10 Truths A PHD Supervisor Will Never Tell You

7/31/2017 10 truths a PhD supervisor will never tell you | Times Higher Education (THE)
10 truths a PhD supervisor will never tell you

There are some important dos and don’ts to bear in mind when choosing someone to oversee your doctoral thesis, advises Tara Brabazon
July 11, 2013
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By Tara Brabazon (/content/tara-brabazon)

Twitter: @tarabrabazon (http://www.twitter.com/tarabrabazon)
My father used to tell a joke, over and over again. It was a classic outback Australian, Slim Dusty joke that – like the best dad jokes – I can’t
remember. But I do recall the punchline. “Who called the cook a bastard?” To which the answer was, “Who called the bastard a cook?”
https://www.timeshighereducation.com/features/10-truths-a-phd-supervisor-will-never-tell-you/2005513.article 1/17
This riposte often comes to mind during discussions about doctoral supervision and candidature management. Discussions go on (and on and on)
about quality, rigour, ethics and preparedness. Postgraduates are monitored, measured and ridiculed for their lack of readiness or their slow
progress towards completion. But inconsistencies and problems with supervisors and supervision are marginalised. In response, I think of my
father’s one-liner: Who called the supervisor a bastard? Who called the bastard a supervisor?
To my mind, I never received any satisfactory, e ective or useful supervision for my doctorate, research master’s or two coursework master’s that
contained sizeable dissertation components. I found the supervisors remote and odd. A couple of them tried to block the submission of the theses
to my institution. Indeed, on three separate occasions in my career, academics informed me that if I submitted this thesis, it would fail. The results
that followed these warnings were a master of arts passed with distinction, a master of education with rst-class honours and a dean’s award, and a
PhD passed without correction. I was left with the impression that these supervisors had no idea what they were doing. The worst supervisors share
three unforgivable characteristics:
1. They do not read your writing
2. They never attend supervisory meetings
3. They are sel sh, career-obsessed bastards
I am now an experienced supervisor and examiner, but I still remember my own disappointments. For the doctoral students
(https://www.timeshighereducation.com/student/advice/what-phd-advice-phd-students) who follow, I want to activate and align these personal
events with the candidatures I have managed since that time. Particularly, I wish to share with the next generation of academics some lessons that
I have learned about supervisors.
Explore PhD and early career jobs (https://www.timeshighereducation.com/unijobs/listings/)
As a prospective PhD student, you are precious. Institutions want you – they gain funding, credibility and pro le through your presence. Do not let
them treat you like an inconvenient, incompetent fool. Do your research. Ask questions. Use these 10 truths to assist your decision.
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1. The key predictor of a supervisor’s ability to guide a postgraduate to completion is a good record of having done so
Ensure that at least one member of your supervisory team is a very experienced supervisor. Anyone can be appointed to supervise. Very few have
the ability, persistence, vision, respect and doggedness to move a diversity of students through the examination process. Ensure that the
department and university you are considering assign supervisors on the basis of intellectual ability rather than available workload. Supervising
students to completion is incredibly di cult. The nal few months require complete commitment from both supervisor and postgraduate. Make
sure that you are being guided by a supervisor who understands the nature of e ective supervision and has proved it through successful
completions.
2. You choose the supervisor. Do not let the institution overrule your choice
As a postgraduate who is about to dedicate three or four years to an institution, you have the right to select a supervisor with whom you feel
comfortable. Yet increasingly, as the postgraduate bureaucracy in universities increases, administrators and managers “match” a prospective
candidate with a supervisor. Do not let this happen. Do research on the available sta . Talk directly with individual academics. Ascertain their
willingness to supervise you, and then inform the graduate centre or faculty graduate administrators of their commitment.
3. Stars are attractive but may be distant. Pick a well-regarded supervisor who does not spend too much time away
It may seem a tough, unusual or impossible task to nd a supervisor who has a strong pro le but rarely goes away on research leave or disappears
to attend conferences. Postgraduates need to be supervised by people with an international reputation whose name carries weight when they write
references. But they must not be jet-setting professors, frequently leaving the campus and missing supervisory meetings to advance their own
career. They must be established and well known, but available to supervise you rather than continually declining your requests for meetings
because they are travelling to Oslo, Luanda or Hong Kong.
4. Bureaucratic immunity is vital. Look for a supervisor who will protect you from ‘the system’
There is an excessive amount of university doctoral administration. I understand and welcome the value in checking the ethical expenditure of public
money; a programme of study submitted in the rst year and an annual progress report through the candidature will accomplish this task. But now
we have to deliver milestone reports, public con rmations of candidature sessions, biannual progress reports, annual oral presentations of research
and – in some universities – complete a form that must be signed o at the conclusion of every supervisory meeting.
Every moment a student is lling in a form is one less moment they are reading a book or article, or writing a key page in their doctorate. Time is
nite. Bureaucracy is in nite. A good supervisor will protect you from the excesses of supervisory administration.
The irony of many graduate centres is that they initiate incredibly high demands on students and supervisors yet are incredibly lax during crucial
periods of the candidature when a rapid administrative response is required. One of my postgraduates had to wait 16 months for a decision on her
doctorate. Two examiners had returned timely reports and passed with minor corrections. The third academic, however, did not examine the thesis,
did not submit any paperwork and did not respond to any communications. I sent email after email – made phone call after phone call – to the
graduate centre trying to facilitate a resolution to this examination. Finally, after a rather intensive period of nagging, a decision was reached to
accept the two reports and no longer wait for the third. The question remains – why did the graduate centre take 16 months to make this decision? If
I had not phoned and emailed administrators, would they have forgotten about this student? A good supervisor must be an advocate for the
postgraduate through the increasingly bureaucratised doctoral candidature.
5. Byline bandits abound. Study a potential supervisor’s work

