Different kinds of research supervisors

Ross Woods, 2022 with thanks to Μοhαmed Zαher, Judy Kupfεrmαn, Frαnk Μαgnοliα, Stefαnοs Καlοgirοu, Ιsααc Sεlberg, Rιchαrd Sεjοur, Οleksαndr Pεtrοv, J.Q. Τiαn, Lαwrence Kirkεndαll, Ηirα Niαzi, αnd Fαye Ηαi

The point of a PhD is to learn how to become an effective researcher, and the supervisor should provide most of that learning through direct interactions with students. A lack of guidance during the critical early stages is a recipe for disaster for all students.

Students thought the the partner was the best kind of research supervisor. These supervisors listen their students, look at their work, and give regular feedback, direction, and mentoring.

Other types:

  1. The micromanager. They meet you regularly, tell you what to do, manage every detail, and have high expectations.
    1. Quite rare.
    2. They put in minimal effort, although they think they are providing a lot.
    3. They have a higher percentage of students graduating with the Ph.D., and their students finish sooner.
    4. Students might feel pestered if the supervisor constantly asks about new ideas that are irrelevant to the student's research.
    5. They are helpful for students with poor self discipline.
    6. Students can find them exhausting, smothering, and toxic.
  2. Sink or swim. They only take initiative to help if it is necessary to prevent the student from failing. Their help is usually advice or direction.
    1. They expect students to come to them when they have exhausted their resources and need help.
    2. They do not meet or call the student but expect a summary of the student’s activities without notice.
    3. They are only good for students who have already learned the majority of the basics and have enough experience to be independent.
  3. The project leader. In some labs, students work on their own aspects of a project, and the supervisor leads the project.
  4. The absentee. They ignore students even if they know they need help.
  5. The group leader. Students met regularly as a group but get relatively little individual support.

In practice, some styles work well as phases of research advising. The micromanager works best early in the student’s research to give the student with a solid set of of techniques and crucial knowledge. The partner is appropriate after the student has enough knowledge and a clear research goal to act independently.

Three kinds of unethical behavior in supervision

  1. Theft. They expect students to write papers and list the supervisor as as the author or as a co-author. (In one case, a supervisor reportedly tried to bully a student into handing over possession of all primary data.)
  2. Exploitation. They delay the student’s defense so that the student will finish the advisor’s project before they can leave.
  3. Abuse. They use students as an outlet for their personal frustration.
  4. No help. The absentee above is unethical in several lways.
    1. Students (or funders) pay for those services, but do not get them.
    2. Many students have reduced chances of passing. For those who pass, their dissertation might have been better with good supervision.