research supervisor role

Roles and responsibilities of supervisors

Introduction.

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

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

While these expectations apply to all graduate students, supervising PhD students reflects a longer-term, more substantive commitment.  The privilege to supervise PhD students requires that the supervisor hold  Approved Doctoral Dissertation Supervisor (ADDS)  status. The intent of ADDS policy is to ensure that faculty have the appropriate knowledge to facilitate excellence in PhD supervision.

Knowledge of regulations, policies and procedures

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

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

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

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

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

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

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

Advice on program of study, research and professional development

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

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

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

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

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

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

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

Meetings/consultation 

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

The University encourages supervisors to:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Financial assistance

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

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

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

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

Intellectual property 

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

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

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

Publications 

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

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

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

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

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

Withdrawal of supervisory duties 

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

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

Accommodation 

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

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

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

Guide for Graduate Research and Supervision

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

Research management

Sponsored by

What does a research supervisor do?

Research supervisors must learn to be authentic mentors, as well as sharing their experience and knowledge. Robert Crammond reflects on his time in the role

Robert Crammond

• More on this topic

Elsevier helps researchers and healthcare professionals advance science and improve health outcomes for the benefit of society.

Discover elsevier.

Created in partnership with

You may also like

Popular resources

.css-1txxx8u{overflow:hidden;max-height:81px;text-indent:0px;} It’s time: how to get your department off X

Deepfakes are coming for education. be prepared, campus webinar: the evolution of interdisciplinarity, emotions and learning: what role do emotions play in how and why students learn, relieve student boredom by ‘activating’ lectures.

Sharing expertise and experience of academia will come naturally to most academics, but acting as a source of developmental support might not, at least not initially.

Over the last decade, I’ve had the privilege of supervising many students at various stages of their academic journeys. Some have been undergraduate students working on their dissertations, some postgraduate master’s students, while others have been working on their doctoral theses. Here I share my advice based on what I’ve learned during my time as a research supervisor and the five key aspects of the supervisory role.

Set realistic goals

First, as supervisors embark on new projects, they should be realistic with their goals – and this is also the case for the supervisees. In short, a work-life balance must be met to ensure that progress is not at the expense of health and well-being. Setting appropriate milestones to effectively respond to the demands of the project is crucial. This should allow time for priorities to be met, while also putting welfare at the forefront.

• Five tips for building healthy academic collaborations
• How to change research cultures to support the well-being of PhD students
• No one agrees on what research leadership is, let alone how to do it well

Across the term or semester, confirm a number of mini-deadlines and ensure that simple catch-ups take place every seven to 10 days. I’ve found that setting these rules helps to reassure students and maintains their focus.

Communicate to gain context

It is vital that supervisors understand new and ongoing factors affecting their research. This appreciation of context, and engaging in conversation about it, both motivates researchers and increases the validity of the work in question. It also helps in understanding any gaps, problems or challenges within the topics. Students and new researchers will feel included and valued as they begin their investigations.

As a key starting point – ask relevant questions. What is the situation that this research topic concerns? Who is involved? What are the impacting factors and where can more information be found?

Be the mentor, not a research robot

Being knowledgeable is fundamental to being a successful and competent supervisor – but so is being relatable. Those you are working with need to know that you care about them not only as colleagues, but also as individuals. Be aware of (and willing to talk about) how the research journey affects each researcher and their family and how it can lead to sacrifices being made in day-to-day life. Being approachable builds strong working relationships and ultimately leads to a positive research culture.

Supervisors should emphasise that the journey has its ups and downs. They should encourage students and research groups to take time to relax, recharge and enjoy their hobbies and interests . A focus solely on work is not sensible or sustainable. The role of the supervisor is not merely about meeting research objectives – it’s about helping students become well-rounded and successful individuals.

Manage workloads

For many academics and research students, workload consists of both teaching and research and can feel rather intense. That’s not to mention role-specific duties, which obviously vary. Agreeing on what is the priority term-to-term results in working smarter and more efficiently. 

Consider the many responsibilities your team members are juggling and plan effectively. Target specific conferences or external engagement activities relevant to the research focus, to confirm writing projects and timelines for research within the calendar year.

Emphasise exposure and impact

Effective supervisors ensure that their students and groups are part – and feel part – of their research communities. They also ensure the work they are supervising is visible on the widest possible scale and that the supervisee understands why this is important. What is the purpose of research if it is not shared and placed firmly in the public sphere? If we are to make an impact on society, we must talk about what we are doing.

Pose the following questions to your supervisees at the beginning and end of the journey: What are the (expected) contributions of this research? What knowledge or subject area does this research advance? Where is the significant value? Most importantly, who benefits – and how?

Reflecting on my career as a research supervisor has helped me identify the challenges that need to be addressed in the role. Above all, being an authentic mentor who is approachable, takes workloads into consideration, prioritises work-life balance and provides reassurance will benefit everyone.

Robert Crammond is a senior lecturer at the University of the West of Scotland.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,  sign up for the Campus newsletter .

It’s time: how to get your department off X

Using data skills to turn students’ passion for sports into rewarding careers, a diy guide to starting your own journal, the zone of proximal development in four stages, contextual learning: linking learning to the real world, ‘it just isn’t safe to disclose’.

Register for free

and unlock a host of features on the THE site

• How it works

The Supervisor’s Role in Developing your Research Skills

Published by Owen Ingram at August 1st, 2023 , Revised On August 1, 2023

An academic supervisor plays a pivotal role in shaping your research journey. The importance of an academic supervisor in the research process cannot be overstated. They mentor, guide, and advocate for the researcher, providing invaluable support and expertise throughout the journey. 

The role of an academic supervisor extends beyond overseeing the project because they play a crucial part in shaping the researcher’s growth, ensuring the integrity of the study, and maximising the chances of research success. Let’s explore it in detail. 

Why an Academic Supervisor is Essential in the Research Process?

Here are some key reasons why an academic supervisor is essential in the research process:

Expertise and Guidance

Academic supervisors bring a wealth of knowledge and experience to the table. They possess subject-specific expertise and are well-versed in research methodologies, design, and analysis. Their guidance helps researchers navigate complex theoretical frameworks, identify appropriate research methodologies, and develop a comprehensive understanding of the field.

Leveraging their Knowledge and Experience to Provide Guidance

An academic supervisor’s knowledge and experience are invaluable resources for researchers. They have extensive expertise in their field and can provide guidance based on years of research and academic experience. Supervisors can leverage their knowledge to offer valuable insights and perspectives, helping researchers navigate the complexities of their research journey.

Refining Research Objectives

An academic supervisor helps researchers define and refine their research objectives. They assist in aligning research goals with the broader scope of the field, ensuring that the study contributes to existing knowledge. With their expertise, supervisors provide valuable insights that refine the research questions, making them more focused, relevant, and impactful.

Assisting in Refining Methodologies

Academic supervisors assist researchers in refining their research objectives to ensure they are specific, measurable, achievable, relevant, and time-bound (SMART). They work closely with researchers to evaluate the feasibility and relevance of the research objectives, considering the available resources and time constraints. 

Supervisors also provide valuable input in selecting appropriate research methodologies, considering the nature of the research questions, the data required, and ethical considerations. 

Provide Advice on Data Collection, Analysis, and Interpretation

Providing advice on data collection, analysis, and interpretation is a crucial role of an academic supervisor in the research process. Here’s how supervisors offer guidance in each of these areas:

Data Collection

Supervisors provide advice on selecting appropriate data collection methods and instruments. They help researchers identify the most suitable techniques, such as surveys, interviews, observations, or experiments, based on the research objectives and the nature of the data required. 

They offer insights on sampling strategies, data collection protocols, and ethical considerations. Supervisors also assist in ensuring data quality by guiding on maintaining consistency, accuracy, and reliability throughout the data collection process.

Data Analysis

Supervisors guide researchers in selecting appropriate data analysis methods to address their research questions. They provide advice on statistical analysis techniques, qualitative data coding and analysis approaches, or mixed methods analysis frameworks. 

Supervisors assist in understanding the assumptions and limitations of the chosen analysis methods, helping researchers apply them correctly. They may also recommend relevant software or tools for data analysis and assist in interpreting the results.

Interpretation of Findings

Supervisors support researchers in interpreting the findings derived from data analysis. They help researchers identify patterns, trends, and relationships within the data. Supervisors offer insights into the significance and implications of the findings, guiding researchers to draw valid conclusions. 

They encourage critical thinking and assist in connecting the research findings with existing theories, literature, or practical applications.

Quality Assurance

Supervisors play a vital role in ensuring data quality and research integrity. They advise on quality assurance measures during data collection, such as piloting surveys or conducting inter-rater reliability checks. Supervisors review the methodology, calculations, and interpretations during data analysis to ensure accuracy and rigour. They help researchers address potential biases, outliers, or confounding factors to enhance the validity and reliability of the research findings.

Methodological Support

Developing a robust research methodology is critical to the success of a study. Academic supervisors assist researchers in designing suitable methodologies and research frameworks. They offer guidance on data collection techniques, sampling strategies, and data analysis methods. This support ensures that the research is methodologically sound and aligns with established standards in the field.

Feedback and Quality Assurance

Academic supervisors are crucial in providing ongoing feedback throughout the research process. They review drafts, provide constructive criticism, and offer suggestions for improvement. This feedback helps researchers identify strengths and weaknesses, refine their arguments, and enhance the overall quality of their work. Supervisors ensure that the research maintains high standards and adheres to academic rigour.

Troubleshooting and Problem-Solving

Research projects often encounter challenges and obstacles. An academic supervisor serves as a troubleshooter, assisting researchers in identifying and addressing potential issues. They offer guidance and advice on overcoming obstacles, helping researchers navigate complexities, and providing alternative perspectives to problem-solving.

Ethical Considerations

Ethics play a vital role in research. Academic supervisors guide ethical considerations, ensuring researchers follow ethical guidelines and protocols. They assist in obtaining necessary approvals from research ethics committees, protecting participants’ rights, and maintaining research integrity.

Professional Development

Academic supervisors focus on the immediate research project and contribute to the researcher’s long-term professional development. They provide mentorship, helping researchers enhance their research skills, critical thinking abilities, and academic writing. They advise publishing research findings, networking opportunities, and career advancement.

Is your research paper plagiarism-free?

Find out with our plagiarism checker today and save yourself from embarrassment. 💁‍, networking and collaboration.

Supervisors often have extensive networks within the academic community. They facilitate networking opportunities and collaborations, connecting researchers with experts and potential collaborators. This exposure broadens researchers’ horizons, fosters interdisciplinary perspectives, and opens doors for future collaborations and opportunities.

Publication and Dissemination Support

Publication and dissemination support from academic supervisors is crucial for researchers to share their findings with the wider academic community. Supervisors guide preparing research papers for publication, including manuscript organisation, formatting, and citation styles. 

They assist in selecting suitable journals or conferences for submission and offer insights into the publication process. Supervisors may review and provide feedback on drafts, helping researchers improve the clarity and coherence of their work. 

They also encourage researchers to present their findings at conferences or seminars, providing opportunities for networking and knowledge exchange. With their support, supervisors help researchers effectively disseminate their research, increasing its impact and visibility.

Striking a Balance Between Autonomy and Guidance in the Research Process

Striking a balance between autonomy and guidance in the research process is crucial for researchers. While autonomy allows for independent thinking, creativity, and ownership of the research, guidance from academic supervisors provides essential support and expertise. 

Supervisors offer insights, advice, and feedback to ensure the research stays on track and aligns with established standards. They provide a valuable external perspective, help researchers navigate challenges, and ensure methodological rigour. 

Balancing autonomy and guidance allows researchers to take ownership of their work while benefiting from the experience and expertise of their supervisors, ultimately leading to a successful and impactful research outcome.

Encourage Independent Thinking and Decision-Making 

Encouraging independent thinking and decision-making is vital to the academic supervisor’s role in developing researchers. By fostering a supportive environment, supervisors empower researchers to explore their ideas, think critically, and make informed decisions. They provide opportunities for researchers to engage in independent research and encourage them to challenge existing knowledge. 

Supervisors help researchers develop their analytical and problem-solving skills through constructive feedback and guidance, promoting autonomy in the research process.

Frequently Asked Questions

What is the role of an academic supervisor in developing research skills.

Academic supervisors are crucial in guiding and nurturing research skills by providing mentorship, offering advice on methodologies, and promoting critical thinking and problem-solving abilities.

How does an academic supervisor support the development of research skills?

Supervisors support the development of research skills by providing guidance on research methodologies, offering feedback and constructive criticism, encouraging independent thinking, and providing opportunities for professional development and networking.

What impact does an academic supervisor have on enhancing research skills?

An academic supervisor enhances research skills by sharing knowledge and expertise, helping researchers refine their research objectives and methodologies, promoting effective data collection and analysis techniques, and fostering critical thinking and academic growth.

How does collaboration with an academic supervisor contribute to developing research skills?

Collaboration with an academic supervisor provides researchers with mentorship, guidance, and opportunities for learning. Through ongoing communication and feedback, researchers can develop their research skills, improve their ability to analyse data, and critically enhance their overall research capabilities.

You May Also Like

Where to find the perfect supervisor? How to find an experienced supervisor who has the same interests as you? How can you evaluate your potential supervisor? 

Regular and effective communication with your supervisor is essential to the success of any research project or dissertation. During the research process, these sessions offer an opportunity to obtain direction, support, and feedback. 

Master the art of communication with your supervisor. Uncover essential tips for building a strong relationship, expressing ideas clearly, and climbing the career ladder.

USEFUL LINKS

LEARNING RESOURCES

COMPANY DETAILS

• How It Works

Resume Builder

• Resume Experts
• Search Jobs
• Search for Talent
• Employer Branding
• Outplacement

Research Supervisor Job Description

Research supervisor duties & responsibilities.