Does your prospective supervisor write with PhD students? Good. Do they write almost exclusively with their PhD students? Not so good – in fact,
alarm bells should start ringing. Supervision is a partnership. If your prospective supervisor appears to be adding his or her name to students’
publications and writing very little independently, be concerned. Some supervisors claim co-authorship of every publication written during the
candidature. Do not think that this is right, assumed, proper or the default setting. The authorship of papers should be discussed. My rule is clear: if
I write it, it is mine. If you write it, it is yours. If we write it together, we share the authorship. It is important that every postgraduate nishes the
candidature with as many publications as possible. Ask supervisors how they will enhance and facilitate your research and publishing career.
Remember, you are a PhD student. Your supervisor should assist you to become an independent scholar, not make you into their unpaid research
assistant.
6. Be wary of co-supervisors
Most institutions insist on at least two supervisors for every student. This system was introduced not for scholarly reasons but to allay administrative
fears. There is a concern that a supervisor might leave the institution, stranding the student, or that the supervisor and student might have a
disagreement, again leaving the student without support.
These arguments are like grounding all aircraft because there are occasional crashes. Too often I see an academic “added” to the team to beef up his
or her workload. I have been in a university meeting where research-active professors were “added” to a supervisory panel not because they were
excellent supervisors (far from it) but rather because they needed to boost their pro le for the research assessment exercise.
Certainly there are many occasions where a co‑supervisor is incredibly valuable, but this must be determined by their research contribution to the
topic rather than by institutional convenience. I once supervised a ne thesis about Russian television. I had the expertise in television studies; a
colleague held expertise in Russian studies and the Russian language. It was a great team. We met weekly as a group, with specialist meetings held
with either of us as required to complete the doctorate. The candidate submitted in the minimum time.
At times, an inexperienced co-supervisor is added to a team to gain “experience”. That is, perhaps, understandable. But damage can be done to
students through bad advice. I know of a disturbing case in which an inexperienced co-supervisor chose a relatively junior friend to examine
a doctorate. Before the senior co-supervisor had been informed, this prospective external examiner had been approached and had agreed, and the
paperwork had been submitted. Two years later, the candidate is still progressing with corrections. Each time he submits revisions that supposedly
verify the concerns expressed during the oral examination, he is presented with another list because the inexperienced supervisor agreed to
“corrections to the satisfaction of the examiner”. This problem was caused by an overcon dent but inexperienced co-supervisor being added to the
team and then going on to appoint an overcon dent but inexperienced examiner.
Sometimes – in fact frequently – less is more. A strong relationship with a well-quali ed, experienced and committed supervisor will ensure that the
postgraduate will produce a strong thesis with minimum delay.
7. A supervisor who is active in the area of your doctorate can help to turbocharge your work
Occasionally students select a “name” rather than a “name in the eld”. The appropriateness of a supervisor’s eld of research is critical because it
can save you considerable time. Supervisors who are reading, thinking and writing in the eld can locate a gap in your scholarly literature and – at
speed – provide you with ve names to lift that section. A generalist will not be able to provide this service. As the length of candidatures – or more
precisely the nancial support for candidatures – shrinks and three years becomes the goal, your supervisor can save you time through sharing not
only their experience but also their expertise.
8. A candidature that involves teaching can help to get a career o the ground
In Australia, teaching with your supervisor is often the default pattern, and it is a good one. In the UK, tutoring is less likely to emerge because of
budgetary restraints. But a postgraduate who does not teach through the candidature is unprepared to assume a full-time teaching post. Many
doctoral candidates are already academics and are returning to study. Others work in a diversity of professions and have no intention of taking a job
in a university. Therefore, this “truth” is not relevant. But for those seeking a career in academia who intend to use the doctorate as a springboard,
teaching experience is crucial. A postgraduate may see themselves as a serious researcher. But it is teaching that will get them their rst post (and
probably their second and third). The ultimate supervisor is also an outstanding teacher who will train their postgraduates in writing curricula,
managing assessment and creating innovative learning moments in a classroom. None of these skills is required for or developed by a doctorate.
You can be supervised well without these teaching experiences. However, if you have a choice, select the supervisor who can “add value” to your
candidature.
One of my proudest moments emerged in a tutors’ meeting for my large rst-year course at Murdoch University
(https://www.timeshighereducation.com/world-university-rankings/murdoch-university): creative industries. I apologised to my tutors for the hard
work and low pay that was a characteristic of sessional university employment. Mike Kent – who is now Dr Mike Kent and a tenured lecturer in
internet studies at Curtin University (https://www.timeshighereducation.com/world-university-rankings/curtin-university) – stated that the pay was
an extra. He was being trained to teach. That was the value from the process. I still think tutors should be paid more, but I valued – and value –
Mike’s insight.
9. Weekly supervisory meetings are the best pattern

There are two realities of candidature management. First, the longer the candidature, the less likely you are to nish. Second, a postgraduate who
suspends from a candidature is less likely to submit a doctorate.
The key attribute of students who nish is that they are passionately connected to their thesis and remain engaged with their research and their
supervisor. I have always deployed weekly meetings as the best pattern for supervision to nurture this connection.
There are reasons for this. Some postgraduates lack time-management skills and would prefer to be partying, facebooking or tweeting, rather than
reading, thinking and writing. If students know that written work is expected each week, and they have to sit in an o ce with a supervisor who is
evaluating their work, that stress creates productive writing and research. So if a meeting is held on a Thursday, then on Tuesday a student panics
and does some work. Yet if meetings are fortnightly, this stress-based productivity is halved. It is better to provide a tight accountability structure for
students. Weekly meetings accomplish this task.
10. Invest your trust only in decent and reliable people who will repay it, not betray it
This truth may seem self-evident. But supervisors – like all academics – are people rst. If the prospective supervisor needs a personality
replacement, lacks the life skills to manage a trip to the supermarket or requires electronic tagging so that he (or she) does not sleep with the
spouses of colleagues, then make another choice. Supervisors should be functional humans. They can be – and should be – quirky, imaginative and
original. That non-standard thinking will assist your project. But if there is a whi of social or sexual impropriety, or if there are challenges with
personal hygiene, back away in a hurry. At times during your candidature you will have to rely on this person. You will be sobbing in their o ce. You
will need to lean on them. You must have the belief that they can help you through a crisis and not manipulate you during a moment of vulnerability.
I knew a supervisor whose idea of supervision was a once-a-semester meeting in a bar where he would order three bottles of red wine and start
drinking. The meeting ended when the wine nished. Another supervisor selected his postgraduates on the likelihood that the students would sleep
with him. Yet another was so completely xated by her version of feminism that all the doctorates completed under her supervision ended up
looking incredibly similar. Any deviation from a particular political perspective would result in screaming matches in her o ce. This was not only
unpleasant but destructive to the students’ careers.
The key truth and guiding principle is evident

