors: how to hold effective meetings
1. Prepare in advance for themes or topics requiring discussion. Well before the meeting, encourage the student to email a tentative agenda or proposal to you. Ahead of the meeting, you, as the supervisor, read the email and identify which focal points require discussion. The student's email should include at least two elements: (1) a summary ...
Writing your dissertation
Agree a timetable of meetings at the start of your project and stick to it. Ensure that each meeting has a focus e.g. "setting a research problem", "analysing the data", with a clear set of questions to ask. Keep your supervisor informed of progress. Before each meeting send relevant work to your supervisor. This could include: your ...
PDF Supervising Master's Dissertations
dissertation marks a departure from taught modules and allows the student to demonstrate a high degree of independence through identifying and developing mastery in a specific field and understanding and mastery of research methodology. Central to the development of such independence and success in the dissertation is the role of the supervisor.
How to get the most from your dissertation supervisor
It's best to get into the habit of checking in with your dissertation supervisor frequently to discuss where you plan on going next. If you're stuck, your supervisor may be able to help you frame an argument, or transition from one to another. Or they might point you to a couple of sources who will help you make the argument you're trying to ...
Getting the most out of thesis supervision meetings
Before diving into what you can do to get the most out of thesis supervision meetings, it is important to be clear on the roles during a thesis process: A thesis supervisor supports and guides you through writing your thesis. However, ultimately you are responsible for your work. What this role division means in practice is that students cannot ...
PDF GOOD ADVICE FOR THE FIRST MEETING WITH YOUR SUPERVISOR
OOD ADVICE FOR THE FIRST MEETING WITH YOUR SUPERVISORModtager(e): You and your supervisor need to draw up a supervision plan, whi. h is a general plan for the production of your thesis. I. 's a good idea to use this plan as the basis of. your1.1.1.1 [Heading 4 - Mellemrubrik] first meeting. It will help you to decide how, where and when you ...
Supervising Dissertations
Dissertation supervision at the undergraduate, Master's, and PhD levels includes a close mentoring relationship between the student and supervisor (Fleming & Kowalsky, 2021; Todd et al., 2006; Todd & Smith, 2020).Developing the research project, mentoring, motivating, and providing feedback over several rounds is at the core of this relationship (Reguant et al., 2018), with broad scope for ...
Improve Your Dissertation Supervisor Relationship
3. Be Prepared for Meetings Make the most of your meetings with your supervisor by coming prepared. Prior to your time together, organize your thoughts, questions and any specific issues you need to address. Consider what you want to get out of the meeting. Review your progress with your supervisor and provide updates on your work.
Preparing for your first supervisor meeting
Hey wonderful humans!I'm Lucy, an English Literature PhD Student at the University of Birmingham and today I'm talking about your first supervisor meeting. I...
How to Deal with an Unhelpful Dissertation Supervisor
Keep the door of communication open at all times, and make sure to attend all meetings. Stay determined, and you'll be able to complete your dissertation successfully. Rule # 2: Be Patient and Persistent with your Unhelpful Dissertation Supervisor Getting help from a dissertation supervisor who isn't very accommodating can be daunting.
PDF The Good Supervision Guide
We advise students to have their first meeting and discuss very specific things with the supervisor, to look at the Code of Practice and work out mutual expectations at the beginning: how funding is going to work, how training is going to work, etc. An ideal supervisor should sit down at the beginning and actually talk to the student and work out
Research and project supervision (all levels): an introduction
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.
Sample emails to your dissertation supervisor
Making an appointment. Dear Dr. Janssen, The college has informed me that you will be my supervisor. I would therefore like to make an initial appointment to discuss my dissertation idea with you. I look forward to hearing from you as to when you would be available to meet with me. Sincerely,
First Meeting with Dissertation Supervisor
1 What discussion to have with the supervisor at the first meeting? 1.1 a) Analyze the expectation of the researcher and Professor. 1.2 b) Frequency of direct meeting, E-mail communication, the timing for meeting. 1.3 c) Time and length of the meeting. 1.4 d) Bilateral deadlines and Submission of Work.
Email contact with your dissertation supervisor
Email contact with your dissertation supervisor. Published on October 13, 2015 by Sarah Vinz. Revised on August 24, 2018. How to best approach your dissertation supervisor via email can vary by supervisor. ... Example: I am writing in follow-up to our meeting on Monday. Be brief and clear about exactly what you want to say or ask.
Sample emails to your thesis supervisor
The following sample email contains a simple request from a student to meet with her thesis supervisor. Dear Dr Dorle, I hope all is well! Thanks again for providing feedback on my thesis draft. I addressed all comments and would like to set up a supervision meeting in the coming days to discuss the following steps.
For Students
You should meet with your supervisor regularly: For full-time study, you must have a minimum of ten formal supervision meetings per year. For part-time and split-site study, you must have six formal supervision meetings per year. A 0.75 PT programme is currently being trialled in FMH only, you must have eight formal supervision meetings per year.
Dissertation Supervision
Dissertation Supervision. This article was originally published in the Spring 2001 issue of the CFT's newsletter, Teaching Forum. By Peggy Thoits, Professor of Sociology. During her career, Peggy Thoits has worked with graduate students at three major universities- Princeton, Indiana, and Vanderbilt- and supervised numerous dissertations.
APPLIED RESEARCH DISSERTATION
The dissertation must comprise: An academic dissertation: identifying an applied topic of interest, identifying a gap in the literature, and developing and carrying our research to investigate or examine that gap. Primary research: data collection and analysis (use of secondary data or other sources of data must be approved by you supervisors).
Arnold School of Public Health
August 1, 2024 | Erin Bluvas, [email protected]. Growing up in Greensboro, North Carolina, Bonnie Ertel dreamed of working with dolphins. The marine scientist and Ph.D. in Environmental Health Sciences (ENHS) student is already living that dream - but her work looks more different and is making a bigger impact than she could have imagined.