Doctoral Supervisors Engagement andGood Practices in Doctoral SupervisionInsights into Evolution and Design of Research Supervision

Universidad de Las Palmas de Gran Canaria 13 April 2016

PD Dr. Helmut Brentel

Taking Stock and Prospective

The world wide challenge and responsibility of universities to strongly 

improve supervision quality and skills performance.

• Developing and improving the second standing leg of doctoral education!

• Where are we right now in April 2016?

• What do we have reached so far?

• What’s laying ahead?

• What defines the dynamics of change and development?

• How can we, how should we engage and convince doctoral supervisors, 

candidates and university heads?

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Research Supervision and Supervisors Training5 Core Questions

1. Why is a good notion of the history and state of the art so important?

2. Why do we have to fully keep in mind the challenges and mistakes as well as the 

success strategies when engaging and implementing supervisors and trainings?

3. Why is thinking and acting with comprehensive concepts indispensible?

4. Why is evaluating supervisors training an important but complex and procedural 

task?

5. Why is the orientation on outstanding quality, convincing best practices and 

success stories the key to overcome procrastination and to gain bright 

performance and sustainable development in Europe and world wide?

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Why is a good notion of the history and the state of the art so important?

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Australia and Great BritainExemplary Development since 30 Years

● Longtime proved and established supervisors training in allformats and thematic areas

● Comprehensive internet ressorces on information and advice ofdoctoral candidates and supervisors topics, criteria and proceduresof outstanding research supervision

● Comprehensive literature for advice and research on supervision processesAustralia > Group of 8 research intensive universities (GO8) with framework fundamentals

concerning the formal training and registration of supervisors (graded system ofpreconditions, e.g. allowing to supervise from 6 to a max. level of 12 candidates)

Australien National University Canberra, Monash University Melbourne, University of Adelaide, University of Sydney, University of New South Wales (Sydney), University of Queensland, University of Western Australia Perth, Victoria University Melbourne

Great Britain > critical debate starting 1985 > supervisors training starting from 1990Caledonian University Glasgow, University of Cambridge, University of Edinburgh, Imperial College London, King‘s College London, University of Oxford Learning InstituteUK vitae – realizing the potential of researchersUK Council of Graduate Education (UKCGE)

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Continental EuropeCatching up Development Dynamics since Seven Years

• EUA ‐ Salzburg Principles I and II ‐ 2005 and 2010

• Understanding und practice of supervision in structured PhD education

• EUA‐CDE Workshops and Annual Meetings 2009 – 2016

• UNICA   – Universities of the Capitals of EuropeMaster Classes on Supervision 2009 – 2013 in Dubrovnik

Development of supervisors training in Continental Europe• stronger development and good expertise in Skandinavian countries

• beginning of promising development in Austria, Germany and Switzerland

• two European best practice examples (URV in Tarragona and UC in Santander) and beginning development in Spain

• beginning of good development in Baltic states, Belgium, France, Ireland, Netherlands, Portugal

• still hesitating development in Italy, Greece and eastern European countries 

Development of Supervisors Training in Germany

• Bridging concept of Qualitätszirkel Promotion/Quality Circle PhD

• Start of supervisors training at many German universities, e.g. Humboldt University Berlin, Technical University Dresden, universities in Bielefeld, Duisburg/Essen, Gießen, Göttingen, Jena, Koblenz‐Landau, Leipzig, Marburg, Potsdam, Saarbrücken, Tübingen, Würzburg

• Start also of supervisors training at big Integrated Research Training Groups like the FSB TR32 (University Bonn and Cologne, TU Aachen, Research CenterJülich)

• Since 2015 start of a comprehensive training programme at Goethe University Frankfurt (Goethe Graduate Academy)

• UniWiND – Universitätsverband zur Förderung des wissenschaftlichen Nachwuchses in Deutschland‐Working groups elaborating recommendations on research supervision; brochure on supervision and supervisors training 2014 (English version 2016)

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Scandinavian Countries

Denmark, Finland, Norway and Sweden

• Having been the first for catching up in Continental Europe

• Providing supervisors training by professional external as well as by 

internal trainers

• Comprehensive interfaculty training programmes at several leading 

universities like Aarhus, Copenhagen, Oslo , Stockholm

• Smaller programmes  at many other universities

• Training engagement mainly volunteer ‐ but partly obligatory

• Outstanding European best practice example at Karolinska Institute

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Supervisors Training at Karoliska Institute Stockholm• Web Course for Supervisors • Introductory Doctoral Supervision Course

‐ 5 days in one row – obligatory‐ Topics:> roles, responsibilities and communication> legal arenas> research ethics> diversity and equal treatment> intercultural communication> doctoral education at KI> intended learning outcomes> rules for doctoral education> recruiting a doctoral candidate> written assignment

• Seminars for Doctoral Supervisors‐ e.g. on ‘Preventing and dealing with conflicts’‐ duration 1.5 hours, opportunity to discuss matters and exchange experiences

• Pedagogy for Doctoral Supervisors‐ a continuation of the obligatory introductory course focussing on learningprocesses and supervisory pedagogy‐ duration 5 half days

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Why do we have to fully keep in mind the challenges and mistakes as well as the success strategies when engaging and implementing supervisors and trainings?

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Challenges of Engaging and Training Supervisors

• Last relicts of the old fashioned notion of the making of a good supervisor

• Administration is not understanding the strategic importance of the task – denial of support and financing

• No real understanding of the international competitive dimension of the task

• Implementation should be done as a kind of a small side order with very low money

• Reaching critical mass soon

• The “no time” phenomenon: “our people have no time for a two days workshop –it will never be full”

• Crazy expectations that workshops could be done in only one or even half day focussing on tips and tricks checklists “how to do it best”

• Finding the right balance between quality and quantity – reaching very high quality in research supervision, and at the same time to reach and to support almost all of the doctoral candidates and supervisors

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Implementation of Supervisors TrainingCommon Mistakes and False Strategies

• No real impact: testing and evaluating supervisors training by one workshop

• False advertisement: supervisors training cannot be identified if mixed with all offers

• There are no personal letters to the faculties, deans and potential clients

• The younger supervisors are not explicitly addressed

• Not clear that it needs a long term offer and development from the beginning

• No backing by university heads

• Not part of the university’s strategic planning

• Fear that supervisors training will be seen as a sign of existing incompetence

• Organising unit has no expertise and focus in this field

• Worse ideas: divide an integrated two days workshop into 2 single days

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Implementation of Supervisors Training10 Core Strategies for Success

• High impact from the beginning – aim to reach a critical mass soon

• Training of 100 to 150 younger supervisors within 2 years ‐ at least 4 workshops per year

• Developing and implementing an overall long term strategic and operative plan 

• Supervisors training and supervision workshops for young and experienced supervisors, 

for doctoral candidates, as well as for heads of doctoral schools

• Programme for follow‐up workshops and ongoing training and improvement

• Self‐organised community of best practice in research supervision

• Advertisement of the workshops in time – elaboration of annual programmes

• Well elaborated explanation of tasks, objectives and benefits

• Good and clear backing and support from the university’s heads

• Well recommended colleagues are advertising and explaining the strategic project

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Why is thinking and acting with comprehensive concepts indispensible?

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Comprehensive Concept: Research Supervision

• Strategic and operative plan• Mission and vision statement• Strong commitment from the university’s heads• System of progress monitoring and reporting• Guidelines for supervisors as well as for doctoral candidates• Training for supervisors and doctoral candidates• Convincing training certificates• Comprehensive set of information measures – e.g. starter kit, introductory 

workshops, online news letter• Awards and rewards• Highly attractive and supportive research environment – doctoral school or rather 

umbrella graduate school with all qualification and support measures needed• Internationalization of PhD supervision• Sustainability of actions, measures and services• Quality assurance

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Comprehensive Concept: Supervisors TrainingInitial two days workshop “Professionalization of PhD Supervision” as an integrated approach of 7 core indispensable elements/modules

• International Developments in Research Supervision• Supervisory Biography• Supervisory Roles, Expectations and Relationship• Selection of Doctoral Candidates• Warning Signs and Problem Solutions• Literature and Supervisory Tools (Toolkit)• INTERVISION – a Peer Coaching Technique