Do not select a supervisor who needs you more than you need him or her. Gather information
(https://www.timeshighereducation.co.uk/carousels/essential-phd-tips-10-articles-all-doctoral-students-should-read). Arm yourself with these 10
truths. Ask questions. Make a choice with insight, rather than respond – with gratitude – to the o er of a place or supervision.
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READER'S COMMENTS (52)

#1 (/comment/573#comment-573) Submitted by roseleach on July 11, 2013 - 4:13pm
Mine's brilliant in all ways, so I am lucky!
#2 (/comment/576#comment-576) Submitted by Don on July 11, 2013 - 7:19pm
These "truths" are very helpful - thank you Dr. Brabazon! Have only just begun a professional doctorate but am planning and thinking ahead regarding my dissertation.
#3 (/comment/579#comment-579) Submitted by touet on July 11, 2013 - 10:03pm
A bit of a counsel of perfection but useful insights. I don't think 'complete commitment' to a PhD student is feasible or even desirable. Most supervisors have other things to do,
teaching, admin., their own research and that makes them a better supervisor
#4 (/comment/580#comment-580) Submitted by surajitdb on July 12, 2013 - 12:40am
Great insight
#5 (/comment/581#comment-581) Submitted by funnythat on July 12, 2013 - 10:24am
Truth number 1 would suggest that you should never be the rst PhD student of a researcher. This would mean that no-one can ever start supervising PhDs.
Truth 2 only applies if the studentship is not a project for which the supervisor has generated the funds (this is only true on the minority of cases).
Truth 3 and 4 are almost mutually exclusive. Administrative decisions are taken by multiple layers in the University. If you want to be protected against administrative delays, you
need a supervisor with enough "muscle" in the University. These will be the stars, which are mostly absent. What you need is a star supervisor, who has a good and permanent
lab head who has all the technical knowledge and is usually present in the lab.
Truth 5 suggests that all PhD students can write up their own work for publication and get it published in a good journal without the supervisor's input. Some exceptional PhD
students may be able to do that, but they are few and far between.
So I would suggest to take these "truths" with a pinch of salt.
#6 (/comment/9258#comment-9258) Submitted by Je-267249 on May 31, 2016 - 10:47pm
I agree!
#7 (/comment/584#comment-584) Submitted by Ben Saunders on July 12, 2013 - 11:31am
Many of these strike me as either banal or incorrect, at least in my eld/experience.
"Ensure that the department and university you are considering assign supervisors on the basis of intellectual ability rather than available workload. Supervising students to
completion is incredibly di cult. The nal few months require complete commitment from both supervisor and postgraduate." (From 1.)
So you shouldn't accept a supervisor determined on basis of workload, because supervision is so demanding. How is an overworked supervisor going to be able to dedicate so
much time to helping you then?
#8 (/comment/589#comment-589) Submitted by cgk on July 14, 2013 - 4:27pm
"But it is teaching that will get them their rst post (and probably their second and third)."
This is a half-truth at best from my experience of University recruitment (from both sides of the table - management sciences) - teaching is a hygiene factor, once you have some
it becomes irrelevant.
So yes pick up some but you that generally only puts you on par with candidates, income generation/paper outputs will put you over the top - so if it is a choice between a little
more teaching and turning out a paper, turn out the paper.
#9 (/comment/590#comment-590) Submitted by zytec on July 14, 2013 - 5:04pm
Ah the market pressure of shopping for a Ph D and all because the lady wants to be an educated wage slave.
#10 (/comment/593#comment-593) Submitted by csadangi on July 14, 2013 - 9:47pm
Thanks a lot for the valuable suggestions. I started my PhD about one month ago but i have decided to change groups now. I know 1 month is too early to decide if i want to stay
with this group but seeing the circumstances i decided to change. I had arguments over non-sense things with the PI and then he threatened me to destroy my career (by saying
he won't write a good recommendation at the end) and he said leave if you want to leave. Then i said to him last week i am stressed out due to family problems and need 2 days
o and he answered me keep stress at home, you just come here to work so work. And there were many more issues which led to the decision of quiting and moving over to
some other place.
#11 (/comment/598#comment-598) Submitted by harrowagenda21 on July 17, 2013 - 4:15am
It is particularly helpful if supervisors maintain information about present students and past ones. They way you can see if they publish and get jobs. Also, the sheer numbers
that a supervisor has are important. In our university 7 is the max allowed and I am always at that, because at a top Australian university and in an area that is in demand.
More than that number and I could not do the job e ectively. Students are not often aware that we do other things with our time, too.
Weekly supervisor meetings may be a good idea if you have 1-2-3 students. Otherwise I am afraid they have to be less frequent.
Co-supervisors are absolutely mandatory in many Australian universities. Generally I have found them helpful, and have been one. They temper the ego or the cussedness of
some main supervisors. What is annoying is Advisory Panels, which are on top of the 1-2 supervisors and who turn out for key moments like con rmation of candidature. They
are too big and can produce con icting advice when you have 4 -5 people in the room.
#12 (/comment/606#comment-606) Submitted by MichaelWhitworth on July 18, 2013 - 4:50pm
While there's some good advice here there are also contradictions, as noted by Funny That. The presentation from the point of view of the prospective PhD student shopping
around fails to acknowledge institutional constraints (most obviously, there being a limit to the number of individuals one person can supervise). Moreover, much of this advice
feels like it's speci c to certain kinds of institution and/or certain subjects.
#13 (/comment/614#comment-614) Submitted by alvin on July 20, 2013 - 5:30am
There are also few scienti c search engines which they use for their PhD research work and they dont even tell..
essay writing services
#14 (/comment/624#comment-624) Submitted by micronaut on July 26, 2013 - 10:39am
I nished a PhD at a large UK institution about a year ago. It was a shocking experience that has left me with nothing but poor health and a worthless quali cation. I was part of
a well funded post graduate studentship program in an emergent eld, with all the potential of being a "next big thing". I took on a project in a lab where I knew the supervisor
was not an easy person to work with, but the lab was well funded and equipped. I thought that as long as I had the raw materials I could just live with whatever the personality
was like. I was wrong.
My supervisor enforced the project be completed to his design, but provided no support or training towards achieving this. There was no publication strategy or, from what I
know now, any pre-reading of any kind before I started. None of the projects submitted to the program where ever assessed by anybody on the program, who it turned out had
disengaged from any commitments once the funding was approved. The project was a vehicle for the supervisor to tap into the research fund that came with the program and
get a free student for their lab. My colleagues began to experience the same situation and we were cash cows ripe for plundering, working on pointless projects. There was on