To write an effective research supervisor job description, begin by listing detailed duties, responsibilities and expectations. We have included research supervisor job description templates that you can modify and use.

Sample responsibilities for this position include:

Research Supervisor Qualifications

Qualifications for a job description may include education, certification, and experience.

Licensing or Certifications for Research Supervisor

List any licenses or certifications required by the position: CPR, ACRP, SOCRA, BLS, AALAS, LAT, ARCP, ACLS, BCLS, CCRP

Education for Research Supervisor

Typically a job would require a certain level of education.

Employers hiring for the research supervisor job most commonly would prefer for their future employee to have a relevant degree such as Bachelor's and Master's Degree in Education, Social Science, Public Health, Science, Nursing, Marketing, Communications, Business/Administration, Business, Conducting

Skills for Research Supervisor

Desired skills for research supervisor include:

Desired experience for research supervisor includes:

Research Supervisor Examples

• Microsoft Word (.docx) .DOCX
• PDF Document (.pdf) .PDF
• Image File (.png) .PNG
• Work closely with other NIAID research staff to ensure the accurate and timely completion of case report forms and other data and clinical documentation needs necessary to clinical research studies
• Supervises the clinical research operation in a practice for all research staff members in accordance with USON SOP and ICH GCP guidelines
• Collaborate with clinical teams to coordinate pathology research activities across multiple locations, according to institutional and other governing policies
• Provide direct nursing support to outpatient clinical programs within the Laboratory of Immunoregulation (LIR) within the HIV and emerging infectious diseases outpatient clinic
• Advise on and participates in the management and evaluation of multiple clinical infectious diseases protocols with particular emphasis on HIV, hepatitis, and emerging infectious diseases, influenza studies
• Provide procedural and technical support to employees ensuring the accuracy and timeliness of all corporate action events while mitigating risk
• Develop project schedules, targets, measurements, and accountabilities, as assigned
• Formally supervise, train, and/or mentor new staff or students, as assigned, potentially including hiring, preparing or assisting with the preparation of performance evaluations, and performing related duties, in addition to instruction on project work
• Work with principal investigator to ensure Investigational New Drug applications are submitted to the FDA when applicable
• Serve as first point of escalation for SME's on procedural and technical issues
• Provide formal and informal performance feedback to individuals and the team
• Provide coaching to associates based on quality results
• Coach employees to identify and develop career goals
• Monitor phone queue and call reports
• Develop and maintain procedural and operational materials
• Collaborate with various departments within Servicing to identify client research needs and propose innovative solutions to deliver results
• Manages daily interactions with business clients and reviews production, performance, quality, and service level agreements
• Coordinates workflows and processes for the team with business clients, other teams, and international resources
• Creates queries, produces reports, and manipulates spreadsheets for management and client review
• Resolves escalated issues, including executive escalation service, utilizing various resources
• Recommends process and procedure efficiency improvements to management for consideration
• Develop and implement metrics, KPIs, KQIs, performance dashboards and capacity modelling
• Management of key risk indicators through the continuous root cause analysis of errors and omissions and the implementation of solutions designed to mitigate risk and prevent re-occurrences
• Participate in the various Entitlements working groups and in the development and implementation of ongoing operations strategies and business plans
• Champion and successfully execute change while supporting employees through the process, and keeping them focused on business priorities
• Day to day supervision of study team members including the project manager, biostatistician and quality improvement coordinators
• Recommends efficiency improvements for processes, policies and procedures
• Establishes performance standards based upon client volumes and complexity of tasks
• This position generally supervises a team of fulltime direct reports and on occasion, contingent workers
• Use of telephone and face-to-face communication requiring accurate perception of speech
• Use of keyboard requiring repetitive motion of fingers
• Frequent mobilization around the facility
• Develop appropriate recruitment strategies and enrollment plans for studies
• Develop retention strategies to minimize subjects dropout
• Oversee primary data and biological sample collection, management and analysis
• Oversee and mentor junior staff performing data collection, recruitment, data analysis, and other research activities
• Write manuscripts, white papers, and reports to disseminate findings of studies in the peer reviewed literature and to military and givernment stakeholders
• Present findings in national and international scientific forums
• Working with the engineers/scientists, determine requirements for test fixtures or test setups
• Assure test equipment is available, working and has been calibrated
• Implementing all aspects of research protocols/ projects from study start up to study closure
• Implementing standards for research databases and/or study management, and policies and procedures to meet those standards to ensure the highest quality management of research projects and databases
• Occasional lifting and moving objects weighing up to 10lbs/4.5 kg
• At least a Bachelor’s Degree in a life science discipline
• 10+ years of experience in histology within a CRO, the pharmaceutical industry, or a related setting
• Excellent technical and leadership skills the ability to interact effectively with investigators
• Experience in Bio-Imaging techniques is desirable
• Conducting systematic audits of research studies and/or databases to ensure that data collected has no typographical errors, is consistent with source documents, and is in compliance with external sponsor/regulatory requirements
• Facilitating weekly team meetings and other PI/ service-specific meetings as needed
• Holding regular RSA one-on-one meetings.　
• Generating reports (e.g., DSMC, toxicities, minimal data set, CPR) and performing advanced queries for Principal Investigators, the IRB, sponsoring agencies, and management
• Reviewing violations, deviations, serious adverse event reports, and regulatory submissions
• Supervises/directs daily operations of subordinates to complete assignments using established guidelines, procedures and policies
• Technically proficient in the specific departments
• Provides subordinates with developmental feedback during the year formal feedback through the annual performance evaluation process
• Presentation of research findings at internal and external meetings, incl
• Support strategic brand communication planning through insights on brand strengths, weaknesses and consumer perception of key brand attributes
• Bachelor's Degree in a science, Mechanical or Manufacturing Engineering with manufacturing or operations experience
• Proven (10 years) shop floor manufacturing experience with an understanding of multi-axis CNC programming the operation of manual and CNC machining equipment, welding, hand finishing, additive manufacturing processes and the use of basic inspection methods
• 5 to 7 years of experience leading complex initiatives from initiation to completion with a group of skilled machinists in a job shop/one off/prototype manufacturing environment and a proven management ability including developing, teaching, coaching, team building and driving accountability
• Demonstrated ability to drive productivity and influence others in a shop floor environment while accommodating changes in priorities on short notice
• Capable of reading engineering prints and assessing fits, tolerances and manufacturability of any design
• Must be challenged by a team-based environment which places a high degree of emphasis on accountability for customer service level and quality
• Working with the Clinical Research Manager to oversee the Neurology division clinical research portfolio including prospective clinical trials and retrospective biospecimen/ non therapeutic projects
• Overseeing data management aspects of research databases such as the Clinical Research Database (CRDB)
• Collaborate with clinical teams to coordinate research activities across multiple locations, according to institutional and other governing policies
• Direct staff management and development of Senior Clinical Research Associates (Sr
• Oversee data management aspects of research databases such as the Clinical Research Database (CRDB) and other external EDCs
• Develop research projects and strategy roadmaps to support company business objectives and short/long term plans
• Primary lead for the US market on Daimler sponsored Product Clinics and Fast launch Feedback research
• Ensure management and appropriate business areas are continuously updated on affluent consumer trends and insights by consolidating research into a succinct summary and or presentations assessing potential risks and opportunities for the business
• Manage automotive model and segment forecasting initiatives between MBUSA and Daimler HQ
• Line supervision of animal care staff including
• 10-15 years of related experience in medical or public health research
• Experience executing military HIV research and/ or research in other STIs and BBIs
• Record of publication in the peer reviewed literature
• Supervisory experience, preferably of multi- disciplinary teams
• U.S Citizenship / Must be able to obtain to National Security Clearance
• Strong understanding of cybersecurity design basics

Related Job Descriptions

Create a Resume in Minutes with Professional Resume Templates

I am an Employer

I am a candidate.

• Coming soon
• Recent changes
• Academic regulations
• Programme and module design and approval
• Assessment, awards and degree classification
• Personal tutoring, student support and development
• Concerns, complaints and appeals
• Registration and attendance
• Research degree policies and guidance
• Progression
• Supervision
• Research programme regulations
• Regulations for programmes which are not currently running
• Student engagement and representation
• Studies away from the University
• Professional Work Based Learning
• Contingency classification and progression regulations
• Exceptional classification and progression regulations
• Exceptional regulations: Covid-19

Responsibilities of the supervisor

This page contains detailed information about the role and responsibilities of a postgraduate supervisor, including research planning and thesis requirements. Its content is relevant to staff and students across all of the UK, China and Malaysia campuses.

Search the manual

Note:  In addition to the responsibilities detailed in this section, Postgraduate Student Advisors should also see the additional Covid-19 related responsibilities for Heads of Schools, PGR Directors and Supervisors for 2020-21. For more information, please consult the following:

Responsibilities of the Head of School, Supervisor and Director of PGR Programme - Additional guidance for the 2020-21 academic year in response to Covid-19

Supervisors will provide guidance and assistance to PGRs so that they may carry out their research and present their results to the best advantage.

Every supervisor and every PGR will be provided with guidance on their respective roles and responsibilities.

2. Role of the supervisor

The general role of supervisors is to guide and assist PGRs until submission of their thesis and any subsequent period of corrections, until such a point that examiners have reached a final decision on the award of the degree. The roles of supervisor and examiner are quite distinct, and it is not one of the roles of the supervisor to assess the thesis.

The specific roles of supervisors may differ depending on the academic discipline, Departmental practice and whether the member of staff is acting as lead, second, assistant, temporary or permanent supervisor. The lead supervisor (or delegate) will also consider requests for annual leave in line with School/Departmental policy.

3. Role of the assistant supervisor

Many postdoctoral research staff, level 4 Research Officers and research technicians make valuable contributions towards the supervision of the University’s PGRs.

The formal appointment of such staff as assistant supervisors as part of a supervisory team is intended to recognise and acknowledge this contribution and to identify the roles and responsibilities of assistant supervisors in order that this is clear to the candidate and all members of the supervisory team. 

Assistant supervisors are responsible for: 

• providing regular support and advice to PGRs. This may include guidance on welfare matters and health and safety.
• providing guidance on how to use equipment or specific research techniques and methods.
• helping PGRs to resolve difficulties they encounter and/or direct them to others who can assist.
• providing PGRs with informal feedback on their written work and/or presentations.
• where applicable, contributing to the reporting of progress of PGRs, noting that the level of involvement with this will be agreed, in advance, with the lead and co-supervisor(s).
• encouraging PGRs to disseminate their research.
• engaging with professional development opportunities to develop their supervisory practice including any mandatory training requirements.
• ensuring they are familiar with policies and processes applicable to research degrees.

4. Continuing professional development

All supervisors must undertake continuing professional development, so that their work as a supervisor is supported.

Supervisors should take the initiative in updating their knowledge and skills by participating in a range of appropriate activities and sharing good practice.

More information on support for research supervisors can be found here:

Researcher Academy

5. Documentation check

Includes:  responsibilities

At the outset the supervisor should check that the candidate has received information sent by the University concerning registration and that they have registered for that session.

Before or at initial registration or, at the latest within 4 weeks of initial registration, supervisors should check that all their PGRs have received copies of essential documentation relevant to their research studies or have been informed about where to locate them on the web. As a minimum, this should include: information about registration and services, the School Handbook, and any relevant safety advice.

For more information about registration, please consult the following:

Student Services - registration

6. Research plan

Includes: assistance; designing a programme of research; for full-time doctoral students

Supervisors will assist their PGRs to plan their research studies, including helping them to define their research topic; to identify schemes and specific tasks; to identify the relevant research literature, databases and other relevant sources, and to be aware of the standards in the discipline.

The supervisor and candidate should design a programme of research in which (subject to research progress and taking into account special cases) all or much of the thesis will have been written up by the candidate by the end of their period of registered study. The design of the programme of research should not at the outset plan to include any period of thesis pending that the candidate is entitled to. 

For full-time doctoral candidates on a 3 year programme, it is expected that the completion of the entire doctoral examination process is completed within 4 years. The PGR may need to register for some taught modules or attend research training courses. The supervisor will advise them how to do this.

7. Advising on regulations

Includes: understanding and knowledge; responsibilities

Supervisors should have a reasonable knowledge and understanding of the University's regulations governing research study and the University, Faculty and Departmental procedures governing research study and supervision.

They are required to advise their PGRs on these regulations and procedures or, if they feel a question is outside their knowledge, to direct their PGR to other sources such as Student Services (or Central Administration at UNM and the Graduate School at UNNC).

Supervisors also have a responsibility to ensure that other members of the supervisory team are kept informed of the candidate’s progress, and any issues which may be having an impact on their programme.

8. Advising on services and facilities

Includes: responsibilities; review of PGR needs

Supervisors should have a reasonable knowledge of and be able to advise their PGRs on the availability of the University's academic services and facilities (for example library and computing facilities) and how to make use of them.

The supervisors in conjunction with the PGR should keep under review the facilities which are required in order to carry out the research and make these needs known to the Head of School.

9. Minimum number of supervisions

Includes: responsibility to provide appropriate and regular supervision; requirements for part-time PGRs

Supervisors are responsible for providing appropriate and regular supervision for their PGRs until submission of their thesis and any subsequent period of corrections, until such a point that examiners have reached a final decision on the award of the degree. They are also responsible for being accessible at mutually convenient times to listen and offer advice.

Students and supervisors are jointly responsible for arranging the supervision meetings.

Supervisors must provide their part-time candidates with a minimum of 6 recorded supervisions a year and their full-time candidates with a minimum of 12 recorded supervisions a year. 

