masters dissertation supervisor

First meeting with your dissertation supervisor: What to expect

The first meeting with your dissertation supervisor can be a little intimidating, as you do not know what to expect. While every situation is unique, first meetings with a dissertation supervisor often centre around getting to know each other, establishing expectations, and creating work routines.

Why a good relationship with a dissertation supervisor matters

What is important to know is that the relationship that you establish with your supervisor can be a crucial factor in completing a successful dissertation.

A better relationship often results in better and timely completion of a dissertation. This finding is backed up by science. This study , for instance, points out that student-supervisor relationships strongly influence the quality, success or failure of completing a PhD (on time).

Commonly experienced challenges in student-supervisor relationships, on the other hand, are “different expectations, needs and ways of thinking and working” (Gill and Burnard, 2008, p. 668).

Getting to know each other during the first meeting

Many first meetings with a dissertation supervisor include a considerable amount of ‘small talk’. Thus, you can expect to engage in a casual conversation to get acquainted.

Getting to know the work environment during the first meeting

PhD students who start their dissertation are often introduced to their lab, research group or department during the first meeting.

There may also be a discussion about accessing an institutional email address or online work environment as a dissertation student. And any questions that are important to answer to kick off the dissertation process.

Establishing a meeting and communication schedule

Establishing a meeting schedule, or at least discussing how often you are planning to meet, how regularly, and within what time intervals, can reduce a lot of stress and uncertainty.

Discussing your research idea with your dissertation supervisor

While you can expect a lot of Smalltalk, planning, and organisational issues to dominate the first meeting with your dissertation supervisor, it is common to also chat about your research idea.

Based on this information, the dissertation supervisor can already point you in the right direction, suggest relevant literature, or connect you with other students or colleagues who work on similar issues.

Discussing expectations with your dissertation supervisor

Expectations differ from supervisor to supervisor. Some may just expect you to simply get used to your work environment, read a lot and explore theories that are relevant to your dissertation. Others may want to see the first results in terms of a literature review or research proposal.

If you are writing a master thesis, your timeframe will be much shorter. Thus, it is even more important to define deadlines and milestones with your dissertation supervisor as soon as possible. The first meeting lends itself to making this plan.

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Dissertation Advisor 101

How to get the most from the student-supervisor relationship

By: Derek Jansen (MBA) | Expert Reviewer: Dr Eunice Rautenbach | January 2024

Many students feel a little intimidated by the idea of having to work with a research advisor (or supervisor) to complete their dissertation or thesis. Similarly, many students struggle to “connect” with their advisor and feel that the relationship is somewhat strained or awkward. But this doesn’t need to be the case!

In this post, we’ll share five tried and tested tips to help you get the most from this relationship and pave the way for a smoother dissertation writing process.

Overview: Working With Your Advisor

• Clarify everyone’s roles on day one
• Establish (and stick to) a regular communication cycle
• Develop a clear project plan upfront
• Be proactive in engaging with problems
• Navigate conflict like a diplomat

1. Clarify roles on day one

Each university will have slightly different expectations, rules and norms in terms of the research advisor’s role. Similarly, each advisor will have their own unique way of doing things. So, it’s always a good idea to begin the engagement process by clearly defining the roles and expectations in your relationship.

In practical terms, we suggest that you initiate a conversation at the very start of the engagement to discuss your goals, their expectations, and how they would like to work with you. Of course, you might not like what you hear in this conversation. However, this sort of candid conversation will help you get on the same page as early as possible and set the stage for a successful partnership.

To help you get started, here are some questions that you might consider asking in your initial conversation:

• How often would you like to meet and for how long?
• What should I do to prepare for each meeting?
• What aspects of my work will you comment on (and what won’t you cover)?
• Which key decisions should I seek your approval for beforehand?
• What common mistakes should I try to avoid from the outset?
• How can I help make this partnership as effective as possible?
• My academic goals are… Do you have any suggestions at this stage to help me achieve this?

As you can see, these types of questions help you get a clear idea of how you’ll work together and how to get the most from the relatively limited face time you’ll have.

Need a helping hand?