update to the funding bodies, no reports, and no accountability for anybody involved.
Over 3 years I was psychologically and emotionally abused. Experimental problems resulted in demoralizing meetings with blame attributed to technical incompetence, threats
of failure, and bullying to just work more hours until it worked. Progress meetings with internal examiners were used to belittle and berate me. I raised issues with student
services and was told that there was little they could do within the framework of academia. Other supervisors would also not intervene as it is bad form to advise on another
supervisor's student. An inappropriate working environment resulted in my rupturing two inter-vertebral discs. I was o ered no support and told that time o showed a lack of
commitment to my work, and any lost hours would result in failure. Subsequently I worked for 6 months relying on Tramadol to function.
In the nal year my supervisor left the lab for a promotion in another university. I was told to move or leave and the program would not intervene with any alternative project or
facilities to continue the project. I was forced to stop work and pack up the lab, organizing the logistics of the move as well as the construction of the new lab which was not t
for purpose upon arrival. I was intimidated into working on this under the false promise of an extension, spending 6 months working on equipment purchasing, installation, lab
infrastructure designs, and cleaning. The extension was denied and my appeals to the university resulted in clandestine phone calls and back room chats where I was told to
simply shut up and get on with it or my PhD would be burned. The extension application would invoke an enquiry by the funding body, exposing the problems with the program
and it would be easier to blame it on a bad student. My supervisor abandoned me in the nal year and told me to expect to fail. I worked the remainder of my time living in the
lab, without sleep during the week, eating pro-plus and whatever was in the vending machines, away from home with no nancial, pastoral, or technical support. I became
depressed and exhausted, but I managed to cobble together a thesis and submitted on time. I organized my own examiners and the viva was the most constructive and
supportive experience of my PhD, resulting in a pass with minor corrections. Some of this I attribute to my work, the rest to back room dealings to ensure no further problems.
Due to the nature of the experience I gained no publications from my work. I am now left in a position where my chances at a career of any kind in science were over before the
training ended. Many of my friends from the program are in a similar position, but are scared to come forward and raise a complaint for fear of retribution should they ever be
able to interview for a post doctoral research position. Some of the students had good supervisors and have done well from the program, however these were a minority, and for
those that had a bad experience, it was very bad indeed.
While I must simply pick up the pieces and move on, I am saddened that the awareness of the culture of PhD training is largely unknown outside of academia. It is an antiquated
medieval system that is too insular and protects those in positions of responsibility. Provided that supervisors are bringing regular funding into their institution they are often
able to behave however they like, with total impunity. Employment laws and even human rights can be violated and the university with seldom intervene if they can avoid it.
These programs are also enjoying large sums of tax payer funding which in my case was entirely wasted. Provided with the most minimal of organization and management these
projects could have been very successful and impacting, however they didn't have to be because payment was up-front, and consequently they were not.
I hope that in future this "industry" can be cleaned up through proper regulation by the funding bodies. But until then I fear the medieval guild system will persist, and students
will su er in silence.
#15 (/comment/627#comment-627) Submitted by ket_DCN-Corp-UK on July 27, 2013 - 6:07pm
Interesting commentary. However, from those in the know, is it not believed that the "10 truths" describe what has been known for years / decades?
In fact my former Ph.D supervisor has taken to highlight the article in his Twitter feed. I found such a highlight extremely ironic, because I felt it described him to a 'tune'.
Unfortunately, neither the article nor the comments subsequently - explain what happens to non-registered Ph.D students upon discovery of commercially insightful data /
information. Though I was royally booted-o my Ph.D (along with some highly derogatory comments) - a few years down the line I am still being heavily harassed, threatened,
etc. by my so called 'friends' at an UK university. Frankly it is damn right disgusting, that personnel whom describe themselves as 'looking-out' for the wider public via tax payers
monies - are involving themselves in such activities.
Finally, as stated by the last comment - until Ph.D program's, studentships, supervisors, etc. are heavily regulated (as similar to the nancial services sector), then such
unfortunate practices will continue on. Nothing will change...
#16 (/comment/628#comment-628) Submitted by tollyho on July 29, 2013 - 3:25am
Here's another truth: The 3-year PhD is based on an outdated model, from times when there was no lightning fast access to research or information. One could spend 8 hours in
a day looking for one or two articles, but not have energy after that to read them. Now everything is at our ngertips. It takes 30 seconds to nd most relevant articles, leaving
many 8-hour workdays unencumbered by wild goose chases. There's really no excuse for a PhD to take so long.
Unless a person works in a eld requiring experimentation and lab work, the PhD project should take no longer than 6-10 months, start to nish -- that's if a candidate comes in
with a solid background knowledge (preferably a taught MA -- yes, a TAUGHT MA, since a BA doesn't really even scratch the surface of any subject).
I know people will hate me for saying this, or nd me stupid, but I've yet to meet a successful doctoral candidate who took longer than 6-10 months of full-time work to do a PhD,
whether they did it in one fell swoop or broke those hours up over the course of a 3- or 4-year candidacy. We could drastically shorten the length of candidacies if we would only
recognize new realities of access to information and research.
#17 (/comment/11786#comment-11786) Submitted by ahash8 on September 3, 2016 - 9:57pm
I'm sorry but it's simply impossible to do a single PhD project in any area of Science in under a year (2 years if you need to collect data and analyze it, 1 year if it's mostly
analysis and modelling and you really kill yourself). I mean, you could do it but it would be worthless. And for a PhD thesis in North America you're expected to have 2-3. So if
you really work hard full-time (and if you're very lucky) it ought to take you at least 4-5 years. In North America where students are involved in projects from conception to
analysis (and often experimentation) PhDs often take 6-7 YEARS, not months (this is in my eld, with Master's level knowledge). I think it could be shorter if the supervisors put
more work into coming up with well-formulated ideas, but it takes at least 1 year of research to design a semi-decent project. A 6-10 month PhD contributes nothing. You're
better o not wasting your time. I'd even have strong reservations about hiring a postdoc that only has 3 years of experience, to me that's barely scratching the surface.
Maybe in the humanities but de nitely not in any hard science eld.
#18 (/comment/646#comment-646) Submitted by Buttey on August 1, 2013 - 11:35pm
