Post-graduate Thesis Supervision

What is an inclusive supervisor?

An inclusive supervisor is aware of, and responsive to, differences arising from social and cultural backgrounds. Social / cultural differences may impact:

• Ethical considerations
• Research methodologies
• Background assumptions

The inclusive supervisor is aware of the student as a holistic individual and is prepared to investigate alternative means of conducting research where the norm creates a barrier.

Guidelines for inclusive Supervision

Understanding your student:

• Gain an understanding of the student's background at the beginning of the supervisory relationship. Pay particular attention to any potential barriers to the research experience. Consider:
  • cultural, social and professional background
  • expectations and aspirations
  • competency at written and oral English
  • learning preferences
  • personal and financial situation

• Appreciate the challenges facing the new student:

• New students may experience culture shock (particularly, but not solely, international students). Be alert and responsive to this
• Be respectful both verbally and non-verbally. Do not ‘talk down' to students
• Be aware of student support services on campus, and ensure your students are aware of them also

Expectations:

Establish clear expectations early.

• Explain academic expectations regarding written work. Ensure plagiarism is well understood
• Note what referencing style to use
• Assess the student's research skills. Discuss actions for improvement if necessary
• Establish a timetable of meetings and agree a work tempo
• Clarify the role of the supervisor
• Clarify what is expected of research students in College (e.g. in some cultural backgrounds it is seen as disrespectful to openly disagree with a supervisor) Be aware that your students' cultural understandings of the nature of knowledge and learning may differ from yours. Discuss any differences

Establish appropriate modes of address:

• Discuss with your student what form of address they prefer. Be aware of cultural differences (e.g. some students may feel very uncomfortable using informal modes of address)

Attitude and Environment:

Be aware of the academic environment you create for your research students:

• Be respectful of the student
• Be aware that misunderstandings can arise due to differing background assumptions and experiences. Be open and honest about any miscommunications
• Encourage peer support amongst research students
• Respect your students' reason for engaging in research. Students will engage in research for different reasons (to embark on a research career, from interest etc.)

Be positive of diversity:

• Be aware of any tendencies to stereotype students from different backgrounds either positively or negatively
• View diverse perspectives and experiences as a resource. Utilise them. Be open to what those from other backgrounds can teach you
• Be aware of different learning preferences, and open to amendment when your preferred supervisory style does not suit your student

Challenges for non-native English speakers:

Recognise that some students may find the English language, especially academic English, a particular challenge. This can lead to extra stress and a need for extra effort by the student:

• Be aware of resources to help such students
• Be aware and responsive to students' frustrations at not being able to express themselves clearly
• Be aware that students may be reluctant to engage in verbal debate

Self-Evaluation

Take time to complete a brief self-evaluation of your:

• supervision (5 questions)