2. Establish a regular communication cycle

Just like in any relationship, effective communication is crucial to making the student-supervisor relationship work. So, you should aim to establish a regular meeting schedule and stick to it. Don’t cancel or reschedule appointments with your advisor at short notice, or do anything that suggests you don’t value their time. Fragile egos are not uncommon in the academic world, so it’s important to clearly demonstrate that you value and respect your supervisor’s time and effort .

Practically speaking, be sure to prepare for each meeting with a clear agenda , including your progress, challenges, and any questions you have. Be open and honest in your communication, but most importantly, be receptive to your supervisor’s feedback . Ultimately, part of their role is to tell you when you’re missing the mark. So, don’t become upset or defensive when they criticise a specific aspect of your work.

Always remember that your research advisor is criticising your work, not you personally . It’s never easy to take negative feedback, but this is all part of the learning journey that takes place alongside the research journey.

3. Have a clear project plan

Few things will impress your supervisor more than a well-articulated, realistic plan of action (aka, a project plan). Investing the time to develop this shows that you take your project (and by extension, the relationship) seriously. It also helps your supervisor understand your intended timeline, which allows the two of you to better align your schedules .

In practical terms, you need to develop a project plan with achievable goals . A detailed Gantt chart can be a great way to do this. Importantly, you’ll need to break down your thesis or dissertation into a collection of practical, manageable steps , and set clear timelines and milestones for each. Once you’ve done that, you should regularly review and adjust this plan with your supervisor to ensure that you remain on track.

Of course, it’s unlikely that you’ll stick to your plan 100% of the time (there are always unexpected twists and turns in a research project. However, this plan will lay a foundation for effective collaboration between yourself and your supervisor. An imperfect plan beats no plan at all.

4. Engage with problems proactively

One surefire way to quickly annoy your advisor is to pester them every time you run into a problem in your dissertation or thesis. Unexpected challenges are par for the course when it comes to research – how you deal with them is what makes the difference.

When you encounter a problem, resist the urge to immediately send a panicked email to your supervisor – no matter how massive the issue may seem (at the time). Instead, take a step back and assess the situation as holistically as possible. Force yourself to sit with the issue for at least a few hours to ensure that you have a clear, accurate assessment of the issue at hand. In most cases, a little time, distance and deep breathing will reveal that the problem is not the existential threat it initially seemed to be.

When contacting your supervisor, you should ideally present both the problem and one or two potential solutions . The latter is the most important part here. In other words, you need to show that you’ve engaged with the issue and applied your mind to finding potential solutions. Granted, your solutions may miss the mark. However, providing some sort of solution beats impulsively throwing the problem at your supervisor and hoping that they’ll save the day.

Simply put, mishaps and mini-crises in your research journey present an opportunity to demonstrate your initiative and problem-solving skills – not a reason to lose your cool and outsource the problem to your supervisor.

5. Navigate conflict like a diplomat 

As with any partnership, there’s always the possibility of some level of disagreement or conflict arising within the student-supervisor relationship. Of course, you can drastically reduce the likelihood of this happening by implementing some of the points we mentioned earlier. Neverthless, if a serious disagreement does arise between you and your supervisor, it’s absolutely essential that you approach it with professionalism and respect . Never let it escalate into a shouting contest.

In practical terms, it’s important to communicate your concerns as they arise (don’t let things simmer for too long). Simultaneously, it’s essential that you remain open to understanding your supervisor’s perspective – don’t become entrenched in your position. After all, you are the less experienced researcher within this duo.

Keep in mind that a lot of context is lost in text-based communication , so it can often be a good idea to schedule a short call to discuss your concerns or points of contention, rather than sending a 3000-word email essay. When going this route, be sure to take the time to prepare a clear, cohesive argument beforehand – don’t just “thought vomit” on your supervisor.

In the event that you do have a significant disagreement with your advisor, remember that the goal is to find a solution that serves your project (not your ego). This often requires compromise and flexibility. A “win at all costs” mindset is definitely not suitable here. Ultimately, you need to solve the problem, while still maintaining the relationship .

If you feel that you have already exhausted all possible avenues and still can’t find an acceptable middle ground, you can of course reach out to your university to ask for their assistance. However, this should be the very last resort . Running to your university every time there’s a small disagreement will not serve you well.

Recap: Key Takeaways

To sum up, a fruitful student-supervisor relationship hinges on clear role definition , effective and regular communication , strategic planning , proactive engagement , and professional conflict resolution .