These supervisory meetings must be at least monthly for full time candidates and two-monthly for part time candidates. This is based on calendar months. Note, it is expected that in many cases the actual number of meetings between supervisors and candidates may exceed these minima. 

If it is not possible for a meeting to take place as scheduled, the meeting should be re-arranged for the next available opportunity.   

If no meetings are possible in any given month (or two months for part time students), the supervisor is responsible to ensure that the reason for the missed meeting is recorded appropriately. These reports should be regularly monitored by the School. University staff will review the missed meeting reports on a case by case basis, particularly for PGRs are at risk of breaching visa and immigration requirements, to see if any additional support is required. These requirements may also be modified under the rules for supervising students working off-site. 

For students who are missing meetings, or who are not meeting the meeting minima requirements, the regulations governing attendance and engagement should be reviewed:

10. Format for supervisions

Includes: definition; purpose

A 'supervision meeting' is considered to be a any simultaneous contact between the supervisor(s) and PGR candidate for an academic purpose. It is important that at the supervision meetings the PGR’s progress to date and/or the future direction of their research or thesis writing is discussed. It is also necessary that these discussions must be summarised in writing so that they are available if required, for example for audit purposes, or to aid student wellbeing or support. These written reports must meet the minimum number requirements as detailed earlier. 

There is no specified format for these meetings.  For example, a daily chat at the lab bench and/or a pre-scheduled sit down meeting would meet these criteria, as long as a monthly report with a progress overview is still submitted. Group meetings of PGRs and/or seminars would be acceptable as long as the PGR’s progress to date and/or the future direction of their research or thesis writing is discussed.   

A supervision meeting should typically take place as a face-to-face meeting, but can also include meetings conducted online, such as on Microsoft Teams. The exception to this is where the PGR is in the UK on a student visa, unless the student has been given formal permission to study at a different location, supervision meetings must be face-to-face and on campus.

11. Supervision record

Includes:  reporting needs; annual review of PGRs

In order that proper audit of supervision provision can be carried out, so that supervisors may undertake continuous monitoring of their PGR’s progress, and records of this progress monitoring are available for formal Progression Review, supervisors are required to ensure the maintenance of a supervision record of at least the minimum number and frequency of supervision meetings a year (see Section 9 above).   

Supervisors should advise their PGRs on the procedures for monitoring their progress which are described in the section of this Quality Manual entitled Progression Review of research students.

These include:

(i)  Supervision Records - attendance at supervision sessions and completion of supervision records;

(ii)  Progression Review - formal review of progress towards meeting the required outcomes, and assessment of whether the outcomes will be met in the required time. Completion of the Progression Review forms. 

(iii) MPhil and doctoral registration - procedures for upgrading or downgrading candidates and for confirming MPhil or doctoral registration.

Supervisors may, from time to time, be required to provide reports on their PGR’s progress for other purposes and to other agencies, for example, the Research Councils and other sponsors. Such reports should be provided within the required deadline to ensure, in particular, that the continuation of candidate’s funding by outside agencies is not compromised.

For more information about the Progression Review of research students, please consult the following:

Progression Review of research students

12. Training needs

Includes: discussing personal, academic, and professional skills; PGR training programme; research ethics; Code of research conduct and research ethics 

The supervisor should discuss with the PGR what personal, academic, and professional skills training they require in order to complete their research degree and to provide a skills base for a future career.

The supervisor should agree with the candidate a research training programme which is compatible with the PGR's needs and which is achievable in relation to the research commitments within the limits of their registered period of study, making it clear where attendance at training courses is compulsory or voluntary. This programme should be reviewed each year.

The supervisors should take reasonable steps to ensure that the PGR’s training needs are met. Normally such training will be delivered within the University and the supervisor should, therefore, be aware of any research training offered through the Researcher Academy, the Doctoral Training Centre/Programme, the Faculty and the School.  

The supervisor should also ensure that the PGR receives adequate training in research ethics and is given assistance in applying for ethical approval if appropriate.

For more information, please consult the following:

Code of research conduct and research ethics

Includes:  correct procedures; seeking advice

14. Meetings, conferences and publication

The supervisor(s) should encourage and facilitate the PGR to engage with relevant academics who will support their doctoral research and future career development.

This could be through encouraging attendance at seminars, meetings and conferences; introducing them to relevant individuals and professional networks; and encouraging them to publish the results of their research. 

Where appropriate supervisors should also support the PGRs to participate in public and policy engagement activities or undertake placements and internships that will enable them to develop their broader research experiences.

15. Written work

16. supervision during thesis pending period.

Includes: minimum number of meetings; the role of proofreaders

During the thesis pending period and any period of corrections or thesis re-submission, supervisors and PGRs should continue to meet regularly (as described above).

Supervisors will also read and comment on one draft of the candidate’s thesis prior to each submission (as appropriate) when submitted within the required timeframes for feedback to be given.

The Role of Proofreaders

A proofreader may only ensure that the meaning of the author is not misrepresented due to the quality and standard of the English used. This can include correcting spelling and basic grammar errors.

Inaccuracies in academic content should not be corrected nor should the structure of the piece of work be changed; doing so may result in a charge of plagiarism. 

17. Thesis presentation

Supervisors should advise candidate’s on the timing, construction and form of presentation of their thesis and should check that they receive a copy of the University's guidance on presenting a thesis, from Student Services or Central Administration at UNM or Graduate School at UNNC.

18. Examination of thesis

19. submission of data, additional information.

Includes:  PGR supervision record; Research supervisor resources

Research supervisor resources

Students studying in outside organisations

UNUK students   

Student services, unnc students .

UNM students 

Staff       , related content.

Portland Building, University of Nottingham University Park Nottingham, NG7 2RD

Legal information

• Terms and conditions
• Posting rules
• Accessibility
• Freedom of information
• Charity gateway
• Cookie policy

Connect with the University of Nottingham through social media and our blogs .

Browser does not support script.

• Graduate School
• Prospective Students
• Research Supervisors

The supervisor is the key person in a thesis-based graduate degree program. The principal role of the supervisor is to help students achieve their scholastic potential and to chair the student’s Supervisory Committee. The Supervisor will provide reasonable commitment, accessibility, professionalism, stimulation, guidance, respect and consistent encouragement to the student. Learn more

Graduate programs have different expectations regarding prospective students contacting faculty members. Some require commitment of a faculty member as thesis supervisor prior to applying while others assign supervisors in the first year. Please review the requirements for each program in the degree listing under the heading "Admission Information & Requirements" in step 3 "Prepare Application" under "Thesis Supervision".

Advice on how to reach out to supervisors

Supervisor Directory

Other Researcher Directories

• Engineering - Find an Engineering Expert
• School of Architecture and Landscape Architecture
• School of Nursing
• School of Community and Regional Planning
• Faculty of Arts
• Faculty of Dentistry
• Faculty of Education
• Faculty of Forestry
• Faculty of Land and Food Systems - Directory
• Faculty of Law
• Department of Anesthesiology, Pharmacology and Therapeutics
• Department of Biochemistry and Molecular Biology
• Department of Cellular and Physiological Sciences
• Department of Emergency Medicine
• Department of Medical Genetics
• Department of Medicine (Experimental Medicine, Dermatology and Skin Science)
• Department of Obstetrics and Gynaecology
• Department of Occupational Science and Occupational Therapy
• Department of Pathology and Laboratory Medicine
• Department of Physical Therapy
• Department of Psychiatry
• School of Audiology and Speech Sciences
• School of Population and Public Health
• Faculty of Pharmaceutical Sciences - Researcher Search Tool
• Department of Botany - Research Faculty
• Department of Microbiology & Immunology
• Department of Chemistry
• Department of Physics & Astronomy
• Department of Computer Science
• Department of Statistics
• Department of Earth and Ocean Sciences
• Department of Zoology
• Department of Mathematics
• The UBC Calendar lists the names of faculty members in faculties, schools and departments.
• Sustainability Expert Finder

Reaching Out Tips

Complete these steps before you reach out to a faculty member.

• Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
• Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
• Identify specific faculty members who are conducting research in your specific area of interest.
• Read up on the faculty members in the program and the research being conducted in the department.
• Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
• Do not send non-specific, mass emails to everyone in the department hoping for a match.
• Address the faculty members by name. Your contact should be genuine rather than generic.
• Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
• Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
• Convey the specific ways you are a good fit for the program.
• Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
• Be enthusiastic, but don’t overdo it.

G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.

• Why Grad School at UBC?
• Graduate Degree Programs
• Application & Admission
• Info Sessions
• Research Projects
• Indigenous Students
• International Students
• Tuition, Fees & Cost of Living
• Newly Admitted
• Student Status & Classification
• Student Responsibilities
• Supervision
• Managing your Program
• Health, Wellbeing and Safety
• Professional Development
• Dissertation & Thesis Preparation
• Final Doctoral Exam
• Final Dissertation & Thesis Submission
• Life in Vancouver
• Vancouver Campus
• Graduate Student Spaces
• Graduate Life Centre
• Life as a Grad Student
• Graduate Student Ambassadors
• Meet our Students
• Award Opportunities
• Award Guidelines
• Minimum Funding Policy for PhD Students
• Killam Awards & Fellowships
• Dean's Message
• Leadership Team
• Strategic Plan & Priorities
• Vision & Mission
• Equity, Diversity & Inclusion
• Initiatives, Plans & Reports
• Graduate Education Analysis & Research
• Media Enquiries
• Newsletters
• Giving to Graduate Studies

Strategic Priorities

• Strategic Plan 2019-2024
• Improving Student Funding
• Promoting Excellence in Graduate Programs
• Enhancing Graduate Supervision
• Advancing Indigenous Inclusion
• Supporting Student Development and Success
• Reimagining Graduate Education
• Enriching the Student Experience

Initiatives

• Public Scholars Initiative
• 3 Minute Thesis (3MT)
• PhD Career Outcomes

Educational resources and simple solutions for your research journey

How to Find the Right Research Supervisor for Your Research

Deciding to pursue a PhD is a significant decision one takes for his/her career. And before starting on the doctoral journey, one needs to consider many factors like identifying their research topic, choosing the right university and department, and most importantly, knowing how to find a research supervisor who will be able to guide you in the right manner. The right PhD supervisor can strongly influence the success and quality of your degree and consequently, makes a significant impact on your academic career. Therefore, it is crucial to ensure that you know how to find a research supervisor for your PhD program.

Table of Contents

Why a good supervisor is an invaluable asset

Obtaining a PhD is not easy and is often fraught with challenges. Hence, finding a research supervisor who will support you when your experiments fail, encourage you when you are plagued with self-doubt and guide you towards successfully presenting your thesis is vital. The roles and responsibilities of a research supervisor are to guide you through your research journey, and there are many ways they can help you do so. They can:

• help you refine your research ideas
• identify the knowledge gaps in the field of study and guide you through difficulties
• offer valuable insights and provide advice on the most effective research methodologies to use.
• help you to develop necessary research skills such as, critical thinking, analysis, and interpretation to conduct a successful research project.
• offer you emotional and academic support in the ups and downs of your doctoral journey.

Hence, it is very critical to spend time finding a PhD supervisor who will be a great fit for your research project.

How to find a research supervisor that fits your needs

There are certain qualities of a good research supervisor that you will have to look for, in your own supervisor. Here are some basic things you should look for.

Choose an expert in your subject area: One of the most critical factors to consider when choosing a PhD supervisor is their research expertise. A good place to start your search for a good PhD supervisor would be the faculty profiles of universities and research institutes. Look for faculty members who have focused expertise in your research field and whose research interests align with your own. An ideal PhD supervisor must be someone who has authored a good number of articles, chapters, and books. This indicates that your supervisor is up-to-date on recent developments in your field and can provide you with the guidance and support you will need to write your thesis.

Look for someone whose mentoring methods match your learning style: If you are thinking about the questions to ask research supervisors, ask them about their mentoring style. Take time to learn as much as possible about them, ask them questions especially about their thought process, past work, and current projects. Also, try to understand the proposed supervisor’s mentoring style and ensure that it matches your learning style and preferences .

Consider personality traits and communication abilities: A PhD supervisor who is supportive, approachable, and possesses good communication skills can make a significant difference in your doctoral journey. While some supervisors can be hands-off and may offer minimal guidance, there are others who are more involved and will provide detailed feedback and guidance when required. You want to find a PhD supervisor who is easy to talk to , listens to your concerns and questions, and is respectful of your ideas and opinions.

Evaluate the success of past students and ask for feedback: Check the track record of your proposed PhD supervisor.  Find their previous students and see if they were able to complete their PhD on time. Were they able to publish in top-tier journals? Were they successful in securing academic positions? Answers to these questions will help you determine if they are a good fit for you. You can also talk to other students and faculty members in your department to get recommendations and insights into different supervisors.

Remember, finding the right supervisor goes beyond their reputation or academic achievements. It is essential to assess their mentoring style, availability, and willingness to invest in your growth as a researcher. A supportive and collaborative supervisor can provide invaluable guidance, enhance your research skills, and open doors to new opportunities.

Choose wisely, collaborate closely, and let your research thrive under the guidance of a supportive and knowledgeable supervisor.

R Discovery is a literature search and research reading platform that accelerates your research discovery journey by keeping you updated on the latest, most relevant scholarly content. With 250M+ research articles sourced from trusted aggregators like CrossRef, Unpaywall, PubMed, PubMed Central, Open Alex and top publishing houses like Springer Nature, JAMA, IOP, Taylor & Francis, NEJM, BMJ, Karger, SAGE, Emerald Publishing and more, R Discovery puts a world of  research at your fingertips.  