This article just emphasises to me the divergence between Arts and Humanities PhDs an those in STEM subjects. Some elements of the criticism of co-supervisors are valid, but
really, if you plan to do original research in science it will often be across subject areas. You will need expert input from supervisors in di erent areas to make your project even
feasible, let alone succesful. I'm involved on projects that involve physics, molecular biology and geochemistry ... None of us could supervise the whole shooting match
individually. Science students beware of paying too much attention to articles like this one which has a very limited viewpoint.
I welcome the idea that weekly meetings are the ideal, and in my ln own institution I don't know any colleagues who don't maintain this method. As for the idea of 6 month PhDs
as proposed by another responder ... A failure to understand the depth of thought, investigation and scholarly activity involved in a real phd project. It certainly ignores any idea
of practical development of skills during a phd ... Crass, stupid and ill thought out.
#19 (/comment/670#comment-670) Submitted by TheProf on August 14, 2013 - 5:24am
As with all "10 things", these ones are at best half truths and tend to draw on hyperbole and anecdote to attract interest (eg her assertion in several secrets that it is an “us and
them game” between students and supervisors/institutions. And the use of “I once” did this or “I know of a disturbing case” etc). But what the good Professor doesn’t tell you is
that a PhD requires four years of hard work. Perhaps this is something potential PhD students would rather not hear.
#20 (/comment/677#comment-677) Submitted by Paul Gill on August 15, 2013 - 2:20pm
Micronaut, your experience sounds like an unacceptable nightmare. were there no opportunities for you to complain formally? for example, postgrad tutor, head of research
etc? in terms of publications, can you not start to publish now? Most of my publications came post PhD, not during it (I simply didnt have the time).
Most students put up with bad supervision because they think complaining will amount to career suicide. However, such students often drop out, fail or end up traumatised by
the whole experience, which IMO is far worse.
as for the comment about completing a PhD in 6-10 months - get real. A PhD in one of the health disciplines that involves recruiting NHS patients usually takes at least 6 months
just to navigate NHS ethic and R&D approval. nding evidence is also only part of the PhD. I could probably count on one hand the number of FT PhD completions I've seen in 3
years. I'd imagine Marty McFly would struggle to complete in 6 months...
#21 (/comment/691#comment-691) Submitted by askhan111 on August 18, 2013 - 5:08pm
I think these truths are more suitable for guidance of supervisors. As far as the phd students are concerned they have to compromise on many issues, specially for choosing the
supervisor mainly due to competition and very limited opportunities of phd funding.
#22 (/comment/693#comment-693) Submitted by capepoint on August 20, 2013 - 2:59am
Thanks for the advice on the authorship. Any suggestions on the source code? If the supervisor is a co-author, should a PhD student hands over all the codes he or she coded
alone?
#23 (/comment/710#comment-710) Submitted by Gary on August 27, 2013 - 10:22am
Some of these need to be taken with a pinch of salt, particularly the idea that only having one supervisor is some kind of ideal but the general themes are pretty true.
I would really enforce the idea that your supervisor needs to be a decent human being. Whilst an expert in your eld is great a PhD student should be capable of doing a lot of
work by themselves, after all you should be aiming to know a lot more than your supervisor by the end of your work. What you will need is mentoring and administrative help,
where is this? What form do I ll in? Who do I need to speak to about XYZ? A supervisor who is on top of these little issues is invaluable in the long run.
I know students with supervisors who are actually mean, rude and even spiteful. I have no idea how they cope, I would gladly have a supervisor from an entirely di erent subject
eld who was supportive than one who was very knowledgeable but hostile.
#24 (/comment/763#comment-763) Submitted by KMThorpe on September 13, 2013 - 10:03am
Just as some institutions now have teaching fellows who teach but do not research, there may be a role for supervisory fellows to be a title. These people will naturally research
because without that contact many of the gains noted here will be lost, but it would distinguish them from the star researchers who are very poor at supervising.
I have seen some institutions quietly discourage an academic from taking on any more PhD students because it is known that they lack the skills to really help the student. As not
everyone can teach successfully, not every academic can supervise well. We need to recognise this and have some good researching academics who are not permitted to
supervise, rather than allowing all of them to do it.
I have seen a number of training courses which help PhD students get 'the most' out of their supervisors and I certainly encourage students to expect and demand good quality
supervision and to complain if it is not forthcoming. I have known at least two cases of people changing supervisor and it was the best outcome for them; the original supervisors
got over it without a problem, but it could have meant failure for the student.
I had a wonderful single supervisor, but the age of the apprenticeship model is over. It is better for there to be a supervisory team, not simply to cover absences of the prime
supervisor. Taking a PhD these days is about so much more than just research skills and the subject matter. The second and in some cases the third supervisor, can be
invaluable focusing on the other skills such as writing articles, getting to conferences, getting the skills for a job; indeed as another article in THE this week shows, also thinking
about options outside academia. You need to have everyone in the supervisory team working for you in a range of ways. If they cannot do that, then they should be o the list of
supervisors.
#25 (/comment/846#comment-846) Submitted by Gsinc on October 3, 2013 - 7:25pm
I nd these views rather pompous, and I feel that many of them are open to question. I also feel it is quite inappropriate to use language such as 'They are sel sh, career-
obsessed bastards'. I am very glad that my supervisor did not use language like this - it is not clever.
#26 (/comment/858#comment-858) Submitted by vedvyasdwivedi on October 7, 2013 - 10:34am
supervisors must have super-vision not narrow or ying vision!!!!
#27 (/comment/883#comment-883) Submitted by Dawnbazely on October 12, 2013 - 3:44pm
Thank you, Tara: I will share this with my current doctoral student. It's an excellent discussion paper.
You make many excellent points that every student needs to think about them seriously, regardless of whether they are in STEM or social sciences, liberal arts and humanities. In
the last 7 years, as director of a pan-university, inter-disciplinary research inst. I have had the chance to interact with grad students from diverse disciplines (every now and then,
retreating to my lab, to breathe), and at the end of the day, it's all about 2 individuals interacting, and each supervision experience is unique.
#28 (/comment/1003#comment-1003) Submitted by Joankethly on November 19, 2013 - 9:41am
Indeed, a great act of informing common issues among supervisors. This would surely attract the attention of our next generation and present employees. Thumbs up :)
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#29 (/comment/1004#comment-1004) Submitted by yunvag on November 19, 2013 - 11:01am
Hi, Prof. Tara.