Remember, your dissertation supervisor is there to help you, but you still need to put in the work . In many cases, they’ll also be the first marker of your work, so it really pays to put in the effort and build a strong, functional relationship with them.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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• Roles and responsibilities of supervisors

Introduction  

• Knowledge of regulations, policies and procedures
• Advice on program of study, research and professional development
• Meetings/consultation
• Financial assistance
• Intellectual property
• Publications
• Withdrawal of supervisory duties
• Accommodation

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.

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  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.

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  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.

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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.

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Writing your dissertation - working with your supervisor

Posted in: dissertations

Your supervisor

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

Get organised

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

Here are some important guidelines to follow:

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

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

See also Communicating with your tutor

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What Is the Best Way to Work with my Supervisor?

Working and Communicating Effectively with your Supervisor

• First Online: 19 October 2023

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• Sue Reeves   ORCID: orcid.org/0000-0002-3017-0559 3 &
• Bartek Buczkowski   ORCID: orcid.org/0000-0002-4146-3664 4  

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This chapter will support you in working with your supervisor well. Not only will it consider how to go about choosing a supervisor, whilst recognising that many students have their supervisor assigned, but it will also consider how best to communicate and work collaboratively with your supervisor. Furthermore, if there is a communication breakdown between you and your supervisor there are some suggestions as to how you can reconcile this.

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Ahmadi F, Shamsi A, Mohammadi N (2020) Using intelligent interaction to manage student-supervisor conflict: a qualitative study. Journal of educational health promotion 9:18

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Adrian-Taylor SR, Noels KA, Tischler K (2007) Conflict between international graduate students and faculty supervisors: towards effective conflict prevention and management strategies. J Stud Int Educ 11:90–117

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Potts, M. (2014) 10 things I wish I had known before starting my dissertation. https://www.theguardian.com/education/mortarboard/2012/may/02/dissertation-top-ten-tips . Accessed 28 No 2022

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Carnegie D (2006) How to win friends and influence people. Vermilion, London

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Reeves, S., Buczkowski, B. (2023). What Is the Best Way to Work with my Supervisor?. In: Mastering Your Dissertation. Springer, Cham. https://doi.org/10.1007/978-3-031-41911-9_4

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How to Deal with an Unhelpful Dissertation Supervisor

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

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

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

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

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

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

Tips to Deal with an Unhelpful Supervisor

Rule # 1: communicate effectively with unhelpful dissertation supervisor .

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

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

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

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

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

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

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

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Also read: How to Write a Dissertation in a Week

Rule # 3: Seek Help from Peers

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

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

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

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

Rule # 4: Don’t Get Emotional

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

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

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

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

Rule # 5: Stay Assertive

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

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

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

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

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

How can ResearchProspect Help?

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

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

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

Frequently Asked Questions

Can you do a dissertation without a supervisor.

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

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If your dissertation includes many abbreviations, it would make sense to define all these abbreviations in a list of abbreviations in alphabetical order.

When writing your dissertation, an abstract serves as a deal maker or breaker. It can either motivate your readers to continue reading or discourage them.

Not sure how to write dissertation title page? All dissertations must have a dissertation title page where necessary information should be clearly presented

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Thesis supervision

Find a thesis supervisor.

Thesis supervisors must be authorized by their Faculty to supervise theses.

Finding a thesis supervisor arrow_drop_down

Before thinking about a supervisor, students should make sure they are committing to the area of study that most interests them. They should ask themselves whether they are enthusiastic enough about a topic area to sustain this enthusiasm over the period of time it will take to prepare the thesis. Speaking to students and professors who do research in the proposed area of study will help clarify the students’ thoughts. The students should make sure they are well-informed before they approach any potential supervisors.

A professor is not obligated to take on a student if he or she feels the match-up would not be a good one, or if the professor lacks lab space, time or funding.

A student may have more than one supervisor. When mention is made of the thesis supervisor, it is implicit that there may be a co-supervisor.

• Information to collect before contacting a potential supervisor
• Questions to ask after the meeting with the potential supervisor
• Professors, by research interest

Appointment of a thesis supervisor arrow_drop_down

From the uoZone Application tab, click Service Requests to create a service request and appoint a thesis supervisor.

Meetings between the supervisor and the student arrow_drop_down

Preliminary meetings.