Try R Discovery Prime FREE for 1 week or upgrade at just US$72 a year to access premium features that let you listen to research on the go, read in your language, collaborate with peers, auto sync with reference managers, and much more. Choose a simpler, smarter way to find and read research – Download the app and start your free 7-day trial today !  

Related Posts

Research in Shorts: R Discovery’s New Feature Helps Academics Assess Relevant Papers in 2mins 

How Does R Discovery’s Interplatform Capability Enhance Research Accessibility 

Teaching & Learning

• Research supervision at UCL

Research supervision resources

• Research supervision training

Research supervision

Role of a research supervisor at ucl.

Research student supervision is a core academic responsibility, requiring expertise in both teaching and research. 

The relationship between a supervisor and a research student is a unique one with a range of responsibilities, including: 

• Providing students with a thorough grounding in all aspects of research within the context of an academic discipline 
• Creating a learning experience that is intellectually challenging and personally fulfilling 
• Providing timely and constructive feedback on research design, methodology and writing 
• Offering encouragement and ongoing support for both academic and non-academic challenges as appropriate 
• Supporting students to disseminate their research 
• Preparing students for a range of careers 
• Monitoring students’ progress and ensuring that they are able to complete their doctorate in a timely manner. 

At UCL all students have at least two supervisors, typically a Principal and Subsidiary, but there are many models of co-supervision. Increasingly, students may be part of a Thesis Committee, which can involve three or more supervisors taking on different roles and responsibilities. 

See the UCL Doctoral School website for information about supervisory roles and responsibilities.   

Research supervision sits within a wide infrastructure of support for research students provided by teams, including the UCL Doctoral School, UCL Student Support and Wellbeing, UCL Organisational Development, UCL Careers and others. 

See the UCL Doctoral School website for information about support available to research students.   

The nature of the relationship means that supervisors deal with a range of situations requiring a sensitive and informed approach.  

See below for details of training and resources available to help you provide high quality research supervision.  

Research supervision training and development

An overview of the professional development courses and workshops available for staff responsible for research supervision.

Curated resources to support you in your research supervision role. 

Gain professional recognition for doctoral research supervision

Apply for recognition of your doctoral supervisory practice through UK Council for Graduate Education.

Related content

UCL Doctoral School: Essential information for research students and supervisors

UCL Academic Regulations and Guidelines for Research  in the Academic Manual

Education events

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

Starting Research Supervision

Getting started as a research supervisor.

Research supervision is a complex form of teaching that involves a supervisor taking on a number of roles and responsibilities, often requiring adaptation over the life cycle of the doctorate. An important first step with new doctoral students is to engage in open discussion about working styles, practices, roles and responsibilities, and expectations that you have of them and they have of you. As the doctorate progresses, this discussion should be revisited and practices adapted. UCD’s guide to roles and responsibilities is highlighted in the Academic Regulations .

Establishing the student–supervisor relationship

Good, open communication is the key to managing the relationship between the supervisor and graduate research student. At the beginning of the research programme, both parties should negotiate how the relationship will function.

Conflict or tension can arise in situations where the expectations of the supervisor and/or student are unclear or mismatched, creating a common stumbling block for student progression. A thorough understanding of each person’s role is therefore critical to productive learning and successful outcomes.

As research supervisor, it is important that you highlight the expectations that you and the University have of the student and facilitate an open discussion where they can discuss their expectations of you as their supervisor.

Further information can be found in the Policy for Supervision of Research Degree Students .

Tips for establishing and clarifying expectations

Some of the areas that require clarification of mutual expectations include:

• Supervisor’s style / approach to supervision
• Format and frequency of supervision meetings
• Provision of feedback (written or oral, and frequency)
• Roles of RSP members
• Monitoring of progress
• Transfer Assessment formats and requirements
• Progression milestones
• Preferred forms of communication
• Methods of dissemination of research

Supervisors should also highlight that expectations may/will change between parties as the candidature progresses and that this topic should be revisited at key stages in the doctoral life cycle.

Key Resources  Checklist for Starting Supervision at UCD Checklist for Starting as a Research Student in UCD Appendix 2: Guidelines for good practice between research students and supervisors in the Graduate Research Student Handbook

Sample discussion points between supervisor and student

• What is a doctoral thesis?
• What is the UCD structured PhD?
• How will the doctorate be examined?
• What is meant by original contribution?
• Are there any good examples of doctoral theses in this discipline that the student could look at?
• Clarification of programme, student and supervisor expectations and responsibilities
• Are ethical considerations required in this research project?
• Who are the other members of the Research Studies Panel (RSP), what role does each member play and how often should the student meet the RSP?
• How will meetings be conducted (frequency, structure etc.)?
• What is the supervisor, student and University’s roles and responsibilities?
• What is the supervisors working style? What can the student expect, limits of contribution or direction given by supervisor or required from student
• How will progress of the research be monitored?
• How will written work be managed? For example, will it be submitted in draft or completed form? How frequently will feedback be provided? Will feedback be provided in written form?
• How will the research be disseminated?
• Authorship and Intellectual Property
• How is the STA (Stage Transfer Assessment) structured, when will it take place and what will be assessed?
• What is the membership of the TAP (Transfer Assessment Panel)?
• What supports are available to Doctoral students in UCD?
• What training is required to support the student’s research and professional development?
• Where can administrative issues be resolved?
• Who is the Graduate Research Contact for this School?
• Academic misconduct
• Conflict resolution processes at UCD
• Social and cultural activities for doctoral students in UCD

Note: All new academics to UCD will be required to undertake a Research Supervisor Induction Session. Information regarding these sessions will normally be communicated to new staff by HR. or via their respective Colleges.

Next page: Effective research supervision strategies

Further Resources

Documents and files.

View a repository of all documents that are most relevant to graduate research students and supervisors

Research Integrity at UCD

View information on Research Integrity policy, practices and training at UCD

UCD Teaching & Learning

Access a wealth of resources related to teaching and learning at UCD

A student's view of research supervision

Review the information provided to students about working with their supervisor

School of Graduate Studies

The role of a supervisor.

Fundamental to the idea of “supervision” is that a graduate faculty member (or occasionally more than one) takes primary responsibility for assisting you learn the craft of research and proceed successfully to your degree. Supervision can take many forms, depending on a variety of factors: for instance, the program you are enrolled in, the approach used by the supervisor, your needs and learning style, your discipline. 

Want to talk?

What you can expect of your supervisor.

In general, you can expect your supervisor to assist you in these areas:

• Planning.  Guiding you in the selection and planning of a meaningful and appropriate research topic that can be successfully completed within the normal time limit for the degree program; helping you establish a realistic timetable for completion of your program, preferably including a number of milestones to measure progress along the way.
• Guidance.  Providing you support and resources to help you understand the relevant theories, knowledge, and background literature, and the methodological and technical skills necessary for the research; providing adequate opportunity and a positive environment for discussion and constructive criticism of ideas, research plans, research results, and thesis drafts as the research progresses.
• Feedback.  Providing sufficient and appropriate guidance and commentary on progress to help ensure successful completion of the program; keeping track of progress and investigating any concerns; being open, honest, and fair with you when your academic performance is not meeting expectations. Sometimes, the most helpful feedback a supervisor can give you is that you are not making sufficient progress and what is required of you for improving your academic performance. While dealing with inadequate academic performance can be difficult, it is in no one’s best interests to prolong a program of study when success is unlikely.
• Accessibility.  Establishing regular meeting times for discussion and review of progress; being reasonably accessible for unscheduled meetings; making arrangements to ensure continuity of supervision during leaves or extended periods of absence.
• Assistance with setting up a supervisory committee.  Check your program requirements, but this should be done as early as possible in the program, and no later than the end of the second year. Ensuring that you have a meeting with your supervisory committee at least once a year, that the meeting is meaningful and helpful, and results in a written report of your progress for inclusion in your academic file. You should be given the opportunity to include your own comments in the report.
• Awareness of policies and regulations.  Being aware of, and ensuring that you are made aware of, all relevant policies and requirements for both your academic program and research.
• Ensuring academic and research integrity.  Ensuring that you understand the need for and meaning of the highest standard of academic and scholarly integrity both in coursework and research.
• Support and encouragement.  Assisting and encouraging your wider professional development through such means as: participation in seminars and colloquia, attendance and presentation of work at local, national, or international conferences; publication of your work in appropriate journals; encouraging authorship or co-authorship on publications as appropriate; taking advantage of the numerous offerings provided by the University for professional development, including the Graduate Professional Skills (GPS) program through the School of Graduate Studies; assisting you in the transition from degree program to employment by, for instance, providing advice on various career options, how to prepare a CV/resume, and strategies for launching an academic or other professional career, introducing you to professional colleagues and assisting in establishing a network of contacts, being willing to write letters of reference and communicate with relevant contacts.
• Health and safety.  Ensuring that the research environment in the lab or research group is safe, equitable, and free from violence, harassment and discrimination.
• Avoiding conflict of interest.  Avoiding personal or business relationships that may constitute a (perceived) conflict of interest.

Read the Responsibilities of the Student, Supervisor, and Supervisory Committee (Supervision Guidelines for Students – Section 4)

The role of supervisor vs. mentor.

We also believe that a good graduate supervisor will incorporate both roles of supervisor and mentor.

Your  supervisor  will guide you through the requirements of the academic program, set out expectations, provide evaluations and assessment of your work, and generally assist you in meeting and completing the various milestones and tasks that are part of your program.

As a  mentor,  your supervisor can be more focused on your long-term development and on providing personal support, not just with regard to the academic requirements but also regarding your development as a scholar and researcher. As a mentor, your supervisor will support you in aspects relevant to the academic process, including but not limited to time managements, conflict resolution, gaining familiarity with the scholarly or research culture in the particular discipline, exploring career options and providing advice on how to prepare for a career, etc. 

The supervisory relationship is only one of many opportunities to have a mentorship experience. We encourage you to explore other mentorship opportunities within your graduate unit or across the university. 

Graduate Supervision Guidelines

Supervision resources for graduate students, return to the guide homepage.

University | A to Z | Departments

• York Graduate Research School
• Policy, forms and documents
• Policy on Research Degrees
• 6. Responsibilities of PGRs and supervisors
• About the York Graduate Research School
• Contact YGRS
• YGRS newsletter
• Academic progression
• Responsible research
• Support and wellbeing
• Researcher development
• Public engagement opportunities
• PGR feedback
• Research funding

6. Responsibilities of research students and supervisors

The responsibilities of PGRs include:

• taking responsibility for their own personal and professional development, including, where possible, recognising when they need help and seeking it in a timely manner;
• maintaining (a joint responsibility with supervisors) regular contact with supervisors (both full-time and part-time PGRs are required to attend formal supervisory meetings at least every six to seven weeks and more frequently if a Graduate School Board prescribes);
• preparing adequately for meetings with supervisors and Thesis Advisory Panels, and for progression reviews;
• setting and keeping to timetables and deadlines, including planning and submitting required work and generally maintaining satisfactory progress with the programme of research;
• making supervisors aware of any specific needs or circumstances likely to affect their work;
• attending any development opportunities (research-related and other) that have been identified when agreeing their development needs with their supervisors;
• adhering to the University’s regulations, policies and guidance regarding PGR programmes, including those relating to health and safety, and intellectual property;
• conducting research with integrity, in accordance with the University’s policy framework (including the Code of practice and principles for good ethical governance, the Code of Practice on Research Integrity and the Research Data Management Policy) and any legal compliance and/or funder requirements;
• ensuring (a joint responsibility with supervisors) that appropriate ethical approval is obtained before research commences;
• maintaining records of their professional development.

The responsibilities of the main supervisor of a PGR include:

• introducing the PGR to the department, its facilities and procedures, and to other PGRs and staff;
• providing satisfactory advice and guidance on the conduct of the research and on the preparation of the thesis;
• monitoring the progress of the PGR’s research programme, reporting on progress to the departmental Graduate School Board, and ensuring the PGR is aware of the need to submit the thesis by the specified deadline;
• encouraging the PGR to participate fully in the planning of their research and to take personal responsibility for the decisions made;
• establishing and maintaining (a joint responsibility with the PGR) regular contact with the PGR, including during any periods in which the PGR is working on their research away from the University, and being accessible to the PGR to give advice;
• having input into the assessment of the PGR’s development needs, and ensuring that instruction is provided in research methods and other academic skills relevant to the PGR’s research;
• monitoring and supporting the PGR’s professional development ( see section 9 );
• providing timely, constructive and effective feedback on the PGR’s work and overall progress within the programme;
• ensuring that the PGR has a clear understanding of the need to exercise probity and to conduct research according to the University’s policy framework (including the Code of practice and principles for good ethical governance, Code of Practice on Research Integrity and the Research Data Management Policy) and any legal compliance and/or funder requirements, and of the implications of research misconduct;
• ensuring that, in the case of PGRs undertaking laboratory work, there is an appropriate level of supervision and monitoring, including regular checks on data-recording and notebooks and occasional checks on the day-to-day conduct of experiments;
• ensuring (a joint responsibility with the PGR) that appropriate ethical approval is obtained before research commences; 
• ensuring that the PGR is aware of relevant sources of advice within the University, including those relating to careers guidance;
• ensuring that they meet their responsibilities to the PGR under the University’s Health, Safety and Welfare Policy Statement and Arrangements ;
• providing effective pastoral support and, where appropriate, referring the PGR to other sources of such support within the University. Also, monitoring a PGR's Student Support Plan (if applicable);
• helping and encouraging the PGR to interact with others working in the field of research (for example, encouraging the PGR to attend relevant conferences and supporting him/her in seeking funding for such events), and to keep themselves informed of developments within their subject;
• where appropriate, helping and encouraging the PGR to submit conference papers and articles to refereed journals;
• maintaining the necessary supervisory expertise;
• exercising sensitivity to the diverse needs of individual PGRs, including international PGRs and those with a disability.

Although supervisors may encourage their supervisees to seek advice on particular academic topics from other members of staff, the supervisor has the primary responsibility for directing the research to a satisfactory conclusion. It is, therefore, essential that the supervisor should approve the general content and planning of the research.

Policy sections 1. Introduction 2. The criteria for the award of PGR degrees 3. The research environment 4. Selection, admission and induction of PGRs 5. Supervision 6. Responsibilities of PGRs and supervisors 7. Periods of enrolment, changes to PGRs' status and personal circumstances (including illness), working hours and holidays 8. Progress and review arrangements 9. Development of research and other skills 10. Evaluation of PGR programmes 11. Responsible research and academic integrity 12. Assessment 13. Dissemination of research results, intellectual property rights and responsibilities 14. PGR complaints and appeals 15. Research away from York (excluding PGRs on distance learning PGR programmes) 16. Arrangements for non-York PGRs Appendices Appendix 1: Policy on the recording of second progress review meetings and oral examinations for research degrees Appendix 2: Policy on PhD/EngD and MPhil PGR progression Appendix 3: PGR Academic Misconduct policy Appendix 4: Paid parental leave policy Appendix 5: Policy framework for distance learning PGR programmes Appendix 6: Policy framework for collaborative off-site and collaborative split-site PGR programmes Appendix 7: Policy framework for integrated PhD programmes Appendix 8: Policy and process for the appointment of examiners for research degrees Appendix 9: Guidance for Examiners on Degree Outcomes Appendix 10: Policy on Transparency of Authorship in PGR Programmes, including generative AI, proofreading and translation Appendix 11: Policy on Granting PGR Programme Extensions in Exceptional Circumstances

University of York , Heslington , York , YO10 5DD , UK Tel: work +44 (0) 1904 320000 | Fax: fax +44 (0)1904 323433

Legal statements | Privacy | Cookies | Accessibility © University of York | Modify | Direct Edit

Skip to content. | Skip to navigation

Personal tools

• Log in/Register Register

https://www.vitae.ac.uk/doing-research/doing-a-doctorate/starting-a-doctorate/supervision-and-key-relationships

This page has been reproduced from the Vitae website (www.vitae.ac.uk). Vitae is dedicated to realising the potential of researchers through transforming their professional and career development.

• Vitae members' area

Supervision and key relationships

This section looks at how to develop an effective supervisory relationship:

• The main supervisor's role
• The researcher's role

The supervisory team

• Managing supervision

Other key relationships

General information.

An effective working relationship with your supervisory team is key to your success as a postgraduate researcher. You need to understand the supervisory team role and be proactive in this relationship if you want to get the most out of it.

Doctoral study requires a high level of independence and your supervisory team is not there to spoon-feed or micro-manage you, but they should provide you with support and guidance and meet with you regularly.

Importantly, your main supervisor is only one of the key relationships in your doctorate. In the UK the QAA Quality Code that regulates research degrees says that each doctoral researcher 'will have a minimum of one main supervisor' who ‘will normally be part of a supervisory team'. There will also be other people to guide and support you, such as librarians and archivists, research staff and technicians.

The main supervisor’s role

The exact role of your supervisor will differ depending on your university, discipline, the main supervisor's style and workload, as well as the role that the rest of your supervisory team play. However, typically supervisors should:

• ensure that you understand what is expected
• have regular supervisory meetings with you
• help you formulate a research plan 
• ensure that you are aware of how your research fits into any research groups or projects of which you are part 
• help you to co-ordinate the supervisory team responsible for your project 
• give guidance about literature, training, ethics, research techniques and academic conventions 
• help you develop your critical thinking 
• provide constructive feedback on written work 
• give feedback on your overall progress 
• advise on courses, both specialist and concerning professional development
• access to advice on career development and the range of career opportunities 
• help you set realistic deadlines and to submit your thesis on time 
• advise you on where to present your work, conferences and opportunities for publication
• read and comment upon the whole of the final thesis.

Back to top

The doctoral researcher’s role

While your supervisory team is a key resource in the conduct of a doctorate, ultimately the responsibility for the project rests with you.Your exact role is likely to be detailed in your university's regulations. Typically the doctoral researcher is expected to:

• take responsibility for finding out what is expected
• take the initiative in raising problems or difficulties 
• help the supervisory team to ensure consistency 
• discuss with the supervisory team how to make guidance more effective, including disability related concerns
• agree, organise and attend mutually convenient meetings, contribute to their agenda and circulate work in advance
• undertake research training as agreed and where need is identified
• undertake recommended reading 
• produce written work as agreed 
• comply with reporting procedures and inform supervisors of the progress of your research 
• tell supervisors about difficulties you encounter in your work 
• arrange for informal sharing of information and practice 
• generate your own ideas 
• set realistic deadlines 
• ask when you don't understand 
• decide when to submit the thesis and ensure that it is submitted on time.
• ensure that the thesis complies with institutional regulations

While regulations will differ between countries and universities all doctoral researchers are expected to be proactive, independent and assertive. So if you need guidance you need to ask. Back to top

In the UK, and increasingly in other countries, universities appoint more than one person to supervise doctoral research projects . The supervisory team will normally consist of two or three individuals with interest in your project and progress, including a main supervisor as the identified point of contact.

This team will normally be made up of academic staff within your department, but you may have members of your supervisory team from other departments, institutions or other organisations.

Usually, not all of the team will be experts in your subject, but they all should be experienced researchers who will be able to support and mentor you. One of your supervisors may be there as ‘personal mentor and tutor' to support your progress in developing as a researcher.

In interdisciplinary projects, supervision may take the form of a joint supervisory relationship where both supervisors have equal weight. In these projects it is particularly important to agree upfront the roles and responsibilities of each person in the supervisory team and who makes final decisions.

Spend time exploring how each member of the team sees their role and how they will support you during your doctorate. Being up front and clear about expectations, roles and responsibilities increases the opportunity for this to be a constructive relationship. Back to top

Managing the supervision process

In order to get the most out of your supervision you should take control of the process using some of the following suggestions.

• Discuss and agree key issues, eg authorship of papers, research ethics and intellectual property, at the start of the project
• Be proactive and arrange formal supervisory meetings 
• Prepare an agenda and send it to your supervisor in advance 
• Prepare some work before each meeting to provide some focus to the meeting. Early on in your project you might just produce a list of what you have read or done, but as the project develops you are likely to be able to give data, analysis, papers, presentations and early drafts of chapters. 
• Expect to receive feedback and criticism and use this to improve your work 
• Deal with problems as they arise. Often these will be related to technical or resource issues but also be prepared to discuss issues around the style and frequency of supervision. Supervisors generally want to do a good job so if you make suggestions for improvements they will usually be willing to try them 
• Summarise meetings and keep a copy for your own record and send one to your supervisor. This will help to ensure follow-up on any actions and will highlight any misunderstandings

Feel free to discuss things beyond your project, particularly your development as a researcher and career aspirations . Back to top

It is also worth thinking about how you relate to each of the following groups.

• Research staff who work in your laboratory or department will generally have more experience than you and be more practically involved than your supervisor. They are likely to vividly remember what it was like to do a doctorate and can be a great source of inspiration as well as information
• Technicians will be invaluable in helping you to learn techniques and gain a greater understanding of how the research environment works in practical terms
• Librarians are experts in information management and can help you identify and locate journals and other sources of information
• Trainers, advisors and career staff may be provided by your institution and some of them may have a particular focus on postgraduate researchers. It is worth finding out what other staff exist in your institution and what kinds of issue they will be able to give you advice and support on
• Other postgraduate researchers are an important source of peer support. Building up strong networks of peers in your immediate environment and beyond will be invaluable to you as you undertake your doctorate

Bookmark & Share

• Research, Partnerships and Innovation
• Postgraduate Research Hub
• Supervision: The Code of Practice

Responsibilities of the supervisor

An outline of supervisors' responsibilities towards PGR students and the wider University.

• At the outset of the research, the supervisor should explore in detail the student's academic background to identify any areas in which further training (including English language training) is required. In particular, the supervisor should advise the student in the choice of subject-specific knowledge and skills training required. 
• The supervisor will give guidance on the nature of the research and the standard expected; the selection of a research programme and the topic to be covered; the planning and timing of the successive stages of the research programme; literature and sources; research methods and instrumental techniques; attendance at appropriate courses; data management, avoidance of unfair means and respect for copyright.
• The supervisor should ensure that they have a thorough understanding of the DDP and its benefits, to ensure students make the most appropriate choice of modules and other training and development opportunities.
• The supervisor should ensure that the student has a clear understanding in general terms of the main aspects of graduate research: the concept of originality; the different kinds of research; the form and structure of the thesis (including the appropriate forms of referencing); the necessary standards to be achieved; the importance of planning and time management; the procedures for monitoring and reporting progress.
• The supervisor should ensure that the student is aware of the University's Good Research and Innovation Practices (GRIP) Policy. In addition, the supervisor should ensure that the student has a clear understanding in general terms of good academic practice and, where relevant, ethics approval and research governance. 
• The supervisor should work with the student to establish an effective supervisory relationship, thereby supporting the student. This should include an agreement on the frequency of progress meetings and the arrangements for keeping records.
• The supervisor should set a target date for Confirmation Review and and regular progress milestones at induction, to ensure that all parties acknowledge the length of time available for each stage of the project.

Supervision

• The supervisor should ensure that the research project can be completed fully, including preparation and submission of the thesis, within the student's tuition fee-paying period, and should advise the student accordingly.
• The supervisor must ensure that a clear agreement is made with the student on the frequency and nature of the supervisory contact required at any particular stage of the project. Supervisory sessions should be uninterrupted as far as possible by telephone calls, visitors and other departmental/school business. The frequency of such sessions should be every four weeks as a minimum (pro-rata for part-time); the frequency may depend on the nature of the research (e.g. whether laboratory work is involved) and the specific research project. The length of sessions will also vary, from student to student, across time and between disciplines.
• The supervisor should comply with the attendance and engagement monitoring requirements of the department/school/University and raise any attendance or engagement concerns at an early stage.
• Written records of formal supervisory meetings should be made and retained by both the student and supervisor for at least the duration of the student's registration. 
• Both the supervisor and student should keep any relevant or significant correspondence, including emails, which relate to the student's degree.  This is especially important for students who are studying via the Remote Location programme or who are spending a significant amount of time off-campus.
• The student and supervisor must have an agreed procedure for dealing with urgent problems (e.g. by telephone, e-mail and/or the arrangement of additional meetings at short notice).
• The supervisor should, in discussion with the student, establish and maintain a satisfactory timetable for the research, including the necessary completion dates for each stage, so that the thesis may be submitted on time. This planning should take into account the requirements of the relevant funding body in relation to submission.
• The supervisor should read promptly all the written work submitted in accordance with the agreed timetable and provide constructive and timely feedback.  The supervisor should advise the student of any obstacles to providing timely feedback, e.g. planned periods of time away from the University, particularly when the student is approaching submission.
• The supervisor should arrange, as appropriate, for the student to present work to staff or graduate seminars and should take an active part in introducing the student to meetings of learned societies and to other researchers in the field. The supervisor should provide advice, where appropriate, on publication of any of the research.
• The supervisor should advise the student, in advance, of any planned periods of absence from the University. If the period of absence is significant (more than the length of time between supervisory meetings), the supervisor should ensure that appropriate arrangements for alternative supervision are made and that the student is informed of them.
• The supervisor should take note of feedback from the student.
• The supervisor should engage with mandatory Continuing Professional Development appropriate to their level of supervisory experience, in line with University requirements.

Academic progress

• The supervisor should ensure that the student is informed of any inadequacy of standards of work below that generally expected from research students and should suggest remedial action, or training, as appropriate.
• The supervisor should comply with all departmental/school, faculty and/or sponsor requirements concerning the monitoring of progress and submission of progress reports. 

The final stages

• The supervisor should nominate appropriate examiners well in advance of the thesis being submitted, bearing in mind that all nominations require faculty approval before they can be appointed.  Failure to do so will lead to delays in dispatching the student’s thesis and arranging the viva examination.
• The supervisor should read and comment on drafts of the thesis before submission.
• The supervisor should ensure that the student understands the procedures for the submission and examination of the thesis and should assist the student in preparing for the oral examination, including offering a mock viva.
• Should the student be asked to resubmit their thesis, the supervisor will be responsible for continuing to provide support and supervision throughout the resubmission period.
• The supervisor should discuss and agree with the student if there is a need to embargo the thesis and should sign off on the Access to Thesis form which specifies any embargo requirements.

Related information

Contact the Research Degree Support Team

Workshops for Research Supervisors

Responsibilities of the student

Responsibilities of the department

How to Become a Research and Development Supervisor

Step 1: Understand the job description and responsibilities of a Research and Development Supervisor

What does a research and development supervisor do.

A Research and Development Supervisor supervises activities in the research and development department. Oversees personnel who utilize established mathematical and scientific techniques to compile and analyze data and write technical reports detailing procedures, outcomes, and observations. Being a Research and Development Supervisor ensures proper procedure, and helps devise new development techniques. Requires a bachelor's degree. Additionally, Research and Development Supervisor typically reports to a manager. The Research and Development Supervisor supervises a small group of para-professional staff in an organization characterized by highly transactional or repetitive processes. Contributes to the development of processes and procedures. To be a Research and Development Supervisor typically requires 3 years experience in the related area as an individual contributor. Thorough knowledge of functional area under supervision.

Principal investigators and supervisors have a significant role in supporting the professional development of researchers.

It enables structured conversations with researchers about progress to becoming a well rounded, capable and confident researcher.

The Supervisor Induction Program gives you a broad understanding of your roles and responsibilities for being a HDR Supervisor.

The Researcher Development Programme provides an essential range of seminars and workshops that are designed to support academic staff and higher degree research (HDR) candidates in building and progressing their research careers.

Vitae is the global leader in supporting the professional development of researchers, experienced in working with institutions as they strive for research excellence, innovation and impact.

Step 2: Learn best tips to become a Research and Development Supervisor

Best tips for those who want to become a research and development supervisor.

Here are some tips to become a Research and Development Supervisor.

Step 3: View best colleges and universities for Research and Development Supervisor

Best colleges and universities for research and development supervisor.

• Butler University
• Carroll College
• High Point University
• Princeton University
• Providence College
• Rollins College

Step 4: Think about whether is it worth to be a Research and Development Supervisor

Is being a research and development supervisor worth it.

Effectively work with other Supervisors to maintain daily kitchen organization and cleanliness.

Successful delivery of the new product development pipeline from initial concept to launch.

The authority’s purpose is to “promote opportunities for energy development in Southwest Virginia, create jobs and economic activity in the region consistent with the Virginia Energy Plan, and position Southwest Virginia and the commonwealth as a leader in energy workforce and energy technology research and development.”.

“My vision is to help create an Energy Park in Southwest Virginia that will bring research and development companies here to test and refine their products and theories.

“The Authority allows us to connect research and economic development in order to drive energy innovation in Southwest Virginia,” Kilgore said.

Step 5: Prepare relevant skills for being a Research and Development Supervisor

What skills do you need to be a research and development supervisor.

In order to drive yourself and your team to success, in a management position you need to have a broad base of skills.  For success in this position, you effeciency with these skills is key: Research Design, Scientific Research, Statistical Reporting, Scientific Study Reports, Scientific Testing.  Although every company varies in their requirements, these competencies will help you in this role.

To supervise/guide the Research and Development Team (Production) with product development and improvement and all related work required by the management.

Champion the technical design and development, evolution or acquisition of R&D Cross-Functional platforms; direct and influence standards and guidance to source system owners; ensures and experts integration with related functions.

The drive for self-development, the ability to collaborate, and an action-oriented work ethic.

Must have at least 2 years experience in Research and Development in food manufacturing.

Experience in oils and fats Research and Development and application as well (bakery, confectionery, dairy etc.).

Step 6: View average salary for Research and Development Supervisor

How much does a research and development supervisor make.

The average salary range for a Research and Development Supervisor is from $101,933 to $140,229. The salary will change depending on your location, job level, experience, education, and skills.

Average salary for Research and Development Supervisor jobs

• Scientific Research Supervisor
• Research Laboratory Supervisor
• Market Research Supervisor
• Research and Development Associate I
• Research and Development Associate II
• Research and Development Associate III
• Chemical Engineer I - Research & Development (R&D)
• Chemical Engineer II - Research & Development (R&D)

Step 7: Find relevant Research and Development Supervisor jobs, and apply.

Looking for research and development supervisor jobs.

Here are some Research and Development Supervisor jobs in the United States.

Step 8: Explore Career Path of Research and Development Supervisor

• Current Employees
• Duke & Durham
• Human Resources
• Connect With Us
• External Applicants
• Current Duke Employees
• Duke Health Careers

Thank you for your interest, this position is no longer available.

Duke is an Affirmative Action / Equal Opportunity Employer committed to providing employment opportunity without regard to an individual’s age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status. Read more about Duke’s commitment to affirmative action and nondiscrimination at hr.duke.edu/eeo.

Project Manager: Clinical Practice & Research Partnerships

Job summary.

The Michigan Medicine Quality Department is seeking a skilled individual to provide support for the Michigan Program on Value Enhancement (MPrOVE). The Michigan Program on Value Enhancement (MPrOVE) is a multi-faceted strategic initiative designed to implement and evaluate innovative projects that improve the value of care at Michigan Medicine (MM) and research the implementation of novel ideas around value and right-sizing care. MPrOVE is jointly supported by the MM Quality Department and the Institute for Healthcare Policy & Innovation (IHPI).

This Project Manager will directly lead multiple MPrOVE projects that build research practice partnerships to improve patient care. These will include collaborative quality improvement and research projects aimed to reduce low-value care and bridge the gap between health services research and clinical operations at Michigan Medicine. This role will coordinate a team of physician researchers, clinicians, statisticians, analysts, and other stakeholders to coordinate the implementation and evaluation of impactful projects across the health system. This work is designed to accelerate the application of innovative research methods to facilitate the identification, assessment, and de-implementation of low-value services at MM and beyond. 

Depending on the skills and interests of the individual who takes this position, there will be flexibility regarding additional opportunities to support value-based project and research activities.

This is a full-time position working approximately 8:30am-5:00pm, Monday through Friday. 

This position will be eligible for a remote first approach to work location, however, there are some required in-person meetings which occur approximately once per week (4 times per month). Flexible work opportunities are determined at the discretion of the hiring department. Flexible work agreements are reviewed annually and are subject to change dependent on the business needs of the team throughout the course of employment.

Mission Statement

Michigan Medicine improves the health of patients, populations and communities through excellence in education, patient care, community service, research and technology development, and through leadership activities in Michigan, nationally and internationally.  Our mission is guided by our Strategic Principles and has three critical components; patient care, education and research that together enhance our contribution to society.

Why Join Michigan Medicine?

Michigan Medicine is one of the largest health care complexes in the world and has been the site of many groundbreaking medical and technological advancements since the opening of the U-M Medical School in 1850. Michigan Medicine is comprised of over 30,000 employees and our vision is to attract, inspire, and develop outstanding people in medicine, sciences, and healthcare to become one of the world’s most distinguished academic health systems.  In some way, great or small, every person here helps to advance this world-class institution. Work at Michigan Medicine and become a victor for the greater good.

What Benefits can you Look Forward to?

• Excellent medical, dental and vision coverage effective on your very first day
• 2:1 Match on retirement savings

Responsibilities*

Project Management (60%)

• Translate leadership priorities and goals into actionable project deliverables for specific MPrOVE projects. This includes tying MPrOVE projects to the health system priorities framework.
• Independently lead projects that connect health system leaders with researchers to achieve impact. This will include conducting technical project work (such as project planning, intervention design, and quality improvement efforts), leading stakeholder coordination (facilitating meetings as well as collaborative decision-making), and developing research dissemination content in partnership with faculty (such as abstracts, presentations, and manuscripts). 
• Independently produce detailed timelines and resource plans, define requirements, create project documentation, report status to team and stakeholders through project summaries and progress tracking, track and solve issues with team members and work with faculty to complete necessary activities that drive progress.
• Draft, edit, and format communications, documents, and reports using Word, Excel and PowerPoint for use in a variety of venues with diverse audiences including senior leaders and external stakeholders.  
• Manage project resources, including budgets, staff time, faculty time, and stakeholder capital, to design, implement, and evaluate impactful value-based quality improvement projects.
• Build and sustain working relationships across different levels of the organization, including connections throughout all levels of the Quality Department, MM, and IHPI, as well as establishing connections within key clinical divisions involved in specific projects. 
• Devise innovative solutions to any problems that may arise during the course of the project, and take appropriate actions to resolve without waiting for direction.

Research Responsibilities (25%)

• Work collaboratively with faculty members, analysts, and data teams to develop evaluation and  research approaches. 
• Cooperate with physician faculty, PhD researchers, analysts, and other partners to plan and execute surveys, qualitative interviews, mixed-methods projects, and/or research projects on value of care at MM.
• Collect or direct other team members to organize and analyze medical chart data (the electronic health record; EPIC/MiChart).. 
• Assist with IRB requirements. 
• Coordinate the development of collaborative academic products and research presentations.  

Coordinate MPrOVE Learner Program (10%)

• In coordination with other MPrOVE staff and leaders, work to develop and coordinate the MPrOVE Learner Program, which will actively engage students and learners from multiple disciplines, particularly those interested in value, de-implementation, and research. 
• Tasks will include coordination of learning/training sessions, actively engaging with students, and at times facilitating open dialogue among learners about projects, emerging research, and additional topics related to value and research.

Additional Activities and Tasks as Needed (5%)

• As needed, provide high-level project management expertise leading to the advancement of the MPrOVE Program.
• Other duties as assigned.

Required Qualifications*

• Bachelor's degree.
• 5+ years of relevant experience such as quality improvement, projects related to health services data/research, or quality of care in adult or pediatric populations. 
• 3+ years of experience working directly with clinical operations team leaders and physician faculty.
• Ability to consistently meet deadlines for multiple projects and stakeholders in a fast-paced environment with competing tasks and priorities.
• Strong skills related to collaboration, active listening, interpersonal communication, meeting facilitation.
• Detail oriented with strong organizational, communication, and advanced problem-solving skills. 
• Experience with research methods such as surveys, qualitative interviews, or analytic approaches.
• Experience with quality improvement, implementation science, healthcare evaluation and health services research.
• Experience with the academic research process including protocol development, data collection and management, and dissemination of academic products.

Desired Qualifications*

• Advanced technical skills and expertise related to quality improvement, implementation science, or health services research.
• Familiarity with value-based care, research practice partnerships, or translational research . 

Modes of Work

Positions that are eligible for hybrid or mobile/remote work mode are at the discretion of the hiring department. Work agreements are reviewed annually at a minimum and are subject to change at any time, and for any reason, throughout the course of employment. Learn more about the work modes .

Background Screening

Michigan Medicine conducts background screening and pre-employment drug testing on job candidates upon acceptance of a contingent job offer and may use a third party administrator to conduct background screenings.  Background screenings are performed in compliance with the Fair Credit Report Act. Pre-employment drug testing applies to all selected candidates, including new or additional faculty and staff appointments, as well as transfers from other U-M campuses.

Application Deadline

Job openings are posted for a minimum of seven calendar days.  The review and selection process may begin as early as the eighth day after posting. This opening may be removed from posting boards and filled anytime after the minimum posting period has ended.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.

• United States Applicants
• United Kingdom Applicants
• United Arab Emirate Applicants
• Current Employees
• Mayo Clinic Careers
• Anesthesiology
• Dermatology
• Emergency Medicine
• Family Medicine
• Internal Medicine
• Lung Transplant
• Psychiatry & Psychology
• Nurse Practitioner & Physician Assistant
• Ambulance Service
• Clinical Labs
• Med Surg RN
• Radiology Imaging
• Clinical Research Coordinator
• Respiratory Care
• Senior Care
• Surgical Services
• Travel Surgical Tech
• Practice Operations
• Administrative Fellowship Program
• Administrative Internship Program
• Career Exploration
• Nurse Residency and Training Program
• Nursing Intern/Extern Programs
• Residencies & Fellowships (Allied Health)
• Residencies & Fellowships (Medical)
• SkillBridge Internship Program
• Training Programs & Internships
• Diversity, Equity & Inclusion
• Employees with Disabilities

You're using Internet Explorer - therefore, some pages or features may not display properly. We recommend switching to a modern browser such as Chrome, Microsoft Edge, or Firefox for a smoother experience.

Search life-changing careers.

Job title or keyword

City or region

Radius Radius 5 miles 15 miles 25 miles 35 miles 50 miles 75 miles 100 miles

Program Manager – Clinical Trials & Biostat Research Ops (Remote)

• Rochester, MN
• Clinical Trials & Biostatistics

Not ready to apply? Join our talent community

The Program Manager will oversee the Research Center or Program which serves as the research administrative base for several multicenter clinical trial/research groups with national/international participation. 

The Program Manager provides leadership, management, and direction, and is responsible for the operation of multiple large and complex units/programs within the designated Research Center or Program. 

Manages unit staffing and performance management; coordinates resources and workload to achieve objectives and strategies. 

Works with Scientific and Administrative leadership in development of strategic plans, budgets (work unit and programmatic) and process improvements. 

Manages partnerships with affiliated national/international consortium or program members. 

Provides consultative expertise regarding policy and/or regulatory questions to investigators and support staff. 

Independently leads problem-solving and decision-making activities, within the program scope and change management process assessing risks and actions to accomplish program objectives. 

Interacts with sponsors, including pharmaceutical companies, federal (e.g., National Institutes of Health, Department of Defense) and others. 

Continually evaluates work unit processes and procedures for effectiveness and efficiency and implements quality improvement efforts. 

Participates in grant renewal processes. 

Facilitates department meetings, maintains active role on administrative and executive committees, task forces and acts as a "change agent" for the unit(s). Acts as a mentor for the supervisors and staff within the unit(s). 

Initiates and maintains positive working relationships with internal (e.g., IRB, Compliance Office, other CRO Units, MCA, MCF, etc.) and external customers (e.g., FDA, NCI, OHRP, etc.). 

Directs and controls the activities of large/mega/major/complex/business critical research programs having overall responsibility for planning, budgeting, implementing, and maintaining costs, methods, and employees. 

Accountable for the achievement of program goals, objectives, budget, and timelines. 

Determines and establishes organizational structures and supervisory relationships, subject to leadership approval. 

Manages multiple and/or high complex programs and deals with many investigators both within and outside of Mayo and internationally. 

Develops program strategy, program planning, implementation plan and program metrics. 

Ensures high quality and minimum program costs by implementing and maintaining a quality management program across all programs responsible for. 

Decisions would affect the financial, employee, or public relations posture of Mayo or the research center.

Bachelor’s degree in management, business administration, health care administration, or related field with a minimum of 6 years of related experience; OR Master’s degree in management, business administration, health care administration, or related field with a minimum of 2 years management or related experience required. 

Working knowledge of clinical trials, research programs, data management, computer/related systems are required. 

Must have demonstrated competencies in strategic and systems thinking, business acumen, decision making, leading people, change management, global thinking, influence without authority, communication, conflict resolution, process and systems change and operations. 

Demonstrated project management and knowledge of continuous improvement methods. 

Must have the ability to independently manage a varied workload of projects and assignments with multiple priorities in a rapidly changing environment. 

Will need to take initiative to develop and implement innovative solutions to issues with significant financial and operational impact to the work unit. 

Working knowledge and understanding of finance, budgeting, planning and human resource development is essential. Must have strong interpersonal skills with demonstrated effectiveness in management and group dynamics, including team problem solving skills. 

Excellent written and verbal communication skills, including presentation skills are required. 

SoCRA or ACRP certification preferred.

Note: Visa sponsorship is not available for this position. Must be U.S. citizen, permanent resident, refugee or asylee.

About our location

Rochester, Minnesota

We would love to connect with you.

Click the button for a list of our upcoming events.

Join Our Talent Community

Sign up, stay connected and get opportunities that match your skills sent right to your inbox

Email Address

Phone Number

Upload Resume/CV (Must be under 1MB) Remove

Job Category* Select One Administrative Anesthesiology Business Cardiology CRNA Dermatology Dialysis Technician Education Emergency Department Engineering ER Nurse Executive Facilities Management Family Medicine Fellowships Gastroenterology Hospitalist Housekeeping ICU Nurse Information Technology Internship Laboratory Licensed Practical Nurse Medical Surgical New Grad Nurse Nurse Manager Nurse Practitioner Nursing OB/GYN Oncology Ophthalmology OR Nurse Patient Care Pediatrics Pharmacy Phlebotomy Physician Physician Assistant Psychiatry Psychology Radiology Research Scientist Security Surgery Therapy Travel Nurse

Location Select Location Albert Lea, Minnesota Arcadia, Wisconsin Austin, Minnesota Barron, Wisconsin Bloomer, Wisconsin Caledonia, Minnesota Cannon Falls, Minnesota Chippewa Falls, Wisconsin Duluth, Minnesota Eau Claire, Wisconsin Fairmont, Minnesota Glendale, Arizona Holmen, Wisconsin Jacksonville, Florida La Crosse, Wisconsin Lake City, Minnesota London, England Mankato, Minnesota Menomonie, Wisconsin Minneapolis-St. Paul-Bloomington, Minnesota New Prague, Minnesota Onalaska, Wisconsin Osseo, Wisconsin Owatonna, Minnesota Phoenix, Arizona Red Wing, Minnesota Rice Lake, Wisconsin Rochester, Minnesota Saint Cloud, Minnesota Saint James, Minnesota Scottsdale, Arizona Sparta, Wisconsin Waseca, Minnesota Zumbrota, Minnesota

• Research, Remote Remove
• Research, Rochester, Minnesota, United States Remove

Confirm Email

Join our talent community.

Join our global talent community to receive alerts when new life-changing opportunities become available.

Jobs for you

• Top Matches for You
• Featured Jobs
• Recently Viewed Jobs
• Eau Claire, Wisconsin Environmental Services Worker II Housekeeping
• Rochester, Minnesota Registered Nurse – Float Staff – $15,000 Hiring Bonus Nursing
• Phoenix, Arizona EVS Associate Housekeeping
• Arcadia, Wisconsin Environmental Services Tech Housekeeping

You have no Recently Viewed Jobs. View all available opportunities.

If you want to know what it's really like at Mayo Clinic, just ask. You'll find that our pride–in where we work, and in what we do–is a common trait. You will also find a lot of inspiring stories about lives changed for the better.

Nurse Residency Program

The Nurse Residency Program (NRP) is for all nurses with less than 12 months of experience, to be completed within the first year. NRP provides a framework for a successful transtion to a professional nurse by promoting educational and personal advancement.

As your career evolves, our compensation and benefits packages are designed to change with you — meeting needs now, and anticipating what comes next. We know that when Mayo Clinic takes care of you, you can take better care of our patients.

Equal opportunity

All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, gender identity, sexual orientation, national origin, protected veteran status, or disability status. Learn more about "EEO is the Law." Mayo Clinic participates in E-Verify and may provide the Social Security Administration and, if necessary, the Department of Homeland Security with information from each new employee's Form I-9 to confirm work authorization.

Reasonable accommodations

Mayo Clinic provides reasonable accommodations to individuals with disabilities to increase opportunities and eliminate barriers to employment.  If you need a reasonable accommodation in the application process; to access job postings, to apply for a job, for a job interview, for pre-employment testing, or with the onboarding process, please contact HR Connect at 507-266-0440 or  888-266-0440.

Job offers are contingent upon successful completion of a post offer placement assessment including a urine drug screen, immunization review and tuberculin (TB) skin testing, if applicable.

Recruitment Fraud

Learn more about recruitment fraud and job scams

Advertising

Mayo Clinic is a not-for-profit organization and proceeds from Web advertising help support our mission. Mayo Clinic does not endorse any of the third party products and services advertised.

Advertising and sponsorship policy | Advertising and sponsorship opportunities

Reprint permissions

A single copy of these materials may be reprinted for noncommercial personal use only. "Mayo," "Mayo Clinic," "MayoClinic.org," "Mayo Clinic Healthy Living," and the triple-shield Mayo Clinic logo are trademarks of Mayo Foundation for Medical Education and Research.

Any use of this site constitutes your agreement to the Terms and Conditions and Privacy Policy linked below.

Terms and Conditions | Privacy Policy | Notice of Privacy Practices | Notice of Nondiscrimination

© 1998-2024 Mayo Foundation for Medical Education and Research (MFMER). All rights reserved.

Clinical Research Coordinator - Konopka Lab

• Madison, Wisconsin
• SCHOOL OF MEDICINE AND PUBLIC HEALTH/DEPARTMENT OF MEDICINE
• Staff-Full Time
• Opening at: Sep 3 2024 at 13:55 CDT
• Closing at: Sep 17 2024 at 23:55 CDT

Job Summary:

The Konopka laboratory has multiple, NIH-funded clinical trials to test if leading pharmacological candidates can improve healthy aging in humans. The mTOR inhibitor rapamycin can extend the lifespan and quality of life in multiple model systems. However, it remains unknown if rapamycin or rapamycin analogs can improve outcomes associated with aging in humans. This position will work collaboratively with the lead clinical research coordinator, clinical research supervisor, and/or Dr. Konopka to complete clinical trials testing whether pharmacological inhibition of mTOR can safely intervene on the fundamental biology of aging and improve clinically relevant functional outcomes. A clinical research coordinator is needed to manage study visits, data collection, data entry and interpretation. Study visits will include several innovative and gold standard techniques to evaluate glucose metabolism, cardiorespiratory fitness (VO2max), muscle and cardiac contractile performance, and cognitive function. This may include assisting with the collection, processing and storage of blood and muscle samples. This position will be heavily involved in sample and data collection with human subjects but may also assist with recruitment, enrollment and retention.

Responsibilities:

• 25% Schedules logistics, determines workflows, and secures resources for a defined clinical research trial(s)
• 25% Recruits, screens, selects, determines eligibility and enrolls trial participants, collects information, and answers questions under supervision of a medically licensed professional. May perform basic medical assessments after completion of required training/certification, such as collecting vital signs, obtaining weight, and performing phlebotomy
• 20% Manages research workflow components, collects, prepares, processes, and submits participant data and samples to appropriate entities, adhering to research protocols
• 5% Identifies work unit resources needs and manages supply and equipment inventory levels
• 25% Serves as an initial point of contact for clinical research participants and clinical staff, providing information regarding research procedures, expectations, and informational inquiries. Ensures participants follow the research protocol and alerts Principal Investigator of issues

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Preferred Bachelor's Degree Background in science or medicine including physiology, exercise physiology, allied health, nutrition or related field preferred

Qualifications:

Preferred qualifications: - Experience with human subjects research including subject recruitment, screening, enrollment, and coordination - Experience with techniques to evaluate cardiorespiratory fitness (VO2max), glucose metabolism, and skeletal muscle physiology - Experience with electronic data capture and electronic medial record software such as REDCap, OnCore, Epic/Health Link.

Full Time: 100% It is anticipated this position requires work be performed in-person, onsite, at a designated campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $43,000 ANNUAL (12 months) Depending on Qualifications The starting salary for the position is $43,000 but is negotiable based on experience and qualifications. Employees in this position can expect to receive benefits such as generous vacation, holidays, and sick leave; competitive insurances and savings accounts; retirement benefits. Benefits information can be found at ( https://hr.wisc.edu/benefits/ ).

Additional Information:

University sponsorship is not available for this position, including transfers of sponsorship. The selected applicant will be responsible for ensuring their continuous eligibility to work in the United States (i.e. a citizen or national of the United States, a lawful permanent resident, a foreign national authorized to work in the United States without the need of an employer sponsorship) on or before the effective date of appointment. This position is an ongoing position that will require continuous work eligibility. UW-Madison is not an E-Verify employer, and therefore, is not eligible to employ F1 STEM OPT Extension participants. If you are selected for this position you must provide proof of work authorization and eligibility to work. This position has been identified as a position of trust with access to vulnerable populations. The selected candidate will be required to pass an initial caregiver check to be eligible for employment under the Wisconsin Caregiver Law and every four years.

How to Apply:

To apply for this position, please click on the "Apply Now" button. You will be asked to upload a current resume/CV and a cover letter briefly describing your qualifications and experience. You will also be asked to provide contact information for three (3) references, including your current/most recent supervisor during the application process. References will not be contacted without prior notice.

Adam Konopka [email protected] 608-256-1901 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Clin Res Coord I(RE015)

Department(s):

A53-MEDICAL SCHOOL/MEDICINE/GER-AD DEV

Employment Class:

Academic Staff-Renewable

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

You will be redirected to the application to launch your career momentarily. Thank you!

Frequently Asked Questions

Applicant Tutorial

Disability Accommodations

Pay Transparency Policy Statement

Refer a Friend

You've sent this job to a friend!

Website feedback, questions or accessibility issues: [email protected] .

Learn more about accessibility at UW–Madison .

© 2016–2024 Board of Regents of the University of Wisconsin System • Privacy Statement

Before You Go..

Would you like to sign-up for job alerts.

Thank you for subscribing to UW–Madison job alerts!

PANDA Associate Research Manager for Sudan, based in Kampala, Uganda

Associate manager, research & assessment, kampala, uganda.

Download File

We are currently looking for an Associate Research Manager to support our team in Sudan.

Clashes between the Sudanese Armed Forces (SAF) and the Rapid Support Forces (RSF) erupted in Khartoum on 15 April 2023 and spread quickly across the country. Civilians have fled areas affected by fighting in large numbers, including to Chad, Egypt and South Sudan. Prices of food, fuel and other basic goods have skyrocketed skyrocketing, making critical goods unaffordable for many people. Half of Sudan’s population are in need of humanitarian assistance, and the country is on the verge of a catastrophic hunger crisis. Humanitarian organizations are racing to respond to the most pressing needs wherever and whenever feasible, with access issues complicating the ability of actors to respond. In this fast-evolving context, IMPACT is working to inform the emergency response to enable effective prioritization with scarce resources.

The Sudan team consists of three Units: the Humanitarian Planning and Prioritization Unit , the Markets and Services Unit, and the PANDA Unit . Through these units, IMPACT Sudan implements a range of critical research cycles to inform humanitarian partners working in Sudan and on the regional refugee crisis in South Sudan and Chad; rapid needs assessments in hard-to-reach areas, cross-border assessments, support to the Cash Consortium of Sudan (CCS), support to the country-wide Multi-Sectoral Needs Assessment (MSNA), assessments of cash and markets functionality and item availability, humanitarian needs in camps, and flood susceptibility and climatic impacts. Via this suite of assessments, IMPACT support OCHA to ensure robust analysis for the centralized Humanitarian Programme Cycle, provides assessment and analysis support to the whole system, contributes to ensuring strong analysis via the IPC, and provides evidence to build a common narrative around needs in the country for a range of partners and donors.

Under the management of the Country Representative, the PANDA Associate Research Manager oversees the research activities and staff of the PANDA Unit. The Associate Research Manager oversees and executes all research activities within the above-mentioned Project, meeting quarterly deliverables in a timely fashion while ensuring that the quality of research remains high. They will also liaise extensively with donors, counterparts from GAC’s Implementing Partners, and members of the CCS.

HOW TO APPLY

Submit your application using the form below. Only shortlisted candidates will be contacted.

In case you encounter challenges using the application form, please contact us via  [email protected]

Research Assistant/Associate

University of glasgow - college of science & engineering - james watt school of engineering.

This post is full time, and has funding for up to 7 months.

The University of Glasgow is seeking to appoint a Research Assistant/Associate within the James Watt School of Engineering to a project “Derisking phase two investment from our partner Philips for our project on “Smart Stents”. This project aims to support an existing and ongoing partnership with Philips working on implanted medical devices with integrated electrical sensors. The project will be with Prof Steven L Neale and Dr. John Mercer. Specifically, the job requires expert knowledge in  Biomedical Engineering . The successful candidate will also be expected to contribute to the formulation and submission of research publications and research proposals as well as help manage and direct this complex and challenging project as opportunities allow.

To be considered for an appointment at Grade 7, you must be able to perform the duties as listed for a Research Assistant position with a higher degree of independence, leadership and responsibility, particularly in relation to planning, funding, collaborating and publishing research, and mentoring colleagues. You must also have a Scottish Credit and Qualification Framework level 12 (PhD) or alternatively possess the equivalent in professional qualifications and experience, with experience of personal development in a similar or related role(s).

For informal enquiries or further information about the project, please contact Prof Steven Neale,  [email protected]

For more information and to apply online: my.corehr.com/pls/uogrecruit/erq_jobspec_version_4.jobspec?p_id=153989

The University of Glasgow has a responsibility to ensure that all employees are eligible to live and work in the UK. If you require a Skilled Worker visa to work in the UK, you will be required to meet the eligibility requirements of the visa route to be assigned a Certificate of Sponsorship.

Please note that this post may be eligible to be sponsored under the Skilled Worker visa route if tradeable points can be used under the Skilled Worker visa rules. For more information please visit:   www.gov.uk/skilled-worker-visa .

It is the University of Glasgow’s mission to foster an inclusive climate, which ensures equality in our working, learning, research and teaching environment.

We strongly endorse the principles of Athena SWAN, including a supportive and flexible working environment, with commitment from all levels of the organisation in promoting gender equality. The School of Physics and Astronomy holds the Athena SWAN Silver award, and Juno Champion status.

The University of Glasgow, charity number SC004401.

Share on social media

Advert information

Type / Role:

Subject Area(s):

Location(s):

PhD Alert Created

Job alert created.

Your PhD alert has been successfully created for this search.

Your job alert has been successfully created for this search.

Account Verification Missing

In order to create multiple job alerts, you must first verify your email address to complete your account creation

jobs.ac.uk Account Required

In order to create multiple alerts, you must create a jobs.ac.uk jobseeker account

Alert Creation Failed

Unfortunately, your account is currently blocked. Please login to unblock your account.

Email Address Blocked

We received a delivery failure message when attempting to send you an email and therefore your email address has been blocked. You will not receive job alerts until your email address is unblocked. To do so, please choose from one of the two options below.

Max Alerts Reached

A maximum of 5 Job Alerts can be created against your account. Please remove an existing alert in order to create this new Job Alert

Creation Failed

Unfortunately, your alert was not created at this time. Please try again.

Create PhD Alert

Create job alert.

When you create this PhD alert we will email you a selection of PhDs matching your criteria. When you create this job alert we will email you a selection of jobs matching your criteria. Our Terms and Conditions and Privacy Policy apply to this service. Any personal data you provide in setting up this alert is processed in accordance with our Privacy Notice

Max Saved Jobs Reached

A maximum of 500 Saved Jobs can be created against your account. Please remove an existing Saved Job in order to add a new Saved Job.

Please sign in or register for an account to save a job.

More jobs from University of Glasgow

Geospatial Artificial Intelligence Research Scientist

Research Associate

Research Assistant

Professor/Senior Lecturer of Comparative Genomics

Research Associate/Fellow in Agent Based Modelling

Senior Data Quality Analyst

Show all jobs for this employer …

More jobs like this

Postdoctoral Research Associate

Research Associate In Inspection of Micro-Scale Defects Using Ultrasonic Arrays

Research Associate in Sensors and Systems

Research Assistant / Associate in Microwave Quantum Technology

Research Associate/ Postdoctoral Research Associate

Join in and follow us

Copyright © jobs.ac.uk 1998 - 2024

• Career Advice
• Jobs by Email
• Advertise a Job
• Terms of use
• Privacy Policy
• Cookie Policy
• Accessibility Statement

Browser Upgrade Recommended

For the best user experience, we recommend viewing jobs.ac.uk on one of the following:

Content Search

Panda associate research manager for sudan, based in kampala, uganda.

• IMPACT Initiatives

IMPACT Initiatives is a humanitarian NGO, based in Geneva, Switzerland. The organisation manages several initiatives, including the PANDA Initiative. The IMPACT team comprises specialists in data collection, management and analysis and GIS. IMPACT operates through three Initiatives: REACH, PANDA, and AGORA. This recruitment opportunity pertains to the PANDA Initiative.

PANDA is IMPACT’s lever on humanitarian aid responses which focuses on improving outcomes for beneficiaries through direct engagement with partners and their activities. Where REACH works through soft power and partnerships to affect systemic change, PANDA is direct action that allows us to ensure that the system and its participants are trustworthy and delivering the most effective, efficient and equitable response possible. PANDA is praxis – it is how IMPACT manifests our vision of acting as a catalyst of change within the aid community to work through focused or multidimensional analysis of projects, programmes and policies to identify their results, strengths and weaknesses, and how they can be improved, then proposes or implements a concrete plan for improvement.

We are currently looking for An Associate Research Manager to support our team in Sudan.

Department : PANDA

Position : Associate Research Manager

Contract duration : 12 months

Location : Kampala, Uganda

Starting Date : ASAP

COUNTRY PROFILE

Clashes between the Sudanese Armed Forces (SAF) and the Rapid Support Forces (RSF) erupted in Khartoum on 15 April 2023 and spread quickly across the country. Civilians have fled areas affected by fighting in large numbers, including to Chad, Egypt and South Sudan. Prices of food, fuel and other basic goods have skyrocketed skyrocketing, making critical goods unaffordable for many people. Half of Sudan’s population are in need of humanitarian assistance, and the country is on the verge of a catastrophic hunger crisis. Humanitarian organizations are racing to respond to the most pressing needs wherever and whenever feasible, with access issues complicating the ability of actors to respond. In this fast-evolving context, IMPACT is working to inform the emergency response to enable effective prioritization with scarce resources.

The Sudan team consists of three Units: the Humanitarian Planning and Prioritization Unit , the Markets and Services Unit, and the PANDA Unit . Through these units, IMPACT Sudan implements a range of critical research cycles to inform humanitarian partners working in Sudan and on the regional refugee crisis in South Sudan and Chad; rapid needs assessments in hard-to-reach areas, cross-border assessments, support to the Cash Consortium of Sudan (CCS), support to the country-wide Multi-Sectoral Needs Assessment (MSNA), assessments of cash and markets functionality and item availability, humanitarian needs in camps, and flood susceptibility and climatic impacts. Via this suite of assessments, IMPACT support OCHA to ensure robust analysis for the centralized Humanitarian Programme Cycle, provides assessment and analysis support to the whole system, contributes to ensuring strong analysis via the IPC, and provides evidence to build a common narrative around needs in the country for a range of partners and donors.

PROJECT PROFILE

The position is recruited to lead the missions PANDA Unit, which currently consists of two projects: a regional third-party monitoring of partners of Global Affairs Canada (GAC), and research support to the Cash Consortium of Sudan (CCS). The first project explores GAC’s regional funding to the Sudan crisis emergency response, trialing innovative methods for monitoring and evaluation in emergency responses by working with partners to provide technical guidance and expertise on addressing gaps in existing systems. This covers programmes in Sudan, South Sudan and Chad and requires coordination and engagement with a wide range of actors. The second project provides research and learning support to a 6 million USD cash project covering the worst conflict-affected areas, as well as displacement hot spots, with a focus on hotspot areas with IPC Phase 4, namely Khartoum, Central, West and South Darfur, and North and South Kordofan.

Under the management of the Country Representative, the PANDA Associate Research Manager oversees the research activities and staff of the PANDA Unit. The Associate Research Manager oversees and executes all research activities within the above-mentioned Project, meeting quarterly deliverables in a timely fashion while ensuring that the quality of research remains high. They will also liaise extensively with donors, counterparts from GAC’s Implementing Partners, and members of the CCS.

RESPONSIBILITIES

The PANDA Associate Research Manager’s responsibilities include the following:

STRATEGY DEVELOPMENT & IMPLEMENTATION

· Ensure the PANDA Unit has an up to date understanding of the country’s socio-economic situation, the impact of a crisis and the aid/humanitarian situation, as well as humanitarian planning, coordination, response mechanism developments, and key humanitarian stakeholders.

· For all PANDA projects, develop and oversee the implementation of project strategy. Specifically, set out the project’s overall strategy, develop concomitant workplans for each staff member, and put in place structures to ensure each staff has clarity as to how to work towards the common goal of completing deliverables in a timely manner and at a high standard.

· In conjunction with the Country Representative and in close coordination with the Global PANDA Lead at HQ, develop and oversee the implementation of a PANDA strategy for the Sudan mission. Support the Country Representative and the Projects and Funding Officer to make decisions about additional projects to bid on, and lead on drafting the technical part of any submissions.

RESEARCH PLANNING:

· Ensure that all PANDA research is planned in line with the relevant project and programme objectives, as well as the Unit and Country Strategy. This includes ensuring that:

o All research complies with IMPACT’s HQ Research Department guidelines and standards.

o All necessary Secondary Data Reviews are conducted and integrated into the research.

o Research ToRs are validated by HQ prior to the commencement of data collection.

o Research ToRs are understood by the team and updated accordingly.

· Keep track of progress and delays of all assigned assessments throughout the research cycle.

· Where necessary, proactively support the team by conducting research (research design. ToRs, tool building, data management, data analysis, product drafting).

· Conduct dissemination and stakeholder meetings with donors, GAC, Implementing Partners and CCS partners.

RESEARCH IMPLEMENTATION

· Supervise, and where necessary directly support, analyses of the collected data, as stipulated in the Research ToRs.

· Supervise, and where necessary directly support, staff with drafting of information products.

· Ensure that all collected data is stored in line with IMPACT’s Data Management Guidelines, as well as with the data management plan Annex in the Research ToR.

· Ensure that data is revised and cleaned, with all revisions recorded as per IMPACT data management guidelines.

· Ensure that data and its analysis do not contain personal information and are validated by IMPACT HQ, before sharing to external parties.

· Review all products before they are sent to the CC or IMPACT HQ for validation.

· Ensure that all written products are validated by IMPACT HQ before release.

TEAM MANAGEMENT AND LEADERSHIP

· Ensure that all staff members within the PANDA Unit understand their responsibilities and are able to perform their role effectively.

· Ensure that all staff members have clear and regularly updated ToRs, Workplans, and Key performance Indicators (KPIs) against which their performance will be appraised.

· Promote team building, productivity, and staff welfare.

· Mentor and support staff in the PANDA Unit to build capacities, improve efficiency and performance.

· Promote the growth and development of staff within the organisation, actively linking with HQ to provide feedback and support retention and internal mobility. Identify capacity building opportunities for growth, proactively provide high-performing staff with opportunities to surge (a short-term deployment to another mission) and develop pathways for junior staff to grow and move into management or specialist positions.

· Ensure communication and linkages with HQ are made immediately in case of the occurrence of an HR-related problem.

INFLUENCING - EXTERNAL ENGAGEMENT

· With the support from the Country Representative, on a quarterly basis, engage with GAC, Implementing Partners and CCS partners to share findings and hold analysis and lessons learned workshops.

· Under the supervision of the Country Representative, and where necessary, engage with the humanitarian response beyond the remit of the PANDA projects.

· In conjunction with GAC, Implementing Partners and CCS partners, support the CC in the dissemination of selected research with key stakeholders and coordination forums.

REQUIREMENTS

· Academic Excellent academic qualifications, including a master’s degree in a relevant discipline (International Relations, Political Sciences, Social Research, Economics, Development Studies, or similar)

· Management experience Previous experience in a management role in an INGO at field level. Proven track record in successful management of international and national teams in humanitarian contexts, with a particular focus on conducting TPM or other M&E style work

· Familiarity aid system Familiarity with the aid system, and the research community.

· Communication/reporting skills Excellent communication and drafting skills for effective reporting, including proven experience in contributing to high level presentations/briefings.

· Years of work experience At least 3 years of relevant working experience

· Research skills: Excellent research and analytical skills an asset. Experience in assessments. M&E, field research, evaluations is an asset.

· Software skills: Proven knowledge of the Microsoft Office Suite, to include Word, Excel, and PowerPoint. Familiarity with R, SPSS and/or STATA or other statistical analysis software an asset.

· Multi-tasking skills Ability to multitask with tight deadlines, on numerous research cycles in complex environment.

· Level of independence A self-starter with a proven ability to work independently.

· Cross-cultural work environment Ability to operate in a cross-cultural environment requiring flexibility.

· Experience in geographical region Past experience in the [relevant] region is desirable.

· Language skills Fluency in English required. Fluency in French is an asset.

· Security environment Ability to operate in a complex and challenging security environment.

· For this position, salary between 2’800 CHF and 3’000 CHF monthly (before income tax), etc as well as a monthly living allowance of 300 USD NB - IMPACT salaries are strictly determined by our salary grid depending on the grade of the position and the level of education of staff. A location-dependent security and/or isolation adjustment is then applied as a recognition that some staff are required to work in difficult places where living and working conditions are much more difficult than elsewhere.

· Accommodation provided in organization guesthouses.

· Enrolment in Swiss private pension fund (Swisslife – approx. 9.975% of staff gross salary), health insurance, life insurance and repatriation assistance.

· Flight tickets every 6 months & visa fees covered (in-country travel costs and professional expenses are fully covered).

· Contribution to the luggage transportation: between 20 and 100 kgs, depending on the length of the contract (+ luggage and personal property insurance)

· Annual leave of 36 days per year. Public holidays of the country of assignment. Family/compassionate leave when applicable.

· Predeparture induction - 3 days at IMPACT Initiatives’ HQ in Geneva + one week pre-departure training in ACTED HQ in Paris, including a 4-days in situ security training;

· IMPACT prioritizes the psychological safety of its staff and the health insurance provided covers, among other things, up to 1000 € per year of psychosocial counselling

How to apply

Please apply at the following link: PANDA Associate Research Manager for Sudan, based in Kampala, Uganda | Impact (impact-initiatives.org)

Related Content

Uganda + 1 more

Four refugee students head from Uganda to Belgium thanks to EU-funded and transnational programme, supported by FCA

Who uganda: national monkey pox situation report #002, 02-sep-2024, uganda price bulletin, august 2024, uganda floods dref operational update (mdrug050).