Spot on. I must say I experienced almost everything you did, with my PhD. I had to su er through supervisors in di erent camps, a topic change, 2 supervisor changes, the
dormant and last minute waiting supervisors, failing to read and the works including the failed attempt to ruin me. Finally, with the decency of the last principal, I managedto
complete. It was not just a journey, it was a battle. Maybe, at the end supervisors should also be given a progress mark with some impact on their careers when it is negative.
#30 (/comment/1102#comment-1102) Submitted by StevenG on December 23, 2013 - 11:40am
Hello!
I'm still thinking about my career, but for now have this question.
I have just began PhD studies and I don’t want to spend the rest of my life writing the thesis... Can you recommend a book that says how to write a PhD e ectively? I mean, in a
productive way that would not decrease the quality...
Thanks a lot!
Stev
#31 (/comment/1173#comment-1173) Submitted by weir.Jennifer2 on January 20, 2014 - 8:26am
Personal experience rather than evidence-based research - and from an experienced supervisor? How can these be 'truths'?
While some points are useful (but not new), I question the wisdom of other 'advice'.
#32 (/comment/2451#comment-2451) Submitted by JonHead on November 5, 2014 - 1:48pm
I very strongly disagree with number 9, 'Weekly supervisory meetings are the best pattern". This will certainly not be the case for many people, and it certainly wouldn't be for me.
I do not lack time-management skills, and neither would I rather be partying (seriously, who on earth does a PhD if they would rather be partying or on facebook to the extent
that they constantly need their supervisor checking up on them?!). Given all this, I have settled on meeting once a month with my supervisor for the last two years, and we have
found that is what suits us. Desperately trying to write something every week just for the sake of it sounds exhausting (after all, some weeks are needed to perhaps work on other
things, or just catch up on the literature), and could certainly be detrimental to some people.
#33 (/comment/2523#comment-2523) Submitted by Apis on November 25, 2014 - 3:03pm
I think these 10 ideas are worthy of debate. They would make an excellent discussion point for current supervisors. Personally, I think they range from the sensible to the banal,
and even irritating. I am sorry that the writer has had such bad experiences. Of course, teaching on a 'professional doctorate' as I do I nd we couldn't manage without co-
supervisors - and many's the time that the complementary skills of two supervisors have helped a student out of trouble in my experience. The suggestion of a weekly supervision
session might work for full-time doctoral students but I suspect that full-time doctoral students are in the minority.
#34 (/comment/3713#comment-3713) Submitted by LisaB15 on August 25, 2015 - 5:09am
The dependency of PhD students on their supervisors is like apprenticeship in the middle ages - being subject to the arbitrary whims of a certain individual. Doesn't say much for
progress... This <a href='http://www.widiem.com/view/videos.php#02'>video</a> is a humorous take on it..
#35 (/comment/3714#comment-3714) Submitted by LisaB15 on August 25, 2015 - 5:12am
This is the correct link: http://www.widiem.com/view/videos.php#02 (see previous comment)
#36 (/comment/4759#comment-4759) Submitted by vainaelisabeth_240631 on October 25, 2015 - 7:11pm
I would like to embark on a Ph.D. in the Uk, where I am moving in a few weeks. I have been working on a proposal for a month now, but I have read so many emails from Ph.D.
students being ignored by prospective supervisors, that I feel sti ed and frustrated. I have already sent one e-mail, just to show my interest in commencing with a Ph.D.(not
sending a Proposal or a CV, and haven't received any response yet. What do you think is the best way to approach a prospective Ph.D. supervisor? Face-to-face or by e-mail?
Should I be brief or elaborate on my proposed study? Furthermore I wanted to ask the following: If I nd a Ph.D. with no funding attached to it, can I still expect that in the case
of fruitful discussion with a potential supervisor he/she could guide towards the process of funding? Thank you in advance
#37 (/comment/5734#comment-5734) Submitted by mmusinga _252484 on December 18, 2015 - 1:07pm
insightful observations especially for postgraduate students, however subject to debate
#38 (/comment/5860#comment-5860) Submitted by bello.okojie_254587 on January 2, 2016 - 8:25am
What can one say when a man is pointing a gun at you at a range of 10 feet? One thing i now know, is that, the so called Professors have already made name and hence, do not
care that much for others (most of them). I nished from the University of Gent in Belgium with a Master's degree. After the approval from my supervisor to come and defend my
thesis,i defended in 9 minutes of the 15 minutes allocated and praise was poured out in the hall, but guess what? One of the examiners refused giving me even a pass mark,
saying the text i have to edit and this that blah blah blah. The consequences is that i lost another 1yr 3mths before i could nish and get a masters certi cate.But why didn't they
indict my my supervisor? Meaning my Prof never even take a critical look at my work. Asides, he is their colleague and would never make a fool of him before me, making me a
scape goat.
My advice is; the ultimate goal in life is, the end that matters and, if you chose to carve a niche for yourself whether in the academia or otherwise, shut up and try and navigate
your way towards getting your PhD and fuck those shylocks. Sadly, most Profs forgot they were once below the ladder, but do they really care? Sorry they don't!!! Your thesis, PhD
certi cate is your own, your life and your future. Whether straight or crook, your approach towards getting it without probs depends on you.
Oh, it was a nice piece from you Katie. Love your write up and keep it up!
#39 (/comment/5920#comment-5920) Submitted by Anonymouse on January 5, 2016 - 12:47pm
For me, the PhD was a strange experience. In some respects, the PhD itself was far too easy. In my opinion, over the three years, I got very limited feedback on my research or
writing (that's when I managed to get feedback) and my work wasn't subject to any real challenges or criticisms. In truth, I don't believe my thesis was read in any detail before
submission. These reasons were the source of stress for me and I felt the viva would be very tough (I know I was convinced I was going to fail and debated whether or not to
actually attend the viva).
The viva was a horrible experience and very, very challenging but I could not fault the examiners as they did a superb job (in my opinion, they provided much more feedback on
my work than my supervisors did over the course of three years).
Post viva was even stranger. In brief, the supervisor who sat in on the viva must have got unnerved because, from what I can gather, this supervisor asked for the corrections
from the internal and although the supervisor passed a copy of the corrections to me, it was the supervisor who, in my opinion, started doing them, passing some of the
corrected corrections to me and would happily have done the lot - had I not eventually asserted myself and taken control of the situation. It's not good being placed in a
situation where you have to challenge a superior and I feel I was placed in a no-win situation. On a positive note, although I've su ered and am still uptight about it all, I don't
feel this supervisor will attempt to do this again.
#40 (/comment/6159#comment-6159) Submitted by Ed Rybicki on January 18, 2016 - 12:05pm
OK, this article needs to come with a content warning:

"Most of this content does not apply or is irrelevant for laboratory-based science PhDs".
Seriously - take this bit for example:

"Some supervisors claim co-authorship of every publication written during the candidature. Do not think that this is right, assumed, proper or the default setting"
Really? When I as supervisor may have (a) had the research idea and posed the questions; (b) come up with the money to support the student and the work; (c) supervised the
project work closely and aided in the interpretation? Sorry - this may work in social sciences or humanities, but not in wet/hard science!
#41 (/comment/11813#comment-11813) Submitted by lambie on September 5, 2016 - 6:10pm
It is true, I am in a laboratory-based engineering science. My supervisors' are always included as co-authors.
#42 (/comment/8529#comment-8529) Submitted by charlesoppenheim on May 2, 2016 - 7:43pm
It's a long time since I've read such a pompous yet awed essay.
#43 (/comment/8547#comment-8547) Submitted by chi8319_297687 on May 3, 2016 - 4:12pm
The 10 truths are quite helpful in that it is an insight to some of the things to expect during your program. However, i am currently a doctoral student and have been under a
supervisor who is so nasty to her students. My case is very similar to that of the poster (csadangi) where the supervisor doesn't care about your health but expects a doctoral
student to be in school daily from 8 am - 4 pm either busy or not without any nancial support. I have being under supervision for 2 years researching on things that most of the
masters and doctoral students have being doing for years. I spoke to her about creating my own research niche but she refused and threatened to write a bad recommendation
letter for my postdoc in future. well, i have decided to get a new supervisor and complete my doctoral program in with a specialist in my eld of study.
This system should be looked into because most of these supervisors use the students as money making machine like my former supervisor will always say to the PG students.
#44 (/comment/9360#comment-9360) Submitted by vvasil on June 4, 2016 - 8:55am
Hi, I have started my phd about 15 months ago. I have gathered some bibliography, made some initial reading, but work and family di culties do not allow me to invest the
time I would like. What would you advise me? To drop it, or adopt a more systematic strategy, like part time, put small goals to achieve, and organize better my time? I am totally
confused. Although I have gathered a lot of books, articles etc, I have not written a single page. Some advise/ encouragement please?
Many thanks in advance!
#45 (/comment/10185#comment-10185) Submitted by Cyber12 on July 3, 2016 - 10:33am
Hi, I have just started my PhD. I think like all students there are good and more bad days. I have two supervisors, one which I chose and the other that was chosen for me. Both
supervisors are useless. However, they have got students towards the end. At the end of the day I have learnt the best way to get through is to put up and shut and keep going in
the end you will get the PhD as long as you keep going! As a student you just have to remember that 3/4 years of your life will quickly yby and we will all look back at the
experience and just think...glad that's over! Supervisors can make your life hell and they are in a position of power....my advice just play the game and keep going!
#46 (/comment/10224#comment-10224) Submitted by Rey2 on July 7, 2016 - 11:23am
Having worked for many years as an Admin/Coordinator in a Research Centre (top univ) for PhD students, these truths really resonated with me. I constantly witnessed
international students being put aside as the professor globe-trotted, attending conferences, networking, missing supervisory meetings and doing little research himself. His
second in command became demoralised and increasingly worked from home, keeping out of students way. I was left with the responsibility of trying to reassure students
everything would be alright in the end, when I could see what was happening. Students were taken on to boost the Centre's numbers, image and nances. Eventually students'
complaints and slow progress or failures led to closure of the centre (publicly closure was said to be for economic reasons). I changed jobs and moved into another school at the
same university and wrote my own proposal. On acceptance of a proposal said to be 'up with the very best' I was given a young very con dent supervisor and felt simply
grateful. I was her rst PhD student and had an experienced second supervisor. The former had passed PhD a year previously, the latter was applying for a year's sabbatical for
research. After 7 weeks as a PhD student, and after receiving constant ageist comments (why are you doing this, you will get tired, wasting your time) and no support whatsoever
from the inexperienced lead supervisor who clearly did not want to supervise me (or prog director who said she supported her young trainee's comments), I transferred to
another university who had praised my proposal and also o ered me supervision. This time I checked their pro les, publications and agreed regular meeting dates with them. I
then transferred from the Russell Univ to a 1994 University and had a wonderful PhD experience, completing in 3.5 years and working as a research assistant for the school
alongside writing my thesis My new supervisors were supportive, answered emails within 48 hrs maximum, kept appointments, discussed, listened, praised, criticised and
encouraged. Had I stay with the rst university my story would probably not have been one of success, I would not have a doctorate and I would not be writing a book now, so
yes these 10 truths are very honest and helpful to potential PhD students.
#47 (/comment/10371#comment-10371) Submitted by kakuasare on July 11, 2016 - 1:16pm
This is very insightful, As a postgraduate student myself I have learnt a lot. Especially 2,7,8,9
#48 (/comment/10665#comment-10665) Submitted by yoshinta on July 20, 2016 - 5:00pm
Indeed! My supervisor has these 3 characteristics
#49 (/comment/10698#comment-10698) Submitted by MaxPhD on July 21, 2016 - 12:23pm
All very idealistic. On #1, how can you check a prospective supervisor's completion record? Such data is only useful if it includes both completions and non-completions. That's
con dential and is something that no university or individual supervisor would want to publish (unless, of course, HE funding councils insist on this, and make it a condition of
continued funding, but that's another argument altogether).
On #9, I mostly come across termly meetings (yes, astonishingly, a maximum of 3 meetings per year!). I once asked for monthly meetings and was told that's unrealistic, even
though the university's own PhD supervision code recommends it. The idea of weekly meetings would simply get no traction at all - at least not in my experience.
I think a good solution to poor supervisors (and poor supervision, which is not always the same thing) is to give prospective students access to the supervisor's current students
for advice. This would enable applicants to cut through the university's marketing hype and hear from those who have real experience of that particular supervisor, before
signing away 3-4 years of their life.
Of course, there should be no room for current students to take personal swipes, so if they were limited to objective criteria, in an email that the Director of PG Research proof
reads before it's sent o , this would keep it all fair and professional. Such criteria can include: how often does the supervisor attend meetings? Is it with the frequency that the
student has asked for? Does the supervisor read chapter drafts and provide feedback? If so, is it verbal or written feedback? Do meetings include discussions on the substantive
topic, or does the supervisor limit him/herself to advising on dissertation structure only? If there is substantive chat, does the supervisor enjoy getting into the details, or does
he/she stand back, only talk about high-level stu and allow the student to ' ll in the details'?
There's no right or wrong answer to any of these questions, just true answers that a prospective student would then match up with their own working and learning style. And
that's the most important thing: to get matched up with the right supervisor, based on how that supervisor really does work. Only current students can answer those questions,
not the supervisor him/herself, and certainly not the university's supervision code.
#50 (/comment/11561#comment-11561) Submitted by PhD Newbie on August 26, 2016 - 1:44pm
Very good insights. I can relate to 7 & 10 especially. The warning signs about their work is especially telling...
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7/31/2017 10 truths a PhD supervisor will never tell you | Times Higher Education (THE)