Before a student begins researching and writing a thesis, the supervisor and the student should have a detailed discussion of expectations and requirements. Below are examples of general and specific issues to be discussed during the preliminary meetings.

As soon as possible, the student should obtain ethics approvals or any other required approvals to conduct research. The student should discuss with the thesis supervisor and visit the  Office of Research Ethics and Integrity  Website.

• General and specific topics to be discussed

Regular meetings

The student and the supervisor should plan to meet regularly whether or not the student has any finished work to show to the supervisor.

If it is a major meeting, the student should draw up and deliver to the supervisor an agenda beforehand. If the meeting is to discuss text that has already been written, the student must send the draft well in advance of the meeting. 

After the meeting, and based on this agenda, the student prepares a brief report on what was discussed and decided, and shares this report with the supervisor.

It is important to be productive at these major meetings, but it is also crucial to just keep in touch.

Components of a typical agenda

• a summary of the purpose of the meeting
• a review of what was discussed at the previous meeting and what has been accomplished to date
• a discussion and clarification of the current topics, ideas and issues
• next steps as a result of this discussion
• agree with a date for the next meeting

Feedback and revision arrow_drop_down

All along during the thesis preparation process, a student will receive feedback and should expect to do revisions. Revising a thesis based on feedback from the thesis supervisor, advisory committee (if applicable) and from the jury is an important part of the thesis preparation process.

Part of the advancement of knowledge that preparing a thesis fosters involves engaging in dialogue and learning from these discussions, learning how to communicate clearly, and responding appropriately to suggestions for improvement

Already a student?

Types of supervision, co-supervision arrow_drop_down.

A joint management with a professor in another discipline may be considered if the research project of a student is favoured.

Cotutelle arrow_drop_down

A doctoral student may prepare a thesis under a cotutelle agreement. You find below additional information to help familiarize yourself with the roles played by each of the stakeholders.  

Learn more about Cotutelle.

Thesis advisory committee arrow_drop_down

In many academic units, a thesis advisory committee, also referred to as thesis committee, is assembled as soon as a student finds a thesis supervisor. Please note that not all academic units have thesis committees, the students must check on the protocol in their own academic unit.

Constitution of the thesis committee

How the thesis committee is formed varies from academic unit to academic unit. The thesis supervisor plays the biggest role by approaching colleagues who have the expertise and inviting them to join the committee.

A thesis committee is made up of:

• the student
• the thesis supervisor, and
• usually at least two other professors.

The thesis supervisor is usually the chair of the thesis committee.

Role of the thesis committee

While the roles and responsibilities of thesis committees may vary from one academic unit to another, members of the committee should provide guidance to the student on thesis planning, research and writing; be available to discuss ideas or for consultation on any other matter related to the thesis; and, if this is the practice within the discipline, evaluate the thesis after submission.

Thesis committees meet according to a schedule set either by the academic unit or by the committee itself. The student is usually responsible for initiating the meetings. When concerns about the progress of the research arise, the supervisor and/or academic unit may require meetings at more frequent intervals.

Useful information

Contracts arrow_drop_down.

Some supervisors and students have contracts or agreements to formalize the expectations and delineate the responsibilities in the preparation of a thesis.

Although these agreements are not considered official documents with force of law, they set out the expectations of the student and supervisor in relation to many of the issues covered in this Website section and help avoid conflict and misunderstandings.

A student should not make assumptions about who will do what in the research and who gets credit for any new discoveries or inventions. A supervisor should not assume the supervised student is aware of any assumptions the supervisor has or any authorship or credit protocols that may exist in the area of research.

Professors who use contracts do so because they have found such agreements are a good tool for helping students achieve their goals and finish their theses. However, while a written agreement can be very useful, one of the keys to a successful supervisor–student relationship is good communication and mutual trust. Both sides need to foster and build on that. 

Absences arrow_drop_down

Sometimes a potential supervisor is approached by a student looking for a thesis supervisor and both the student and professor agree it would be a good match, but the professor is going on an academic leave partway through the period in which the student will be preparing this thesis. In the event of a scheduled absence from the University for more than one month, the thesis supervisor must make the necessary arrangements with his students and the academic unit concerned to ensure that students continue to be accompanied during the supervisor's absence.

A thesis supervisor who is going to be away should let the student know well in advance. The same goes for the student. The student should discuss this with the thesis supervisor well ahead of time. In case of illness, the student should let the supervisor know the expected timeline for recovery.

If the student is planning to suspend work on the thesis for a term or more, for whatever reason, the student needs to apply for and receive approval for a leave of absence. Please note that absence has an impact on eligibility for funding.

Professionalism arrow_drop_down

As a student, the development of professional skills—for example, communicating appropriately in writing and in person, responding promptly to e-mails, coming prepared to meetings, following up after meetings, respecting deadlines, tracking changes to the text so that it is easy for the supervisor to review each draft after revisions—is important in the preparation of the thesis. Some faculties offer courses in professional skills.

If the student feels aspects of the supervisor’s behavior are unprofessional, he or she should consult the graduate program director or the chair of the academic unit.

Changing supervisors arrow_drop_down

As for changing supervisors partway through a thesis, this is not recommended. Keep in mind that as long as the thesis is logical and the conclusions drawn from the data are valid, the student and the supervisor do not need to be in total agreement on methodology, analysis or interpretation.

The thesis committee may be able to fill in whatever gaps the student perceives in the relationship with the supervisor. If the research goes off in an unexpected direction, one that is not very familiar to the thesis supervisor, the student could see what opportunities are available and what guidelines the academic unit has for this situation. The student could consider joint supervision as an alternative to finding a new supervisor.

If the student has explored all other options and still wish to change supervisors, he or she should talk to the graduate program director. If the supervisor happens to be the graduate program director, the student should talk to the director of the academic unit. If the student remains uncertain or dissatisfied, he or she should talk to the vice-dean graduate studies of his/her home faculty. Beyond that, the student can talk to the university ombudsperson. The student can request that the exchanges with any or all of these individuals (directors, vice-dean, ombudsperson) remain confidential.

The student should be sure to explore options carefully before withdrawing from the supervisory arrangement—a student who terminates the relationship with a supervisor before finding another supervisor may have difficulty securing another supervisor and compromise the thesis project.

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How should I deal with challenging master thesis students as a supervisor?

I'm a PhD student in my first year, co-supervising master students with a postdoc, and listed as the first supervisor. This is my first experience supervising a thesis. My previous experiences with students were mainly tutoring or conducting lab experiments with students.

The issues:

The students are not honest; they have experience with some tools, and it is in their curriculum, but when I asked them about the tools, they stated to me clearly that they don't have experience with it. In another meeting with the co-supervisor, they admitted the opposite; however, minimum experience.

I have sent many tasks since the beginning stating clearly why these tasks should be done now because they will need it in the future to do so and so. The tasks were ignored.

The student neither thinks actively nor searches for the information, expecting everything to be spoon-fed. I stated many times that this is not how master theses work.

I thought maybe the topic was new to them, so I prepared a list of questions, including keywords with the required material to search within and learn. It was not taken seriously.

Also, they don't consider our time and that we have other responsibilities and expect an answer within a few minutes.

Since time is running out for them, they are playing some game (I don't know the proper term for that) like:

You are my mentor, and the time is running; if I didn't help them immediately, they would spend the time doing something wrong, which would be my fault.

Whenever I ask a question from the questions list I sent earlier; supposedly they did a literature review, and the answers are entirely wrong. Their excuse is the topic is new, and there is not enough literature, which is a lie.

They reached the stage where they complained to me that the server was down (where they should get the data), which is a national server and not my issue.

I don't know what to do anymore; I tried positive reinforcement, specific tasks, and specific tasks with deadlines, but all did not work. I don't want to be an "unsupportive supervisor"; I'm afraid I have already lost interest in the topic and am not interested in getting a good master thesis out of it.

The questions might be: How should I proceed, and how can I proceed objectively?

A good master thesis in my opinion is that the students understand the problem, review the relevant literature, approach the issue, develop a workflow to solve it, try that, and write all that in in their thesis.

The students received their topic/title, recommendation regarding literature, the tools that should be used in the thesis at the beginning. After, two or three consecutive meetings, it was clear that they need to be guided a little bit. That is why I or we started guiding them.

• supervision

• 16 Have you discussed this with your post-doc and professor? If so, what did they say? Also: who decides whether these students pass or fail? I assume a professor -- but if you are "first supervisor," maybe this is your decision? –  cag51 ♦ Commented Jun 9, 2022 at 18:56
• 2 Also: I don't understand your first bullet. What does "in their colloquium" mean? My read is that they are trying to avoid overstating their level of knowledge, which is minimal. Or? –  cag51 ♦ Commented Jun 9, 2022 at 19:08
• 3 If you were my supervisor, I would kindly ask you to let me be freer. You are supposed to only guide them, not to tell them what do you. Note that, there is a difference between giving them suggestions and giving tasks. "[...] getting a good master thesis out of it.". That is not job. That won't affect your career. That is not your thesis. If you are interested in the subject, work on it yourself or give the project to someone else. –  Our Commented Jun 9, 2022 at 19:11
• 2 Please be patient; we're really just trying to understand the situation so that we can offer helpful advice. If I understand correctly, it sounds like you discussed this situation with your professor and they told you to offer additional "handholding." Is that correct? What I'm really trying to understand is: if you tell the students "do X or you or will fail," and they don't do X, will they indeed fail? Or will your professor swoop in and offer some alternative? –  cag51 ♦ Commented Jun 9, 2022 at 20:59
• 1 How many such students? (Suggest the question be edited with that info.) –  Daniel R. Collins Commented Jun 9, 2022 at 21:16

You are trying to be helpful, but there is such a thing as too much handholding. The more helpful you are, the more likely students are to exploit this and to become a help vampire .

You do not owe your students any success. You owe them a fair chance at succeeding. But this chance is theirs to take. The thesis is solely their responsibility, especially since the purpose of a masters thesis also is to demonstrate the ability of doing independent academic work. By definition , success or failure of the thesis isn't your fault. Some students will throw their chance away, regardless of how much you help them.

Things that might help in the future include clearer boundaries, and focusing your assistance more on methodological aspects.

Your student currently expects responses within minutes. Matters are rarely so urgent that they need responses the same day.

When supervising a thesis, it might be best to minimize such informal messages except for truly urgent issues, and instead have regular meetings for which the student can prepare questions. Depending on the kind of work, a cadence like one meeting every two weeks might work well. Then, you can defer any small issues that come up: “let's discuss this at our next meeting”.

You mentioned that you “sent many tasks”, provided material, and tried to set deadlines.

This is fine when working with an intern or research assistant, but not for a student who is supposed to independently write a thesis. Firstly, because you're doing their work for them. Secondly, because it's their thesis and they should use whatever working style they believe works for them.

Instead, it might be best to focus your assistance on methodological aspects, so that the student knows how to write a good thesis. For example, many students need an explanation about how to find useful literature, how to structure a thesis, and maybe where to find techniques that weren't covered during lectures. A master thesis is often the longest independent project done by the student, so sharing experience with time management can also help.

But mostly, a Socratic approach is useful, where you ask the students about their plans for the thesis. What are their goals until the next meeting? Do they feel they are on schedule, if not how can they adapt their plans? Have they considered the connection with $related_topic? How to they intend to mitigate a certain risk you are concerned about? What challenges are they currently facing, and how do they intend to solve them? You can suggest things, but it will be the student's decision what they do with that suggestion.

Added benefit: if you set out a plan and they fail, they will blame you, and perhaps rightly so. If they set out a plan and they fail despite knowing your concerns, that's clearly on them.

Since the thesis in question is already close to its end, it will be difficult to switch to clearer boundaries and to more passive support. But if at least two weeks or so are left, not impossible, if you are willing to put your foot down. For example, consider an email along the following lines:

It is great that you have these questions, but this is your thesis and working through such challenges is part of it. I don't have the time to discuss your progress right now, but I can offer a meeting $in_4_business_days. Please continue work on your thesis in the meanwhile, and we can discuss remaining issues then.

Is this impolite? Maybe, but so is bombarding you with endless requests for help.

What I find rather odd in all of this is that it's the first thesis you supervise, and already as the main supervisor. Supervision is a skill that can be learnt, but ideally by shadowing another supervisor for one or two theses. I'm still in that “apprenticeship” phase. So I think it's completely unsurprising that you're running into these kinds of problems, and I also ran into similar problems with the first students that I mentored. The good news for you is that you can learn from this experience, and can be a much better supervisor for the next student. The learning experience goes both ways.

• 1 I appreciate your answer! And I will keep your advices always in my mind :-) –  Jupiter Commented Jun 9, 2022 at 20:33

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Sample emails to your dissertation supervisor

Published on October 13, 2015 by Sarah Vinz . Revised on March 24, 2017.

Table of contents

Making an appointment, asking questions, confirming agreements.

Dear Dr. Janssen,

The college has informed me that you will be my supervisor. I would therefore like to make an initial appointment to discuss my dissertation idea with you.

I look forward to hearing from you as to when you would be available to meet with me.

Prevent plagiarism. Run a free check.

Dear Prof. Smith,

I have encountered several difficulties while working on my dissertation. Could you please answer the following questions?

• I have found only limited literature on the concept of “social enforcement.” Are you familiar with any authors who have written on this topic?
• Measuring “social enforcement” in the literature has proven virtually impossible. At this point I would like to use “social control” as a starting point for the concept. What are your thoughts on this?

I would like to make an appointment to discuss these questions with you. When would be convenient for you?

I am writing in follow-up to our meeting on Monday. Could you please check the notes I have prepared concerning what we agreed and confirm that they are accurate?

Thanks in advance for your response.

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10 tips on finding the right dissertation supervisor

Before you start writing your master’s dissertation it is extremely important to find the best possible supervisor to help and guide you through the dissertation writing process. When asking how to write a dissertation, many students forget that all highly graded dissertation examples have in common a strong and productive student-supervisor relationship . There are several important tips to remember when choosing a supervisor.

The right supervisor for your subject

It might sound obvious, but make sure your supervisor is the best possible person to help with your specific dissertation title. It might seem tempting to go for somebody you know already or somebody popular, but finding a dissertation supervisor who is an expert in the specific field you are writing your dissertation on is the most important criteria.

Their intimate knowledge of the topic itself and the academic field surrounding it will be indispensable as they guide you through the dissertation writing process.

A strong working relationship

If you are choosing from supervisors you have worked with before, for your master’s dissertation do choose one with whom you feel you had a strong and productive working relationship . It is best to avoid a supervisor who made you feel nervous or anxious, even if you respect them. When you are writing your dissertation you will need to be able to express your ideas openly and confidently to your supervisor, and to explore your full academic capability without being afraid of making mistakes.

In order to write the best dissertation example you possibly can, you need a supervisor who will allow you to feel supported and free to experiment with new ideas and to push the boundaries of your writing.

Equally, do not be tempted to choose a supervisor who is too laid-back and relaxed, even if you found them particularly easy going. The process of writing your master’s dissertation is intense and pressurised and you will need somebody who will gently push you and keep you motivated if you are going to get it done in time and to the best of your ability.

Good recommendations

The advice of students from previous years is usually invaluable – ask them honestly to share their own experiences with you, they may be able to provide you with excellent inside information about the style and expertise of various dissertation supervisors.

A supervisor with your best interests at heart

Many students tend to approach a dissertation supervisor whose profile is very high within the University or who is an important member of their college or faculty. Remember, although these supervisors may have a great deal of expertise, their schedules may already be tightly packed – make sure you find a supervisor who has enough time to truly provide you with all the support and attention your dissertation deserves.

A slightly less senior supervisor will often have just as much knowledge and skill in your dissertation area of study, but be more motivated to help you towards top dissertation marks to improve their own reputation and academic success as well as yours.

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Understanding the Needs of Masters Dissertation Supervisors: Supporting Students in Professional Contexts

• Sarah Cornelius University of Aberdeen
• Sandra Nicol University of Aberdeen

Despite a wealth of research into the supervision of PhD projects, there is relatively sparse literature to draw on to help with the development of appropriate support for supervisors of independent research projects undertaken at Masters level. Although some sources consider supervision of full-time Masters students, part-time and work based contexts have received little attention. To help bridge this gap, this paper explores the nature of the part-time supervision of Masters students in professional contexts, identifying features that make it distinct from PhD supervision. It draws on questions posed by supervisors in a Scottish School of Education, and reflections on their experiences, to identify challenges and issues that need to be addressed to provide appropriate support. Recommendations are made for strategies to resolve recurring issues and meet supervisors’ needs, and issues for further investigation are identified.

Author Biographies

Sarah cornelius, university of aberdeen.

Senior Lecturer

School of Education

Sandra Nicol, University of Aberdeen

Sandra Nicol is a Teaching Fellow in the School of Education, University of Aberdeen, teaching both undergraduate and postgraduate students. Her interests are in supporting research both from the student and the supervisors’ perspective at Master’s level and the use of film technology in the classroom. Email: [email protected]

Anderson, C., Day, K., & McLaughlin, P. (2006). Mastering the dissertation: Lecturers’ representations of the purposes and processes of Master’s level dissertation supervision. Studies in Higher Education, 31(2), 149–168.

doi: http://dx.doi.org/10.1080/03075070600572017

Donaldson, G. (2010). Teaching Scotland’s future: report of a review of teacher education in Scotland. Edinburgh: The Scottish Government. Retrieved 2 June 2015, from http://www.scotland.gov.uk/Resource/Doc/337626/0110852.pdf

Cornelius, S., Gordon, C., & Schyma, J. (2014). Live online learning: Strategies for the web conferencing classroom. Basingstoke: Palgrave Macmillan.

de Kleijn, R.A.M., Meijer, P.C., Brekelmans, M., & Pilot, A. (2015). Adaptive research supervision: Exploring expert thesis supervisors’ practical knowledge. Higher Education Research and Development, 35(1), 117–130.

doi: http://dx.doi.org/10.1080/07294360.2014.934331

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Advice for surviving your PhD dissertation

Tips for each step of researching, writing and refining a PhD dissertation

From initial research and writing to revision, defence and award, the journey to completing a PhD is often described as a marathon. Here, academics offer their insight on each step towards producing an original work of scholarship. Starting with choosing a supervisor and establishing healthy habits, the advice goes on to cover how to structure a PhD dissertation, establish a writing routine, write an abstract, prepare for a viva and beat procrastination when motivation flags.

.css-7qmtvr{overflow:hidden;max-height:108px;text-indent:0px;} Get a head start in the first year of your PhD

Andreï V. Kostyrka

University of Luxembourg

How to start writing your PhD thesis

Strategies for writing a dissertation: write before you’re ‘ready’

Monique Dufour

Virginia Tech

How to navigate the PhD thesis

Luis R. Rojas-Solórzano

Nazarbayev University

How to write a PhD thesis: a step-by-step guide

Kelly Louise Preece

University of Exeter

One thesis, two supports, three months

Mariam Shadan

Dubai Medical College for Girls

How to tackle the PhD dissertation

Dalhousie University

Get your PhD thesis beach ready

John Sinclair

Colorado State University Global

Finding supervision and support

Top tips for choosing a PhD Supervisor

Near East University

Buddy system: creating community through writing

Lena Steveker, Laura Spadon

Individual consultations can help PhD students to complete their studies

Szabolcs Várbíró , Judit Réka Hetthéssy, Marianna Török

Semmelweis University

Transitioning to a PhD: common struggles and how to overcome them

Camille Bou

The London School of Economics and Political Science

Protect your emotional well-being for a happier writing experience

Burcu Totur Dikmen

Why getting a PhD is like building a Lego duck

The University of Edinburgh

Advice for doing a PhD by publication

Why get a PhD by publication (and other career tips)

James Derounian

University of Bolton

Publication-based doctorate: is it for me?

Northumbria University

Advice for supervising a PhD by published works

Alison Brettle

University of Salford

How to write an abstract for a research paper

Ankitha Shetty

Manipal Academy of Higher Education

Read this before you write your abstract

Michael Willis

How to find motivation, keep going and finish your thesis

Five ways to beat the procrastination monster

Glenn Fosbraey

University of Winchester

Bad news, kids (and academics): the magical motivation fairy doesn’t exist

Hugh Kearns

Flinders University

What is your academic writing temperament?

Rachael Cayley

University of Toronto

How to develop a researcher mindset as a PhD student

Shaif Uddin Ahammed

University of the West of Scotland

Evidence synthesis: what every student (and researcher) should know

Alessio Bellato

University of Southampton

Preparing for the viva or defence of your PhD

‘Augmenting’ the doctoral thesis in preparation for a viva

Edward Mills

How to answer viva questions

Jenny Scoles

Tips for writing a PhD dissertation: FAQs answered

Campus team