Comprehensive overall and long term sustainable training concept

• Follow‐up workshops and long term refresh and training concept• Supervision training for doctoral candidates – best in parallel with their supervisors• Short initial online course(s) for informing the new supervisors and doctoral candidates• Information workshops on supervisors training for heads of doctoral schools• Train the trainers of supervisors programme for qualifying your future in house trainers 

Overall Aim: Establishing an Outermost Productive and Supportive Supervision Culture H. Brentel 2016 16

Supervisors Training forYounger Supervisors

Supervisors Training forExperienced Supervisors

Initial Workshop  Professionalization of PhD Supervision

Follow‐Up WorkshopProfessionalization of PhD Supervision

Option to participate in initial workshop

Option to participate in follow‐up workshop

Additional Modules and Workshops for Supervisors (half or one day) e.g.‐ International  approaches and developments in research supervision‐ Supervising international doctoral candidates‐Motivating your candidates‐ Team supervision‐ INTERVISION, peer group coaching‐ Time and self‐management for supervisor

Supervision Talks: 2 hours meetings on urgent topics or international best practice examples

Supervision Training for Doctoral Candidates

Information Workshop on Supervisors Training for Heads of Doctoral Schools

Training Programme for Future Trainers of Supervisors

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Why is evaluating supervisors training an important but complex and procedural task?

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Proper Evaluation of Supervisors Training Takes Some Time

The success of supervisors training cannot be evaluated by one/some single workshops, and it cannot properly be evaluated by a standard evaluation form right after the workshop.

What constitutes a good and convincing set of well designed evaluation measures?!

• Testimonials of participants when commenting and reviewing the workshop results at the end in a joint wallpaper exercise 

• Participant’s reports in follow‐up workshops after half a year – reports about changing and improving practices, about their success stories

• Self‐evaluation of participants after one, two, three years (by a special form)

• Reports of participants in meetings of  communities of best practice in supervision

• Exist questionnaires for doctoral candidates

• So, evaluation of supervisors training is a more complex and procedural task. It needs expert knowledge and professional treatment.

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Why is the orientation on outstanding quality, convincing best practices and success stories the key to overcome procrastination and to gain bright performance and sustainable development in Europe and world wide?

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Expectations, Needs and Worries of Young SupervisorsTestimonials from self-introductions at the beginning of workshops

Lack of knowledge and experience• To know what is supervision• Don’t know how to do it• Learn to supervise• I don’t know if I am doing it well, if 

there is a proper way to do it• Lack of experience and expertise• Learn to be a good supervisor• Identifying my needs• Improve my knowledge• Analyse myself• I am happy to learn what options of 

support exist• More orientation courses like the 

one I’m going to take with youLack of time and communication• How can I reserve more time for the 

doctoral candidate?• Do it better with the same time• Share ideas and experiences

Lack of a systematic approach• Systematics and structure• Learning to organise the work• Plans and tools how to structure the 

meetings with the PhD• Knowledge in how to deal with 

unpleasant situations• Getting tools beyond my intuition • To know different styles and 

practices• To guide the candidates properly• Balance between rigor and creativity, 

control and freedom• Signals of danger to meet the goals• How to find and select the best 

possible candidates• How to motivate• Relations and responsibilities in a 

supervisory team• Establishing a work relationship

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Feedback from Follow-Up Workshops6 Months after the Initial Workshop

• From maternal to professional• The start with clarifying mutual expectations is a very good way• I am more systematic with candidates – meetings, objectives• I make them write the agenda and meeting report• My relationship with my doctoral candidate has improved because of

continuous and well prepared meetings.• More tight supervision with problematic candidates• I am more realistic• I am trying to see the warning signs• I talked with my co-supervisor about expectations• I am making systematic use of the toolkit• I am delegating more• I am more structured with my time• The workshop helped me to save time and to work much more relaxed

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Best Practice Example at the University Rovira i Virgili

• Pilot-project April 2013 till May 2015• 9 initial and 3 follow-up workshops• Workshops for doctoral candidates and heads of doctoral schools• Training for future trainers of supervisors (tts) October 2014 till May 2015

- initial tts-training, assistance in workshops, homework for developing own modules

Preconditions• Initiative URV Excellence Campus • Take over by newly established doctoral school • Strong support from the rector

Impressive effects and results• Critical mass in a relatively short time• Constant interest and participation over 2 and 1/2 years – 2 workshops in one row• Early start of community of best practice in supervision

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Experiences from Supervisors Trainings at20 European Universities Since 2011

Behaviour and awareness of the young supervisors• Very eager to learn and to avoid early mistakes with expectations or selection • Very happy to have the opportunity to understand the supervision tasks and challenges in a

deeper way very early

• Very happy to have the chance to early develop their own concepts on the basis of a professional approach

Behaviour and awareness of the experienced supervisors in initial workshops• Very polite and helpful; sharing experiences, good and bad cases• Being interested to get to know about the international state of the art;

compare knowledge and experiences with current concepts, topics and systematics

• “I am here to listen, to get fresh ideas and to learn new ways to do it.”The doctoral candidates• Very interested in getting to know professional knowledge and literature

• Understanding immediately the great opportunity to professionally cooperate with their supervisors from the beginning

• Especially grateful getting advice about the importance of clarifying mutual expectations, of very good supervisory relationship, and systematically structuring the PhD trajectory.

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Engaging Supervisors in Changing and Enriching Their Supervisory Roles

Expert role Subject related expertise in the research process

Manager role Process and target oriented PhD management

Evaluator role Assessing the functioning of the working relationship

Mentor role In the academic field: passing know how to an

inexperienced person, giving and receiving feedback, 

supporting professional development

Coach role In professional behavior and awareness:

improving competences and skills,

enhancing personal effectiveness or development, 

dealing with conflicts and changing life situations

Boss role Employer, chief of doctoral candidates as academic staff

Engaging Supervisors in Serving forNew Important Roles and Tasks

Supervisors and supervisors training are able to provide solid grounds for that:

• Research supervision as an extremely important interface and life time phase for preparing and endowing doctoral candidates with all urgently needed awareness and skills for their professional occupational future within or without academia. 

• New demanding supervisory roles and tasks for supervising and supporting the new hybrid type of doctoral candidates.

• Supervisors in a key role for taking over responsibility in being engaged in train the trainers of supervisors programmes in order to produce a continuity of innovative in house trainers.

• Highly engaged supervisors in a key role for establishing a community of best supervisory practice and a overall productive and supportive supervisory culture.

• This of course can only function really well and promising if university and doctoral school heads are fully backing these developments, if they are willing and able to put it on the core strategic agenda of the university.

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Ongoing Evolution of What Constitutes and Defines a Doctoral Supervisor

Changing self‐understanding, skills and responsibilities of outstanding supervisors

From traditional reduced role model of supervisors to creative forces of an evolutionary process – the exciting and urgently needed new perspective:

• Self‐evaluators – of their own changing practices

• Designers – of new supervision concepts measures and tools

• Investigators – of tendencies and best practice examples in research supervision

• Researcher‐practitioners – bringing together deep investigation, bright design as well as mindset changing intervention

• Members – of communities of best professional practice

• Collaborators – in international networks of supervisors and trainers

• Authors – who constantly document and share their experiences and concepts  with the international community by articles and reports

• Reformers – of institutional development and change

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Solutions and Suggestions for EngagingDoctoral Supervisors and Candidates

• Extremely important: starting as early as possible with training measures for early stage supervisors as well as for newly admitted doctoral candidates.

• Extremely helpful: training in parallel for the start of such a professional couple.

• Top down + bottom up concept: leadership and strong support from the rector’s, the faculty dean’s and the doctoral school’s level, and using the bright awareness and enthusiasm of the young supervisors and doctoral candidates.

• Starting strongly – making high impact soon.

• Professional information management in order to advertise and to explain the trainings concepts and objectives to  all potential participants in time.

• Step by step procedural implementation from early comprehensive information to initial workshop, follow‐up, refreshing and improving measures as ongoing process.

• Creating a  community of best supervision practice as soon as possible.

• Building up a new highly innovative, supportive and productive supervision culture.

• Guarantee of stability and continuity of all measures in order to ensure and relieve the setting up of long term personal training plans.

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Thank you for your attention!

E:\Pictures\

Fotos: H. Brentel (2), University of Cantabria (1), B. Zierlein (1)

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