July 11, 2013

By Tara Brabazon (/content/tara-brabazon)

1. They do not read your writing

2. They never attend supervisory meetings

3. They are sel sh, career-obsessed bastards

Explore PhD and early career jobs (https://www.timeshighereducation.com/unijobs/listings/)

Register now or login to

5. Byline bandits abound. Study a potential supervisor’s work

9. Weekly supervisory meetings are the best pattern

The key truth and guiding principle is evident

READ MORE (/FEATURES/ESSENTIAL-PHD-TIPS-10-ARTICLES-ALL-DOCTORAL-STUDENTS-SHOULD-READ)

 Read more about: Postgraduate and early-career (/policy/postgraduate-and-early-career)

READER'S COMMENTS (52)

Mine's brilliant in all ways, so I am lucky!

#2 (/comment/576#comment-576) Submitted by Don on July 11, 2013 - 7:19pm

#3 (/comment/579#comment-579) Submitted by touet on July 11, 2013 - 10:03pm

#4 (/comment/580#comment-580) Submitted by surajitdb on July 12, 2013 - 12:40am

#5 (/comment/581#comment-581) Submitted by funnythat on July 12, 2013 - 10:24am

So I would suggest to take these "truths" with a pinch of salt.

#6 (/comment/9258#comment-9258) Submitted by Je-267249 on May 31, 2016 - 10:47pm

#7 (/comment/584#comment-584) Submitted by Ben Saunders on July 12, 2013 - 11:31am

Many of these strike me as either banal or incorrect, at least in my eld/experience.

#8 (/comment/589#comment-589) Submitted by cgk on July 14, 2013 - 4:27pm

#9 (/comment/590#comment-590) Submitted by zytec on July 14, 2013 - 5:04pm

#10 (/comment/593#comment-593) Submitted by csadangi on July 14, 2013 - 9:47pm

#11 (/comment/598#comment-598) Submitted by harrowagenda21 on July 17, 2013 - 4:15am

#12 (/comment/606#comment-606) Submitted by MichaelWhitworth on July 18, 2013 - 4:50pm

#13 (/comment/614#comment-614) Submitted by alvin on July 20, 2013 - 5:30am

#14 (/comment/624#comment-624) Submitted by micronaut on July 26, 2013 - 10:39am

#15 (/comment/627#comment-627) Submitted by ket_DCN-Corp-UK on July 27, 2013 - 6:07pm

#16 (/comment/628#comment-628) Submitted by tollyho on July 29, 2013 - 3:25am

#17 (/comment/11786#comment-11786) Submitted by ahash8 on September 3, 2016 - 9:57pm

#18 (/comment/646#comment-646) Submitted by Buttey on August 1, 2013 - 11:35pm

#19 (/comment/670#comment-670) Submitted by TheProf on August 14, 2013 - 5:24am

#20 (/comment/677#comment-677) Submitted by Paul Gill on August 15, 2013 - 2:20pm

#21 (/comment/691#comment-691) Submitted by askhan111 on August 18, 2013 - 5:08pm

#22 (/comment/693#comment-693) Submitted by capepoint on August 20, 2013 - 2:59am

#23 (/comment/710#comment-710) Submitted by Gary on August 27, 2013 - 10:22am

#24 (/comment/763#comment-763) Submitted by KMThorpe on September 13, 2013 - 10:03am

#25 (/comment/846#comment-846) Submitted by Gsinc on October 3, 2013 - 7:25pm

#26 (/comment/858#comment-858) Submitted by vedvyasdwivedi on October 7, 2013 - 10:34am

supervisors must have super-vision not narrow or ying vision!!!!

#27 (/comment/883#comment-883) Submitted by Dawnbazely on October 12, 2013 - 3:44pm

#28 (/comment/1003#comment-1003) Submitted by Joankethly on November 19, 2013 - 9:41am

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#29 (/comment/1004#comment-1004) Submitted by yunvag on November 19, 2013 - 11:01am

Hi, Prof. Tara.

#30 (/comment/1102#comment-1102) Submitted by StevenG on December 23, 2013 - 11:40am

#31 (/comment/1173#comment-1173) Submitted by weir.Jennifer2 on January 20, 2014 - 8:26am

#32 (/comment/2451#comment-2451) Submitted by JonHead on November 5, 2014 - 1:48pm

#33 (/comment/2523#comment-2523) Submitted by Apis on November 25, 2014 - 3:03pm

#34 (/comment/3713#comment-3713) Submitted by LisaB15 on August 25, 2015 - 5:09am

#35 (/comment/3714#comment-3714) Submitted by LisaB15 on August 25, 2015 - 5:12am

This is the correct link: http://www.widiem.com/view/videos.php#02 (see previous comment)

#36 (/comment/4759#comment-4759) Submitted by vainaelisabeth_240631 on October 25, 2015 - 7:11pm

#37 (/comment/5734#comment-5734) Submitted by mmusinga _252484 on December 18, 2015 - 1:07pm

insightful observations especially for postgraduate students, however subject to debate

#38 (/comment/5860#comment-5860) Submitted by bello.okojie_254587 on January 2, 2016 - 8:25am

#39 (/comment/5920#comment-5920) Submitted by Anonymouse on January 5, 2016 - 12:47pm

#40 (/comment/6159#comment-6159) Submitted by Ed Rybicki on January 18, 2016 - 12:05pm

OK, this article needs to come with a content warning: