phd supervisor course

• Schools & departments

Fundamentals of PhD Supervision

Fundamentals of PhD Supervision is an online course that has been developed by the Institute for Academic Development in consultation with the Doctoral College and relevant staff in Colleges and Support Services.

This course aims to help new supervisors develop their understanding of the role and responsibilities of PhD supervisors at the University of Edinburgh, and to encourage experienced supervisors to reflect on and develop their practice with an increasingly diverse PhD student population.

Frequently Asked Questions

Who is this course for .

This course is for anyone who is currently supervising University of Edinburgh PhD students, or who will be supervising University of Edinburgh PhD students in the near future.  This applies whether you are a Principal, Co- or Assistant Supervisor.  It is suitable both for University of Edinburgh staff and supervisors who are external to the University. 

When should I do this course? 

It is a University expectation that all new PhD supervisors complete this course and that it is repeated every 5 years.  If you are new to PhD supervision, or new to PhD supervision at the University of Edinburgh, you will ideally complete this course before you begin supervising a PhD student.  

If you are an experienced supervisor you are required to complete the training every 5 years. The course is always available so you can dip back into it at any time to refresh your knowledge of specific areas.  

How do I access the course? 

University of Edinburgh staff should enrol on the course through People and Money Learning.  Enrol here:    Booking Link

External supervisors should contact [email protected] to gain access.  

How long will it take to complete?   

We estimate that it would take 3-4 hours to complete the course without watching the additional videos. The course is self-paced, you can leave and return to where you left off at any time. 

To complete the course, and in order for your completion to be recorded, you must work through all modules and complete the required activities.  

Does this course fulfil the compulsory training requirements for PhD Supervisors? 

Yes, but your College or School may also run a supervisor briefing to complement this course.  

What does the course cover? 

Fundamentals of PhD Supervision is made up of 7 modules. These are aligned to the UK Council for Graduate Education (UKCGE) Good Supervisory Practice Framework.  

Introduction to PhD supervision at Edinburgh  

Recruitment and selection  

Supervisory roles, responsibilities and approaches 

Setting expectations and monitoring progress 

Completion and final examination 

Supporting wellbeing 

Supporting professional and career development 

Each of these modules summarises key information for supervisors. This includes signposting relevant policies, codes and regulations, and support and training available for you and your student. In each, there is a strong emphasis on encouraging self-reflection and further reading. The next steps section offers some pointers to further professional development.  

The video content for each module is an additional part to the course. The videos are to provide further advice and information from the perspective of lived experience as a PhD supervisor.  

Does doing this course cover compulsory training requirements set by other research student funders (e.g. Research Councils)?   

This course may help supervisors to meet funder requirements as there is usually an expectation that you will meet your institutional training requirements for PhD supervisors. 

However, your student's funder may require additional training beyond what is expected by the University of Edinburgh. You should check with the funder directly to ensure you are complying with any specific requirements for supervisors.  

Will my attendance be recorded? 

To complete the course successfully, and in order for your completion to be recorded, you must work through all sections. People and Money will automatically track completion of the training modules.  

IAD will keep a record of attendance and completion of this course. Attendance updates will be provided to your school/deanery.  

You will not be issued a certificate of attendance on completion but please email [email protected] if you require one.

Who do I contact if I have comments or problems accessing the course? 

If you have problems accessing the course please email  [email protected]   

We welcome comments on the course so please contact us if you have any feedback.  There is also a feedback form in the final module of the course.  

Who do I contact if I have other questions about my role as a PhD supervisor? 

Your first point of contact should be the relevant postgraduate staff in your School or Centre.  This may be the PG administrative staff or the PG(R) Director or Head of the Graduate School. You can find contacts on the relevant School website:   

https://www.ed.ac.uk/schools-departments/colleges-schools  

If you have problems identifying the relevant contact please email us, letting us know which School or Centre your PhD student is part of, and we will put you in touch with the relevant staff. Please email  [email protected]  

This article was published on 2024-02-26

• Choosing a PhD Supervisor

Written by Ben Taylor

Your PhD supervisor will play a vital part in your PhD, providing you with the mentorship, feedback and support you need to succeed. That’s why it’s so important to spend time finding a supervisor for your PhD who will be a great fit for you and your project.

The role of a PhD supervisor is to use their own experience and expertise to support you throughout your project. A good supervisor will show interest in your project and provide regular feedback on your work.

Each person’s supervision experience depends on their university, department and personal preferences. While it’s expected you’ll meet with your supervisor regularly, this might mean weekly for some, and monthly for others. It’s important to make sure both you and your supervisor’s expectations match so that you can receive the best possible support.

This page covers how to find and choose a PhD supervisor. We’ve also explained the qualities of a good PhD supervisor.

On this page

How to find a phd supervisor.

How you'll find your PhD supervisor depends on whether you’re applying for an advertised project or putting forward your own research proposal .

If you’re applying for an advertised project , the process of finding a supervisor is simple. Usually they’ll be the academic who has devised the project in question, and the person you’ll be making your application to.

It’s still important to do your homework. Make sure you’re clued up on their research and able to ask sensible, specific questions about the project in your initial contact . Advertised projects – often with funding already attached – are much more common in STEM subjects , although you may still come across them in the Arts, Humanities and Social Sciences too.

If you’re proposing your own PhD project , you’ll need to do some investigation to find an academic whose research interests align with your own. The rest of this section will give you several pointers how you can do this.

Finding an expert in your field

First of all, you’ll want to have at least a rough idea of what you want your PhD topic to be. This is so that you can begin to narrow down prospective supervisors by research interests and focus on those that have expertise in your area.

This doesn’t necessarily have to mean finishing the final draft of your research proposal (that comes a little later), but you’ll need to have a decent plan of what you want to achieve with your PhD research so that you know you’re getting in touch with the right people (and not wasting your time – or theirs!).

There are several ways to do this:

• Browsing the academic staff section of a university department website – This is where lecturers and professors will list their research interests, publications and the areas in which they’re keen to supervise PhD students. Some websites allow you to filter and search by interest. In other cases you’ll need to check these profiles individually – time-consuming but worth it.
• Speaking to the academics at your current (or previous) university – These people will likely know exactly who the experts in your field are. They’ll probably even be experts themselves! If you already have a friendly relationship with a personal tutor or Masters dissertation supervisor, it’ll be good to have an informal chat about who they think could be a good fit for your work.
• Checking who has been prolific in your research area – There are probably a few names that have come up repeatedly in your previous work at postgraduate level. It’s worth scouring bibliographies and chapters to learn more about the academics behind them. Read up on their current work and find out whether they’re accepting supervisees.
• Scientific databases – If you’re a STEM student, scientific databases will give you lots of data with which to refine your search. This allows you to look for the most cited articles and thus find out who the leading researchers are.

Once you’ve done your research and have a good idea of the academic landscape around your proposed PhD topic, you should make a shortlist of around three potential supervisors to contact. Now is the time to make sure you’re really clued up on their academic background and current projects, so that you can make an excellent first impression when you get in touch with them.

Who can supervise a PhD student?

An academic doesn’t necessarily need to hold a senior role in order to supervise a PhD student. Junior research fellows and assistant professors often act as supervisors when their work is particularly relevant, as well as more senior professors and lecturers.

However, universities will have different policies on who exactly can supervise (and in what circumstances). It’s best to do your research if you think you’ve found the perfect supervisor candidate but they aren’t a lecturer.

Contacting a PhD supervisor

Our guide to contacting a PhD supervisor has everything you need to know about first contact, with tips on preparation, email etiquette, making a good impression and questions to ask.

How to choose a PhD supervisor

If you’re in a lucky enough position that you have two or more prospective supervisors that are happy to oversee your PhD project, there are several factors that you might consider when making your final decision:

• What career stage your potential supervisor is at – An academic at the beginning of their career might have fewer professional commitments and therefore more time to supervise you. A senior lecturer or professor, meanwhile, may have an extremely busy professional life – but this could be counterbalanced by their expertise and experience.
• Other supervisees – Find out what kind of work the supervisor has previously been (or is currently) involved in. You can normally see a list of current research students on a department website, for example. Are they engaged in similar work to you? See if you can find out what path previous supervisees took after finishing their PhD. Maybe stayed in the department or took up postdoc positions.
• University facilities – If your choices of supervisor are at different universities, weigh up the benefits that might come with the specialist facilities and resources available at each institution.
• University department – Depending on your preferences, you may want to work within a small, specialised department or a larger team that allows more scope for cross-disciplinary collaboration.

If you’re able to meet your potential supervisor – either in-person or via video call – that can also be a great way of gauging their personality and your chemistry. You’re going to be working with them for a minimum of three years, so you want to make sure you’re going to get on with them!

What are the qualities of a good PhD supervisor?

Now that you know how to find a supervisor for your project, you might be wondering about how to choose a good PhD supervisor. You’ll be spending a lot of time with them during your PhD, so it pays to understand what to look out for in terms of personality traits, expertise and experience.

#1 Substantial research expertise

The ideal PhD supervisor will be an expert in their academic field, with a wealth of publications, articles, chapters and books. They’ll also have a background in organising and presenting at conference events.

It’s also important that their expertise is up-to-date. You should look for evidence that they’re currently active in your research area, with recent publications and conference attendance. The quality of these publications is also important – prominent, peer-reviewed journals are ideal. If your prospective supervisor has lots of citations, that’s also a great sign.

#2 Clear about their career plans

After you’ve made initial contact with a supervisor, it’s good to get an idea of where they see their own future. If they’re planning to retire, go on sabbatical or change institution, that could cause problems for your PhD later down the line. It goes without saying that you want a supervisor who is going to stick around for the duration of your PhD.

#3 Previous experience as a PhD supervisor

Ideally, a supervisor should have a long track record of supervising PhD candidates, with plenty of experience helping them through the ups and downs that come with research. It’s well worth investigating how previous supervisees have done under the tutelage of your prospective supervisor – university websites, ResearchGate and LinkedIn are the best places to do this.

If you’re able to visit the department in person, speak to current PhD students to get an idea of how they’re getting on.

#4 Personality

It can be difficult to judge someone’s personality on the basis of emails, a video call or a chat over coffee, but try to decide if your potential supervisor is a good match for you on a personal level.

Do they seem enthusiastic about your work and inspiring about their own interests? Will they make a good mentor when it comes down to the hard work of completing your PhD? Are they more of a hands-on or hands-off supervisor?

#5 Organisational skills

Excellent organisational skills – both on your part and your supervisor’s part – are key to succeeding at a PhD. You’ll want a supervisor that is clear with their expectations, giving you deadlines where necessary but also having some flexibility that takes your personal situation into account.

You also want a supervisor who is easy to get hold of for feedback and advice, with regular office hours. Many academics are extremely busy, but you should expect your supervisor to find time for you where necessary.

Can I change my PhD supervisor?

There are a variety of reasons why someone may want or need to change their PhD supervisor. Issues with the working relationship or other circumstances could make a supervisor unable to provide proper support . Unfortunately these things happen, but universities are well equipped to help PhD students in these instances.

Usually PhD students wishing to change supervisors should contact their departmental head of postgraduate study to discuss the situation. They will then advise on the best course of action to take. If there is an available academic in the department with the right expertise for your project, then they will be assigned as your new supervisor. Otherwise, you may have to consider transferring to another university.

PhD supervisor guide

If you want to find out more about what it's like to work with a PhD supervisor, we've written a guide on what to expect from your PhD supervisor . Then, head over to our course listings where you can find information on interesting courses and their academic supervisors.

Our postgrad newsletter shares courses, funding news, stories and advice

Ben worked in the FindAPhD content team from 2017 to 2022, starting as an Assistant Content Writer and leaving as Student Content Manager. He focused on producing well-researched advice across a range of topics related to postgraduate study. Ben has a Bachelors degree in English Literature from the University of Sheffield and a Masters from the University of Amsterdam. Having also spent a semester at the University of Helsinki through the Erasmus programme, he’s no stranger to study abroad (or cold weather!).

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Teaching & Learning

• Research supervision training

Research supervision training and development

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

UCL aims to provide research supervision of very high quality. To enable this, the UCL Arena Centre provides a programme of support for all staff who are responsible for research supervision.

The core programme is divided into three stages.

• An introduction to research supervision at UCL  (mandatory for all staff wishing to be newly appointed as a UCL research supervisor) 
• Developing as a doctoral supervisor  (mandatory for staff wishing to be newly appointed as a UCL research supervisor without prior doctoral supervisory experience)
• Ongoing professional development for research supervisors  (not mandatory)

Are you eligible to supervise?

Information about eligibility to supervise is available in the  UCL Academic Manual Chapter Five  (scroll down to Supervisor Guidance). Please contact your  Departmental/PGR Administrator  or  Departmental Graduate Tutor  for further support. 

1. An introduction to research supervision at UCL (mandatory for all)

Format: Self-led online course

Aimed at: This course is mandatory for all members of UCL staff wishing to be appointed as research supervisors at UCL, including new members of staff with experience of research supervision at other institutions.

Experienced UCL supervisors are also encouraged to work through the course as a refresher. The course hosts a central resource containing information, guidance and links to relevant policies and materials.

Prerequisites: None

Learning outcomes:  The course provides information and guidance on: 

• UCL’s regulations and frameworks for research supervision; 
• establishing and maintaining effective working relationships with your supervisees; 
• UCL’s doctoral skills development requirements and the Research Student Log 
• signposting to further support provided centrally by UCL and locally in faculties and departments.  

Duration : Approximately two hours

How to join: 

• Go to  UCL Extend  - do not enter your email and password on this page - instead ensure you select the option 'UCL log in'. Then log in using your UCL single-sign on ( [email protected] and password).
• Once logged into UCL Extend,  click on (or copy and paste into your browser) the link to the course . Click on the "Select (Free)" button and then follow the prompts.
• If you have any trouble accessing the course, email  r [email protected]

2. Developing as a doctoral supervisor (mandatory for some)

Format: Workshop (online or in person)

Aimed at: Staff with no prior doctoral supervisory experience who wish to be appointed as research supervisors at UCL must attend this workshop after they have completed the 'An introduction to research supervision at UCL' online course.  

Prerequisites: To sign-up to and attend this workshop UCL staff must have first completed the ' An introduction to research supervision at UCL ' online course (hosted on the Extend platform).

Learning outcomes:  After attending this session you will: 

• understand UCL policy and procedure for effective supervision 
• have shared experiences and challenges with peers  
• know where to find further support and guidance 

Duration: 2 hours

How to sign-up:  Open this link to LearnUpon  and click "Start" to enrol, then "Register" to view available dates, then proceed to sign-up for a session. To access LearnUpon you must be signed into Office365 with your UCL credentials. If you are having trouble using Learn Upon please email  [email protected]

Join the Arena Microsoft Teams page here to receive notifications about Arena news and events and also bookmark our events pages on the UCL website here .

3. Ongoing professional development for supervisors (not mandatory)  

The Arena Centre offers a range of options for staff who wish to continue their development as research supervisors once they have completed any relevant mandatory training mentioned above. 

We host regular workshops and sessions aimed at more experienced supervisors, covering topics such as: 

• An Introduction to Examining the Doctorate This session reviews all the stages of examining a doctorate, and focuses on good practice and potentially tricky situations. It's designed for anyone assessing any kind of doctoral award, whether as an internal or an external examiner, or in-person, hybrid or online. How to sign-up:   Open this unique link to LearnUpon  (specific to this workshop only) and click "Start" to enrol, then "Register" to view available dates, then proceed to sign-up for a session.  
• Supervising Masters Projects and Dissertations This session will introduce staff who supervise masters projects and dissertations to tools for setting expectations and defining boundaries. It will also explore when you should seek support or guidance. How to sign-up:   Open this unique link to LearnUpon  (specific to this workshop only) and click "Start" to enrol, then "Register" to view available dates, then proceed to sign-up for a session.  
• Effective Co- and team supervision Join us at this workshop where we will explore good practice in team and co-supervision, considering different examples of how supervision works across UCL. How to sign-up:   Open this unique link to LearnUpon  (specific to this workshop only) and click "Start" to enrol, then "Register" to view available dates, then proceed to sign-up for a session.  
• Inclusive Supervision Recent research by Wellcome (2020) explored what researchers think about the cultures they work in and recommended cultures and environments that promote creativity, inclusion and integrity. This session explores inclusive approaches to supervisory practice, focusing on communication, trust, belonging and advocacy. We will explore case studies and discuss our own areas of best practice, as well as reflecting on strategies for supporting our own wellbeing and healthy working practices. How to sign-up:   Open this unique link to LearnUpon  (specific to this workshop only) and click "Start" to enrol, then "Register" to view available dates, then proceed to sign-up for a session.  
• Supporting PGR Mental Health and Wellbeing This session is designed to help supervisors recognise indicators of mental health problems and potential triggers, understand the boundaries of their responsibilities and capabilities, confidently signpost PGR students to appropriate support, and be mindful of their own wellbeing and healthy working practices. How to sign-up:   Open this unique link to LearnUpon  (specific to this workshop only) and click "Start" to enrol, then "Register" to view available dates, then proceed to sign-up for a session.  
• Supporting PGR Writing and Giving Effective Feedback Successful doctoral students must write well. Academic disciplines exist in their texts and practices, and a student’s success in their discipline will depend mainly on how proficiently and purposefully they can write. Supervisors play a key role in supporting the development of their students’ research writing and its dissemination, by encouraging regular writing and enabling progress by providing good feedback.  How to sign-up:   Open this unique link to LearnUpon  (specific to this workshop only) and click "Start" to enrol, then "Register" to view available dates, then proceed to sign-up for a session.

To access LearnUpon you must be signed into Office365 with your UCL credentials. If you are having trouble using LearnUpon please email  [email protected]

Dedicated support is available annually through the Arena Centre for UCL supervisors to apply for professional recognition of their supervisory practice through the UK Council for Graduate Education.

The application for recognition is an evidence-based reflective account of supervisory practice aligned to the criteria of the  UKCGE Good Supervisory Practice framework.  

For further information contact Dr Nick Grindle (Arena Centre) 

Related content

UCL Arena events calendar

Research supervision resources

Education events

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Open Access

Ten simple rules for choosing a PhD supervisor

Contributed equally to this work with: Loay Jabre, Catherine Bannon, J. Scott P. McCain, Yana Eglit

* E-mail: [email protected]

Affiliation Department of Biology, Dalhousie University, Halifax, Nova Scotia, Canada

• Loay Jabre, 
• Catherine Bannon, 
• J. Scott P. McCain, 

Published: September 30, 2021

• https://doi.org/10.1371/journal.pcbi.1009330
• Reader Comments

Citation: Jabre L, Bannon C, McCain JSP, Eglit Y (2021) Ten simple rules for choosing a PhD supervisor. PLoS Comput Biol 17(9): e1009330. https://doi.org/10.1371/journal.pcbi.1009330

Editor: Scott Markel, Dassault Systemes BIOVIA, UNITED STATES

Copyright: © 2021 Jabre et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: The authors received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

Introduction

The PhD beckons. You thought long and hard about why you want to do it, you understand the sacrifices and commitments it entails, and you have decided that it is the right thing for you. Congratulations! Undertaking a doctoral degree can be an extremely rewarding experience, greatly enhancing your personal, intellectual, and professional development. If you are still on the fence about whether or not you want to pursue a PhD, see [ 1 , 2 ] and others to help you decide.

As a PhD student in the making, you will have many important decisions to consider. Several of them will depend on your chosen discipline and research topic, the institution you want to attend, and even the country where you will undertake your degree. However, one of the earliest and most critical decisions you will need to make transcends most other decisions: choosing your PhD thesis supervisor. Your PhD supervisor will strongly influence the success and quality of your degree as well as your general well-being throughout the program. It is therefore vital to choose the right supervisor for you. A wrong choice or poor fit can be disastrous on both a personal and professional levels—something you obviously want to avoid. Unfortunately, however, most PhD students go through the process of choosing a supervisor only once and thus do not get the opportunity to learn from previous experiences. Additionally, many prospective PhD students do not have access to resources and proper guidance to rely on when making important academic decisions such as those involved in choosing a PhD supervisor.

In this short guide, we—a group of PhD students with varied backgrounds, research disciplines, and academic journeys—share our collective experiences with choosing our own PhD supervisors. We provide tips and advice to help prospective students in various disciplines, including computational biology, in their quest to find a suitable PhD supervisor. Despite procedural differences across countries, institutions, and programs, the following rules and discussions should remain helpful for guiding one’s approach to selecting their future PhD supervisor. These guidelines mostly address how to evaluate a potential PhD supervisor and do not include details on how you might find a supervisor. In brief, you can find a supervisor anywhere: seminars, a class you were taught, internet search of interesting research topics, departmental pages, etc. After reading about a group’s research and convincing yourself it seems interesting, get in touch! Make sure to craft an e-mail carefully, demonstrating you have thought about their research and what you might do in their group. After finding one or several supervisors of interest, we hope that the rules bellow will help you choose the right supervisor for you.

Rule 1: Align research interests

You need to make sure that a prospective supervisor studies, or at the very least, has an interest in what you want to study. A good starting point would be to browse their personal and research group websites (though those are often outdated), their publication profile, and their students’ theses, if possible. Keep in mind that the publication process can be slow, so recent publications may not necessarily reflect current research in that group. Pay special attention to publications where the supervisor is senior author—in life sciences, their name would typically be last. This would help you construct a mental map of where the group interests are going, in addition to where they have been.

Be proactive about pursuing your research interests, but also flexible: Your dream research topic might not currently be conducted in a particular group, but perhaps the supervisor is open to exploring new ideas and research avenues with you. Check that the group or institution of interest has the facilities and resources appropriate for your research, and/or be prepared to establish collaborations to access those resources elsewhere. Make sure you like not only the research topic, but also the “grunt work” it requires, as a topic you find interesting may not be suitable for you in terms of day-to-day work. You can look at the “Methods” sections of published papers to get a sense for what this is like—for example, if you do not like resolving cryptic error messages, programming is probably not for you, and you might want to consider a wet lab–based project. Lastly, any research can be made interesting, and interests change. Perhaps your favorite topic today is difficult to work with now, and you might cut your teeth on a different project.

Rule 2: Seek trusted sources

Discussing your plans with experienced and trustworthy people is a great way to learn more about the reputation of potential supervisors, their research group dynamics, and exciting projects in your field of interest. Your current supervisor, if you have one, could be aware of position openings that are compatible with your interests and time frame and is likely to know talented supervisors with good reputations in their fields. Professors you admire, reliable student advisors, and colleagues might also know your prospective supervisor on various professional or personal levels and could have additional insight about working with them. Listen carefully to what these trusted sources have to say, as they can provide a wealth of insider information (e.g., personality, reputation, interpersonal relationships, and supervisory styles) that might not be readily accessible to you.

Rule 3: Expectations, expectations, expectations

A considerable portion of PhD students feel that their program does not meet original expectations [ 3 ]. To avoid being part of this group, we stress the importance of aligning your expectations with the supervisor’s expectations before joining a research group or PhD program. Also, remember that one person’s dream supervisor can be another’s worst nightmare and vice versa—it is about a good fit for you. Identifying what a “good fit” looks like requires a serious self-appraisal of your goals (see Rule 1 ), working style (see Rule 5 ), and what you expect in a mentor (see Rule 4 ). One way to conduct this self-appraisal is to work in a research lab to get experiences similar to a PhD student (if this is possible).

Money!—Many people have been conditioned to avoid the subject of finances at all costs, but setting financial expectations early is crucial for maintaining your well-being inside and outside the lab. Inside the lab, funding will provide chemicals and equipment required for you to do cool research. It is also important to know if there will be sufficient funding for your potential projects to be completed. Outside the lab, you deserve to get paid a reasonable, livable stipend. What is the minimum required take-home stipend, or does that even exist at the institution you are interested in? Are there hard cutoffs for funding once your time runs out, or does the institution have support for students who take longer than anticipated? If the supervisor supplies the funding, do they end up cutting off students when funds run low, or do they have contingency plans? ( Fig 1 ).

• PPT PowerPoint slide
• PNG larger image
• TIFF original image

https://doi.org/10.1371/journal.pcbi.1009330.g001

Professional development opportunities—A key aspect of graduate school training is professional development. In some research groups, it is normal for PhD students to mentor undergraduate students or take a semester to work in industry to get more diverse experiences. Other research groups have clear links with government entities, which is helpful for going into policy or government-based research. These opportunities (and others) are critical for your career and next steps. What are the career development opportunities and expectations of a potential supervisor? Is a potential supervisor happy to send students to workshops to learn new skills? Are they supportive of public outreach activities? If you are looking at joining a newer group, these sorts of questions will have to be part of the larger set of conversations about expectations. Ask: “What sort of professional development opportunities are there at the institution?”

Publications—Some PhD programs have minimum requirements for finishing a thesis (i.e., you must publish a certain number of papers prior to defending), while other programs leave it up to the student and supervisor to decide on this. A simple and important topic to discuss is: How many publications are expected from your PhD and when will you publish them? If you are keen to publish in high-impact journals, does your prospective supervisor share that aim? (Although question why you are so keen to do so, see the San Francisco Declaration on Research Assessment ( www.sfdora.org ) to learn about the pitfalls of journal impact factor.)

Rule 4: It takes two to tango

Sooner or later, you will get to meet and interview with a prospective PhD supervisor. This should go both ways: Interview them just as much as they are interviewing you. Prepare questions and pay close attention to how they respond. For example, ask them about their “lab culture,” research interests (especially for the future/long term), and what they are looking for in a graduate student. Do you feel like you need to “put on an act” to go along with the supervisor (beyond just the standard interview mode)? Represent yourself, and not the person you think they are looking for. All of us will have some interviews go badly. Remember that discovering a poor fit during the interview has way fewer consequences than the incompatibility that could arise once you have committed to a position.

To come up with good questions for the prospective supervisor, first ask yourself questions. What are you looking for in a mentor? People differ in their optimal levels of supervision, and there is nothing wrong with wanting more or less than your peers. How much career guidance do you expect and does the potential supervisor respect your interests, particularly if your long-term goals do not include academia? What kind of student might not thrive in this research group?

Treat the PhD position like a partnership: What do you seek to get out of it? Keep in mind that a large portion of research is conducted by PhD students [ 4 ], so you are also an asset. Your supervisor will provide guidance, but the PhD is your work. Make sure you and your mentor are on the same page before committing to what is fundamentally a professional contract akin to an apprenticeship (see “ Rule 3 ”).

Rule 5: Workstyle compatibility

Sharing interests with a supervisor does not necessarily guarantee you would work well together, and just because you enjoyed a course by a certain professor does not mean they are the right PhD supervisor for you. Make sure your expectations for work and work–life approaches are compatible. Do you thrive on structure, or do you need freedom to proceed at your own pace? Do they expect you to be in the lab from 6:00 AM to midnight on a regular basis (red flag!)? Are they comfortable with you working from home when you can? Are they around the lab enough for it to work for you? Are they supportive of alternative work hours if you have other obligations (e.g., childcare, other employment, extracurriculars)? How is the group itself organized? Is there a lab manager or are the logistics shared (fairly?) between the group members? Discuss this before you commit!

Two key attributes of a research group are the supervisor’s career stage and number of people in the group. A supervisor in a later career stage may have more established research connections and protocols. An earlier career stage supervisor comes with more opportunities to shape the research direction of the lab, but less access to academic political power and less certainty in what their supervision style will be (even to themselves). Joining new research groups provides a great opportunity to learn how to build a lab if you are considering that career path but may take away time and energy from your thesis project. Similarly, be aware of pros and cons of different lab sizes. While big labs provide more opportunity for collaborations and learning from fellow lab members, their supervisors generally have less time available for each trainee. Smaller labs tend to have better access to the supervisor but may be more isolating [ 5 , 6 ]. Also note that large research groups tend to be better for developing extant research topics further, while small groups can conduct more disruptive research [ 7 ].

Rule 6: Be sure to meet current students

Meeting with current students is one of the most important steps prior to joining a lab. Current students will give you the most direct and complete sense of what working with a certain supervisor is actually like. They can also give you a valuable sense of departmental culture and nonacademic life. You could also ask to meet with other students in the department to get a broader sense of the latter. However, if current students are not happy with their current supervisor, they are unlikely to tell you directly. Try to ask specific questions: “How often do you meet with your supervisor?”, “What are the typical turnaround times for a paper draft?”, “How would you describe the lab culture?”, “How does your supervisor react to mistakes or unexpected results?”, “How does your supervisor react to interruptions to research from, e.g., personal life?”, and yes, even “What would you say is the biggest weakness of your supervisor?”

Rule 7: But also try to meet past students

While not always possible, meeting with past students can be very informative. Past students give you information on career outcomes (i.e., what are they doing now?) and can provide insight into what the lab was like when they were in it. Previous students will provide a unique perspective because they have gone through the entire process, from start to finish—and, in some cases, no longer feel obligated to speak well of their now former supervisor. It can also be helpful to look at previous students’ experiences by reading the acknowledgement section in their theses.

Rule 8: Consider the entire experience

Your PhD supervisor is only one—albeit large—piece of your PhD puzzle. It is therefore essential to consider your PhD experience as whole when deciding on a supervisor. One important aspect to contemplate is your mental health. Graduate students have disproportionately higher rates of depression and anxiety compared to the general population [ 8 ], so your mental health will be tested greatly throughout your PhD experience. We suggest taking the time to reflect on what factors would enable you to do your best work while maintaining a healthy work–life balance. Does your happiness depend on surfing regularly? Check out coastal areas. Do you despise being cold? Consider being closer to the equator. Do you have a deep-rooted phobia of koalas? Maybe avoid Australia. Consider these potentially even more important questions like: Do you want to be close to your friends and family? Will there be adequate childcare support? Are you comfortable with studying abroad? How does the potential university treat international or underrepresented students? When thinking about your next steps, keep in mind that although obtaining your PhD will come with many challenges, you will be at your most productive when you are well rested, financially stable, nourished, and enjoying your experience.

Rule 9: Trust your gut

You have made it to our most “hand-wavy” rule! As academics, we understand the desire for quantifiable data and some sort of statistic to make logical decisions. If this is more your style, consider every interaction with a prospective supervisor, from the first e-mail onwards, as a piece of data.

However, there is considerable value in trusting gut instincts. One way to trust your gut is to listen to your internal dialogue while making your decision on a PhD supervisor. For example, if your internal dialogue includes such phrases as “it will be different for me,” “I’ll just put my head down and work hard,” or “maybe their students were exaggerating,” you might want to proceed with caution. If you are saying “Wow! How are they so kind and intelligent?” or “I cannot wait to start!”, then you might have found a winner ( Fig 2 ).

https://doi.org/10.1371/journal.pcbi.1009330.g002

Rule 10: Wash, rinse, repeat

The last piece of advice we give you is to do this lengthy process all over again. Comparing your options is a key step during the search for a PhD supervisor. By screening multiple different groups, you ultimately learn more about what red flags to look for, compatible work styles, your personal expectations, and group atmospheres. Repeat this entire process with another supervisor, another university, or even another country. We suggest you reject the notion that you would be “wasting someone’s time.” You deserve to take your time and inform yourself to choose a PhD supervisor wisely. The time and energy invested in a “failed” supervisor search would still be far less than what is consumed by a bad PhD experience ( Fig 3 ).

The more supervisors your interview and the more advice you get from peers, the more apparent these red flags will become.

https://doi.org/10.1371/journal.pcbi.1009330.g003

Conclusions

Pursuing a PhD can be an extremely rewarding endeavor and a time of immense personal growth. The relationship you have with your PhD supervisor can make or break an entire experience, so make this choice carefully. Above, we have outlined some key points to think about while making this decision. Clarifying your own expectations is a particularly important step, as conflicts can arise when there are expectation mismatches. In outlining these topics, we hope to share pieces of advice that sometimes require “insider” knowledge and experience.

After thoroughly evaluating your options, go ahead and tackle the PhD! In our own experiences, carefully choosing a supervisor has led to relationships that morph from mentor to mentee into a collaborative partnership where we can pose new questions and construct novel approaches to answer them. Science is hard enough by itself. If you choose your supervisor well and end up developing a positive relationship with them and their group, you will be better suited for sound and enjoyable science.

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• 5. Smith D. The big benefits of working in a small lab. University Affairs. 2013. Available from: https://www.universityaffairs.ca/career-advice/career-advice-article/the-big-benefits-of-working-in-a-small-lab/

Graduate School of Health and Medical Sciences

• Mandatory Courses for ...

Mandatory Courses for Principal PhD supervisors

Principal PhD supervisors at SUND must complete the following three mandatory courses.

Below you can find more information about the courses and registration

PhD supervision: rules and regulations

After the course, you should:

• be familiar with the rules for the PhD programme at SUND.
• understand how the PhD programme at SUND is organised.
• know where to obtain more information on the PhD programme at SUND, on supervision of PhD students, and where to find the rules and regulations.

Content and programme

The course will cover these themes:

• Enrolment and funding
• Supervision and Co-supervision
• The content of the PhD programme
• Research data management, open access and good citation practice
• Thesis and defence
• If something goes wrong

Target groups and rules for completion

• As of 1 January 2021, all principal PhD supervisors at SUND are required to complete PhD supervision: rules and regulations when submitting an application for enrolment of a PhD student.  
• All must complete PhD supervision: rules and regulations every fifth year. 
• All other PhD supervisors at SUND are welcome to take PhD supervision: rules and regulations - and it is also open to assistant professors and postdocs at SUND and others employed elsewhere at a corresponding academic level.

To pass the course at least 80% of your answers in each section must be correct ,   except from the section Research fundamentals, where  100% of the answers must be correct.

Structure and format

The course consists of six sections that cover important aspects of the PhD programme. Each section begins with a brief introduction to the current rules and regulations and provides links to information on the web as well as references to relevant sections in the   PhD Rules and Regulations at SUND . At the end of each section, there are multiple-choice questions that you must answer correctly to pass the course. The course will take approximately two-to-three hours to complete. 

Preparation

No preparation

Frequency and registration 

PhD supervision: rules and regulations is offered as an online course so you can take it when it suits you.

Register for PhD supervision: rules and regulations (online)  (Use Google Chrome).

PhD supervision: advice, tools, and practices

• understand the complexities involved in PhD supervision.
• acquire process-related knowledge about PhD supervision.
• be able to transfer knowledge of the course to your own supervisory practices.
• be in a position to reflect on your own supervising practices in the future.

The course will address themes such as:

• Establishing a PhD position and integration of newcomers
• Roles and relationships
• Feedback and supporting autonomy
• Active listening
• Aligning expectations
• Early warning signs
• Motivation and self-efficacy
• Stress and burnout among PhD students
• Collaboration among PhD supervisors and co-authorships

The specific course programme will be sent to the participants upon enrolment for each course. However,  here is the general programme .

• As of 1 January 2021 all new principal PhD supervisors at SUND are required to complete PhD supervision: advice, tools and practices the first year of approval of the application by the Head of the Graduate school or as soon as possible thereafter.

the first year of approval of the application by the Head of the Graduate school or as soon as possible thereafter.

• All other PhD supervisors at SUND are welcome to take PhD supervision: advice, tools and practices – and it is also open to assistant professors and others employed elsewhere at an equivalent academic level – if seats are available.
• In connection to the enrolment of a new PhD student, principal PhD Supervisors, who can document that they have passed an equivalent PhD supervisor course at another university, can apply for exemption via an email to the Graduate School:  [email protected]  

To pass the course you need to be actively involved, be present at least 80% of the time and have passed the course 'PhD supervision: rules and regulations' beforehand.

The course is structured as pre-course activities, three full course days and an interim period with individual and group assignments. The workload is estimated to be around 30 hours.  

The course consists of presentations by the course teachers, group work and assignments. We expect you to participate in peer feedback on actual supervision in the interim period, to engage actively in the activities during the course days and to document your competence development. Tools to identify your goals and assess your competencies will support this.

Before signing up for the course, please complete the course 'PhD supervision: rules and regulations (online)'.

Frequency and registration

PhD supervision: advice, tools and practices will be offered three times per academic year: In September/October, in January/February and in May/June.  

Please register for PhD supervision: advice, tools and practices here   (Use Google Chrome).

Responsible Conduct of Research for Academic Staff

The aim of the seminar is to promote responsible conduct of research and will provide you with tools to handle issues regarding research integrity and responsibility in your daily work.

The seminar will cover these topics:

• Responsible conduct of research, research misconduct, and questionable conduct of research including a brief history, terminology, definitions and a description of the institutions dealing with responsible conduct of research and allegations for research misconduct
• Authorship including a presentation of the norms regarding publication, various kinds of deviations from these norms, and handling of the many grey zone issues to which the application of these norms give rise
• The role of the Named Person
• Documentation of scientific results and handling and keeping of scientific data, and intellectual property standards, rights and duties.

All New principal PhD supervisors must participate.  

Must be completed within  the first year of approval of the application by the Head of the Graduate school or as soon as possible thereafter.

The seminar consists of approximately three hours of presentations and group discussions.

Participants are expected to read chapter 2 and 3 in the e-book RCR – A Danish textbook for courses in Responsible Conduct of Research (Jensen, Whiteley & Sandøe (eds.): https://ifro.ku.dk/RCR.pdf

Please register via  the course catalogue  (Responsible Conduct of Research for Academic Staff).

The seminar only takes place twice a year.

Brochure: To lead the way

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Centre for Educational Development

Courses and workshops for phd supervisors.

On this page, you can find a wide range of courses, webinars, and workshops related to PhD supervision at Aarhus University.

On-campus participation

Peer-mentoring for experienced doctoral supervisors.

Establish and develop local, collegial, and scholarly based reflection on supervision.

Blended learning

Arts: doctoral supervision for doctoral supervisors.

Strengthen and develop your competences as a supervisor.

HEALTH: PhD Supervision for Supervisors

Expand your repertoire of supervision strategies and methods.

NATURAL SCIENCE: Foundational course in PhD supervision

Expand your strategies and methods in supervision.

TECHNICAL SCIENCE: Foundational course in PhD supervision

Aarhus bss: bachelor’s, master’s and phd supervision for associate professors and professors.

Strenghten your professional supervisor competencies.

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• PhD in Counselor Education and Supervision

Counselor Education and Supervision Doctor of Philosophy in Counselor Education and Supervision

As a counselor, you know how important mentors and positive professional role models can be. Capella University offers groundbreaking online learning combined with in-person experiences that can help you develop your inner mentor and advance as a leader in counseling.

Our CACREP-accredited PhD in Counselor Education and Supervision program can help you advance as a practitioner, leader, clinical supervisor, educator, and researcher. This program offers you a way to practice real-world application of theories with hands-on experience during your practicum and internship courses. You'll build your skills in counseling, teaching, research, leadership, advocacy, and supervision.

Begin dissertation prep early

Take what you learn and apply it to real-world situations in your practicum and internships.

Practicum/internship

Focus on developing advanced counseling, clinical supervision, teaching, leadership, and research skills.

Strategic alignment

Our curriculum is designed to incorporate the values, principles, and ethical standards of national, regional, and state professional counseling associations and honor societies.

Apply today with no application fee.

At a glance

• Online and in-person
• 12 core courses
• Internships
• Advanced doctoral phase
• CACREP-accredited

Reduce your tuition by $5,000

Enroll in a qualified program and apply for a $5K Capella Progress Reward, a scholarship to help fund your doctoral degree.

Courses and skills

Explore counselor education and supervision courses.

• This program requires a total of 72 quarter credits
• You’ll need to complete 12 core courses in addition to two internship courses, a practicum, and dissertation requirements.

Your work toward completion of this CACREP-accredited counselor education and supervision PhD features an in-depth study of doctoral-level instructional delivery in advanced counseling practice/therapy, counseling supervision, teaching, research, leadership, and advocacy.

View all courses

What you'll learn

This program is designed to prepare counseling professionals for advanced clinical practice, leadership, teaching, and supervisory roles. Build your skills in multiple methods of graduate-level instructional delivery in counseling, clinical supervision, leadership, and advocacy.

On successful completion of this program, you should be able to:

• Apply principles supporting personal and professional development, modeling exemplary comportment
• Conduct valid, reliable, and ethical research that contributes to the knowledge base for the field of counselor education and supervision
• Evaluate current theories and practices of the counseling profession to promote evidence-based practice, supervision, and teaching
• Advocate for social justice and the advancement of professional counseling
• Apply professional codes of ethics, cultural competence, and legal standards to counselor education and supervision practice
• Communicate professionally and effectively with diverse individuals and groups through written, verbal and electronic formats

Review the Capella career exploration guide  to learn more about this program and professional paths to explore.

Tuition and learning format

How much does the phd in counselor education and supervision cost.

The total cost of your degree will depend on academic performance, transfer credits, scholarships and other factors. See GuidedPath cost information below.

A structured learning format with an active peer community and faculty guidance. We’ll set the schedule, you meet the deadlines.

• Based on the quarter system; 1-2 courses per 10-week quarter
• 1 semester credit = 1.5 quarter credits
• Weekly assignments and courseroom discussions
• Pay for what you take, price varies by courseload or term

$730  per credit, 60  coursework credits, 0 max transfer credits

Learn more about GuidedPath »

Tuition breakdown

Program phases.

$730 Per quarter credit

60 coursework credits

Per quarter credit

12 credits of practicum and internship included in program costs. Travel, lodging, meals and other expenses not included.

Dissertation

$2,920 Per quarter

Per quarter

Resource kit fee

$175 Per quarter

Coursework phase only; includes eBooks, textbooks, interactive media, software, course packs, articles, test kits, and other instructional materials

Application fee

$0 no application fee

no application fee

Tuition and program length are unique to you

Your total tuition and program length depend on a variety of factors:

• The program specialization you choose
• Scholarships and finances
• Prior coursework
• Employer and/or military benefits
• Amount of time spent working on practicum
• Number of quarters spent working on dissertation
• Complexity of your dissertation
• Academic performance
• School/work/life balance
• Unexpected life events

About cost scenarios

The cost scenarios below are examples based on general program pricing and 2024–25 Capella tuition rates and assume the average number of transfer credits a student brings into the program. Pacing and pricing information is current as of Jan. 1, 2024. These rates are the same nationwide and may change depending on factors affecting program length and price. You are responsible for paying your own travel costs related to residencies, including plane, hotel, and food expenses.

To discuss whether the specialization you’re interested in has additional factors that may affect program cost and length, contact a Capella enrollment counselor.

Cost scenarios

*Eligibility rules apply. Connect with us for details.

Get the details

Connect with an enrollment counselor to further discuss the cost of the program and explore your eligibility for scholarships and discounts.

Scholarships and savings

Are there scholarships available for doctoral degrees.

Your education is an investment in your future that's within reach. There are  more ways to save  than you might think.

Federal grants

The U.S. Department of Education provides grants that can be used to pay for education expenses, including doctoral program tuition and fees.

Employer & association discounts

If your employer or organization is a Capella network partner, you may be eligible for a discount. Ask your employer what offers are available.

$5K toward your doctorate

Apply for a  $5K scholarship Capella Progress Reward , a scholarship to help fund your doctoral degree.

Accredited and recognized

Capella is accredited by the higher learning commission..

Accreditation and recognitions provide assurance that we meet standards for quality of faculty, curriculum, learner services, and fiscal stability. See all our  accreditations  and  recognitions .

CACREP Program/Learner Outcomes Data for Capella University 2022-2023 CEU Annual Report

How to apply, phd in counselor education and supervision admission requirements.

Applicants must provide the following information for  admission  to Capella programs and specializations:

• A master’s degree from an institution accredited by an agency recognized by the U.S. Department of Education, or from an internationally recognized institution
• Completion of a CACREP-accredited curriculum equivalent master's degree program 
• Your official master’s transcripts, with a minimum grade point average of 3.25 or higher on a 4.0 scale
• A valid, government-issued form of photo identification
• 2 Letters of recommendation completed by supervisor, faculty member and professional colleague
• An extended goal statement and writing sample. Your Resume or curriculum vitae (CV)

GRE and GMAT are not required for admission.

International Student Requirements

If you completed your most recent academic coursework, degree, or credential at an institution outside the United States, regardless of your citizenship or where you currently live, you are considered an international applicant.

In addition to the above admission requirements, you will need to submit these materials:

• Minimum score on acceptable test for proof of English proficiency
• Transcript evaluation

Learn more about  international student admissions .

Faculty and support

What support does capella offer online students.

Our programs are designed to meet the unique needs of doctoral students. We’ve structured the experience in manageable pieces that build on one another to help you earn your doctorate. You’ll have support from faculty, staff, and online resources along the way.

Doctoral faculty

Work with faculty members who have years of experience and specialize in their areas of expertise throughout each phase of your program, including literature review and implementation planning.

Enrollment counselors

These experts will set you up for success. They’ll help you find the right degree program and answer all your questions about Capella.

Academic coaches

Through quarterly appointments and as-needed counseling sessions, these specialists introduce you to Capella and help you tailor your program to your personal goals and experiences.

Articles and resources

Expand your perspective on academic and career topics with articles and resources from Capella University.

How to Choose a Career in the Helping Profession

The options for working in the helping profession are seemingly endless, but if you’ve done some exploration, you know that each professional path requires a different type of educational focus.

Collaborative Efforts in Counseling, Clinical Psychology, and Social Work

An overview of similarities, differences, and collaborative opportunities in these related fields.

What’s it like to be a doctoral student?

What does it take to earn a doctoral degree? Learn more about the experience and explore each step of the journey.

Career exploration

What can you do with a phd in counselor education and supervision degree.

Graduates of this program are prepared to work as counselor educators, clinical supervisors, leaders, researchers, and advanced practitioners in academic and clinical settings. This specialization requires coursework and clinical experience.

Related job titles to explore*

• Adjunct faculty
• Counseling faculty
• Director of counseling

Employment settings to explore*

• Child and youth services
• Colleges, universities and professional schools
• Elementary and secondary schools
• Management consulting services
• Offices of mental health practitioners (except physicians)
• Outpatient care centers
• Outpatient mental health and substance abuse centers

*These are examples intended to serve as a general guide. Some positions may prefer or even require previous experience, licensure, certifications and/or other designations along with a degree. Educational and professional requirements for faculty positions vary widely by employer. Understanding your target employers’ particular requirements is key in deciding on a program. Because many factors determine what position an individual may attain, Capella cannot guarantee that a graduate will secure any specific job title, a promotion, salary increase or other career outcome. We encourage you to research requirements for your job target and career goals.

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Tress Academic

HOW TO Improve PhD Supervision

1.5-day course

Reflect on and improve supervision of PhD candidates. 

Why join a course on PhD supervision?

This course supports supervisors in reflecting on and developing excellent supervision of their PhD candidates. If you supervise PhD students and feel that there are aspects that you would like to improve regarding communication, agreements, expectations, supervisory meetings, or progress monitoring, you are an ideal candidate for this course.

What you learn?

Participants become familiar with international standards of good supervisory practice and how to give the best support to their PhD candidates. They get very practical tools and tips that can be implemented right away in their own supervisory situation. Exchanging experiences with colleagues and learning about their practice is part of this course as well as discussion of individual topics in peer groups. You get input on the decisive early steps of the relationship between supervisor and PhD student, the entire supervisory process until PhD completion, and tools for evaluating and further developing your supervisory skills.

During the course you test the application of these tools in practical exercises. At the end of the course, you have a variety of instruments at hand that you can apply directly for improving supervision of your PhD candidates.

Who benefits most?

Academic staff who supervise PhD students, either as main or secondary supervisor. They can exchange on issues of PhD supervision in a stimulating and motivating environment.

What topics do we cover?

• International developments in PhD education
• Biggest problems of PhD students
• Time to completion
• Challenges of supervisors
• Good practice in supervision
• Developing supervisory styles
• Enhancing the supervisor-student-relationship
• Clarifying expectations
• Setting up supervisory agreements
• Organising productive supervisory meetings
• Handling difficult conversations
• Monitoring student progress
• Enhancing student motivation
• Self-and peer-assessment

How is it taught?

This 1.5-day course is taught live via video-conferencing allowing you to attend also from remote locations. It includes live presentations from our presenter, Bärbel Tress, group discussions, short exercises, and ample time for your specific questions.

On request, this course can also be delivered in-house at your institute.

What learners say about this course?

Read the feedback of previous participants below, click here .

About the Instructor

Bärbel Tress (PhD) is an enthusiastic Research Career Expert, has researched and taught at various universities and research institutes across Europe, served as an Associate Editor for an international peer-reviewed journal, and regularly has supervised students herself. For 15+ years, she has coached and advised PhD students from all fields to help them get successfully complete their PhD projects on time. She is a graduate of Heidelberg University (D), obtained a PhD in Landscape Ecology from Roskilde University (DK), and worked as researcher and lecturer at universities in Wageningen (NL) and Aberdeen (UK).

How to book?

You can book the course for your team, your graduate programme, or a group of PhD supervisors. Get in touch with us and discuss when would be the ideal time to arrange this course for you. If you get the group of enthusiastic PhD supervisors together, we take care of everything else!

Contact us to discuss this further at [email protected] or ask for a free Zoom call!

Download the complete course overview as a PDF file by clicking on the button below:

Related courses and services:

• PhD Success Lab (Digital mentoring programme)
• Supervision-Coaching (Advice package)

Related free resources: 

• 8 reasons why supervision can fail
• PhD project-planning quick-start
• What makes PhD students succeed?

Academic staff who supervise PhD students

Participants

a group of max. 20

1.5 days (9 am – 5 pm, 9 am - 1 pm)

Dr. Bärbel Tress

Live online or in-house

Get Started Yourself

How We Helped Others With Supervising PhD Students

“The course provides a very good hands-on guidance to improve supervision. Very structured introduction into the topic/problem and detailed presentation of tools.”

Senior Researcher

KIT/IMK-IFU, Garmisch-Partenkirchen, Germany

“The presentation was top notch, the host being obviously an expert in the field, very clear in her explanation, extremely patient with participants, ready to explain again if a participant asked for it. The delivery, slides, exercise, and the entire concept were masterful.”

Junior professor/Group leader

European University of the Seas/Kiel University, Germany

“The structured discussion with colleagues was very beneficial. The realisation by most participants that they don’t only face their own issues or concerns, but that their colleagues have similar issues with their PhD candidates.”

Postdoc Researcher

Alfred-Wegener Institute for Polar and Marine Research, Germany

“This course has helped me with many tools (charts, tables) and how to be closer to my PhD students. I will definitely take advantage of the information from the course to supervise my students better from now on.”

Kiel University, Germany

“As a leader of a research group I have handed out the supervision assessment forms Bärbel gave us to everyone. Here’s the feedback I received from one PhD candidate: “This is such a thoughtful and kind initiative to ask your students for an assessment of their supervision, I have never heard of someone doing that. Thank you so much for being such a great supervisor!” :D“

Group leader

“Very helpful advice! Lots of practical suggestions that I can try out with my PhD students.”

University of Oldenburg, Germany

“I enjoyed learning how to develop individual supervision styles, and to hear about other supervisors’ experiences.”

ZALF Müncheberg, Germany

“I was really surprised with all the information given in one day and a half. It was very helpful. The group exercises were also very good to immediately practice some of the suggestions that we received.”

“Great course – we discussed many tools which one can use to improve supervision. No one says you have to do this or that – it’s all your choice. In the end, it’s our PhD students who will benefit and for us it’ll make supervision more manageable and structured.”

“I liked the breadth of topics covered. The different types of exercises. Diversity in the tools used for teaching meant we were all engaged all of the time! Well done!”

“I found it great that we transferred each tool to our own PhD students. We even practiced supervisory sessions and collegial feedback, which I may not have tried otherwise, but found it very helpful.”

“I enjoyed learning how to develop individual supervision styles, and to hear about other supervisors’ experiences, which in turn influenced me to think about how to develop my own style in such a way it could most benefit my students.”

It's Homecoming Week!

Some of your best memories were made at Cumberlands. Let's make some more! Join us for Homecoming is September 27 & 28. Check out this year's schedule below. 

• Admission & Aid
• Student Life

Online Ph.D. in Counselor Education and Supervision

Learn the theory and practice of educating and supervising future counselors in clinical settings and in your own higher education classroom.

Programs & Requirements

• Mission & Goals
• Career Outcomes
• Request Info

Expand your impact. Empower others. Teach the next generation of counselors.

Learn the theory and practice of educating and supervising future counselors in clinical settings and your own higher education classroom.

Expand your impact. Empower others. Teach the next generation of counselors. Are you ready to apply your counseling expertise to a new challenge? Earning a PhD in Counselor Education and Supervision could be how you take your career to the next level, whether in the classroom or in a leadership capacity. Your courses will cover the advanced leadership skills needed to drive change as an administrator in behavioral health agencies and beyond. Coursework in areas like research design, counselor education, and inferential statistics will also help you prepare to contribute original knowledge to the counseling field.

By the numbers

Phd in counselor education and supervision.

The fully accredited online PhD in Counselor Education and Supervision from University of the Cumberlands teaches the knowledge and skills you need to launch a career in research and postsecondary teaching in counseling programs across the United States. Our program also covers the advanced leadership skills needed to drive change as an administrator in behavioral health agencies and beyond.   

Our curriculum covers the five major domains of contemporary counselor education curriculum: advanced clinical work, supervision, teaching, research and scholarship, and leadership and advocacy. The program breaks down into three essential components: core CES coursework, professional research and field experience coursework. In total, you’ll complete 66 post-master’s credit hours, including courses such as:  

• Advanced Counseling Theories and Skills
• Theories and Techniques of Clinical Supervision
• Leadership & Advocacy in Professional Counseling
• Online Teaching & Learning in Counselor Education
• Advanced Educational Research 

Finally, you’ll work in collaboration with graduate faculty members to research, write and defend an original dissertation that advances knowledge in the counseling profession. You’ll graduate equipped with:  

• Mastery that prepares you for a teaching career in higher education environments  
• Administrative expertise preparing you for leadership in clinical and educational settings  
• Advanced clinical skills aimed to maximize proficiency in an independent practice milieu  
• Independent research skills preparing you to make original contributions to your field  

Course Requirements

• CES 700 - CES Program Orientation  
• CES 704 - Professional Writing  
• CES 705 - Introduction to CES: Professional Identity  
• CES 715 - Online Counseling and Supervision  
• CES 730 - Andragogy in Counselor Education and Supervision  
• CES 731 - Multicultural Issues in Counselor Education and Supervision  
• CES 733 - Ethical and Legal Issues in Counselor Education and Supervision  
• CES 735 - Advanced Counseling Theories and Skills  
• CES 831 - Theories and Techniques of Clinical Supervision  
• CES 833 - Leadership & Advocacy in Professional Counseling  
• CES 835 - Online Teaching & Learning in Counselor Education  
• CES 837 - Neuroanatomy & Behavioral Medicine for Professional Counseling  

And one elective from the following:

• CES 737 - Trauma Counseling: Etiology, Treatment, and Interventions  
• CES 710 - Mindfulness Based Cognitive Behavioral Interventions in Mental Health Counseling  
• COUN 538 - Introduction to Play Therapy  
• COUN 540 - Human Sexuality in Counseling  

*CES 738 or CES 851 may also be used to fulfill elective credits

• CES 931 - Advanced Clinical Practicum  
• CES 953 - Advanced Clinical Internship I  
• CES 955 - Advanced Clinical Internship II  

Nine hours of the degree are earned through a series of courses focusing on research methods and research activities. The research courses culminate in the completion of a dissertation. Both CES 734 and CES 850 are required for all students. Each student will select either CES 851 or CES 738 depending on the methodology you intend to pursue with your dissertation research. Students may take both advanced research design courses and count one as their elective.

• CES 734 - Quantitative Research Design  
• CES 850 - Qualitative Research Design  
• CES 851 - Advanced Qualitative Research Design OR CES 738 - Advanced Quantitative Research Design
• CES 838 - CES Comprehensive Exam  
• CES 736 - Dissertation Seminar  
• CES 839 - Advanced Educational Research  

Students must be enrolled in a minimum of two semesters of dissertation coursework for a total of six (6) credit hours. 

• CES 950 - Dissertation  
• CES 951 - Dissertation  

NOTE ON DISSERTATION CREDITS AND PROCEDURES: The candidate must file an Intent to Graduate at the beginning of term of intended completion; must schedule Oral Dissertation Defense at least two weeks prior to Intended Date; and must file approved dissertation with Program Director prior to graduation. 

Department of Counseling Sample Syllabi *The syllabi in this folder are samples and may not reflect the most current syllabus content

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Mission and goals.

The mission of UC's PhD in Counselor Education and Supervision online program is to develop counselor educators and supervisors who are innovative in their contributions to the profession through research, leadership, advocacy, and clinical excellence.

Counselor Education and Supervision Careers & Outcomes

All stats from U.S. Bureau of Labor Statistics

Licensed Professional Counselor Supervisor: $101,340

As a Licensed Professional Counselor Supervisor, you’ll provide an opportunity for your supervisees to discuss any work-related issues and difficulties they may have and help determine possible ways for them to be resolved. 

Psychologist: $81,040

Psychologists study cognitive, emotional, and social processes and behavior by observing, interpreting, and recording how individuals relate to one another and to their environments. 

Mental Health Program Manager: $101,340

Mental Health Program Managers plan, direct, and coordinate the business activities of their mental health facility. 

Educational or Career Counselor: $60,140

Advise and assist students and provide educational and vocational guidance services. 

Compliance Manager: $71,690

Examine, evaluate, and investigate eligibility for or conformity with laws and regulations governing contract compliance of licenses and permits, and perform other compliance and enforcement inspection and analysis activities not classified elsewhere. 

Postsecondary Teacher: $79,640

Postsecondary teachers instruct students in a variety of academic subjects beyond the high school level.

Common Questions

All programs at University of the Cumberlands are offered at some of the lowest rates in the nation – and we even include free textbooks through our One Price Promise! For more information on how affordable this program would be for you, visit our Financial Aid page.

A Ph.D. in Counselor Education and Supervision is a doctoral degree that equips counseling professionals to teach in higher education classrooms. As a graduate counseling student at Cumberlands, you’ll learn the theory and practice of educating and supervising future counselors in clinical settings, as well as leadership skills you can apply in education, behavioral health, and human services settings.  

With your Ph.D. in Counselor Education and supervision, you’ll be able to choose from a variety of counseling career paths, including: counselor educator, licensed professional counselor supervisor, clinical director, regulatory affairs director, quality assurance director, compliance manager, compliance operations manager, risk manager, academic leadership, or assistant professor in a related field.   

As it turns out, University of the Cumberlands is one of the only higher education institutions to offer synchronous, CACREP-accredited programs online! When a PhD in Counselor Education and Supervision online program is available online, it provides a flexible, synchronous format to make it possible to pursue your studies even while working as a counselor. Admissions requirements typically include a CACREP-accredited master’s degree in counseling or the equivalent, as well as an active professional counseling license.

When considering pursuing an online PhD in Counselor Education and Supervision it is important to remember that a PhD is the same as a doctorate, and degree programs at this level are typically research-intensive and require an original dissertation. As a PhD in Counselor Education and Supervision online student, you’ll be taking courses in areas like research design, counselor education, and inferential statistics to help you prepare to contribute original knowledge to the field of counseling.

Pursuing your doctoral degree in counseling education and supervision could be one way to enhance your career and drive change on a larger scale. Some reasons you may find it worthwhile to further your education with a PhD in Counselor Education and Supervision program are that postsecondary education roles in the field of mental health are expected to increase by 12 percent between 2021 and 2030; a PhD in Counselor Education and Supervision offers the chance to build on your past education and experience while preparing to take your career in a new direction; and the median annual salary for postsecondary counseling professors was $77,500 in 2021, nearly $30,000 more than most other counseling professions. 

Faculty Experts

Get to know your future CES professors.

Dr. Laura Fazio-Griffith

Contact information.

Dr. Lekesha Davis

Dr. Christian J. Dean

Cacrep assessment.

The CACREP Council accredits the Clinical Mental Health Counseling program, Addiction Counseling program, PhD in Counselor Education & Supervision, and the related Doctorate of Educational Leadership Online (EdD) Program. CACREP is a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA) that accredits counselor-preparation graduate degree programs. For more information, visit  https://www.cacrep.org . 

CACREP Outcomes for the Department of Counseling at University of Cumberlands:

Vital Statistics:   2017 ,  2018 ,  2019 ,  2020

Program Evaluation Outcomes Report:   2015-2018 ,  2021 ,  2022 , 2023

Interested in learning more about how our PhD in Counselor Education and Supervision program can help you achieve your professional goals? We're ready to talk.

• Counselor Education and Supervision

College of Professional Advancement

• Academic Programs
• Graduate and Professional

Become a counselor leader with a Ph.D. in Counselor Education and Supervision

Mercer University’s Doctor of Philosophy (Ph.D.) in Counselor Education and Supervision will challenge and prepare you for roles as counselor advocate, counselor supervisor, counselor educator, and researcher, as well as being an advanced counseling practitioner.

With an emphasis on the client-counselor relationship and creative and experiential modalities in counseling, Mercer’s Ph.D. in Counselor Education and Supervision program will develop expertise in research, modelling, and theory application. In addition to submitting a dissertation, the comprehensive curriculum includes relevant internship and field experiences, an immersive one-year residency, and graduate teaching assistantships or graduate research assistantships.

The Ph.D. in Counselor Education and Supervision program at Mercer University is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Visit our outcomes page to learn more.

Choose a focus in the counselor education and supervision program

As a Ph.D. in Counselor Education and Supervision student at Mercer, you will develop the knowledge and skills you need to become an advanced counselor, supervisor, and advocate. Through your counselor education studies, you will learn to teach and evaluate graduate-level students in counselor education programs.

Through the Ph.D. in Counselor Education and Supervision program you will develop both your practitioner and supervisory skills through five areas of study:

• Supervision
• Leadership and Advocacy
• Research and Scholarship

You will also earn the Mercer University Certificate in Online Course Design and Delivery, which consists of training to utilize technology while teaching both in person and online.

A counselor education program for busy and working adults

Mercer’s CACREP accredited Ph.D. in Counselor Education and Supervision program enrolls students each August, and classes meet one evening per week per course on the Atlanta campus. You will be immersed in diverse settings in the classroom and beyond in the city of Atlanta.

As a counselor education and supervision student, you will complete two 16-week terms during the fall and spring semesters, and one eight-week term during the summer session. Students must attend classes full time for the first 30 hours of the program to establish residency. During this period, you will form your research agenda and collaborate with faculty on research, supervision, teaching, and developing external funding. Full-time status involves enrolling in three courses, or completing 9 credit hours per semester.

Graduate teaching assistantships or graduate research assistantships may be available for eligible students. After establishing residency, you may choose to attend part time to complete your fieldwork or participate in other counseling opportunities. Most students complete the coursework, internship, and dissertation in three to five years.

Learn effectively through Mercer’s cohort model

A defining characteristic of the Ph.D. in Counselor Education and Supervision is the cohort model, which allows a group of students to enter the program together and remain together throughout its duration. This model creates a group of classmates who will support and enhance your success in the program. You will also develop strong relationships that will help grow your professional network.

Course highlights

The Ph.D. in Counselor Education and Supervision requires a minimum of 60 graduate semester hours of study beyond the master’s degree, including internship and dissertation requirements. Some required core courses include:

• Advanced Counseling Theories
• Contemporary Issues in Counselor Education
• Counseling Supervision Theories and Models
• Teaching and Pedagogy in Counselor Education and Supervision
• Leadership, Advocacy, and Social Justice in Counseling
• Research Design

You will choose six hours of electives and complete nine credit hours for your dissertation project. In addition, you will complete an internship, earning six credit hours. View program requirements to learn more.

Envision what’s next in your counseling career

The Ph.D. in Counselor Education and Supervision program prepares you to advance your career in the counseling field. Our graduates work as:

• Faculty members in university counseling programs across the country
• Clinical directors
• Lead supervisors for agencies
• Administrators in a variety of educational or counseling contexts

Mercer graduates are highly respected as leaders in the field who advance the important issues related to counseling, social justice, and mental health.

Learn more about our Counselor Education and Supervision program

• Program Requirements
• Course Descriptions
• Tuition and Aid
• Meet the Faculty

Ready to take the next step?

Schedule your personalized admissions counseling appointment or contact the Office of Graduate Admissions at 678.547.6417 or [email protected] for more information.

Outside the Classroom

Founded in 2014, the Center for the Study of Narrative uses principles of narrative theory and therapy to discover and learn from stories from a variety of disciplines and perspectives. The Center uses this knowledge to improve ways to help others. Students and faculty work collaboratively to conduct narrative-based research, engage in service learning, and pursue study abroad courses.

Learn from experienced faculty

Faculty members experienced in the counseling profession challenge and guide candidates to become teachers and mentors of fellow counselors.

As a school counselor, I wanted to hold a position where I could be a change agent and an advocate for 21st century school counselors. Obtaining this degree was the key that opened the door for me to lead school counselors both at the micro and macro levels within a school district.

Necole Bryant Ph.D. in Counselor Education and Supervision, ’18 School Counselor, Liberty County School System

Through a trip to Uganda, Africa with Mercer University, I became aware of the global focus of Mercer and study abroad opportunities. Since I focus primarily on trauma and international work, learning of these opportunities solidified my interest in Mercer’s Doctor of Philosophy in Counselor Education and Supervision.

Elizabeth Norris Ph.D. in Counselor Education and Supervision, ’21 Assistant Professor, Denver Seminary

The curriculum was well-rounded and created in me a sense of pride for my profession that I had never felt previously. For the first time, I had a seat at the table where policy decisions were being created and accomplished researchers and authors were blazing new paths for therapeutic work. Without Mercer, I don’t think such opportunities would have availed themselves.

Shatel Francis Ph.D. in Counselor Education and Supervision, ’17 Crisis Mental Health Advocate, Partnership Against Domestic Violence

I chose Mercer University for my Ph.D. in Counselor Education and Supervision because I respect the faculty and I felt Mercer gave me what I needed to begin my journey towards becoming a professional counselor. I also enjoy the feeling of having community, which is emphasized throughout this program.

Danielle Dunkley Ph.D. in Counselor Education and Supervision, ’22

Mercer has provided me with feedback on recognizing my strengths and also things that can make me stronger. The professors have been so supportive. I really appreciate the autonomy that they allow, while also providing us with the tools we need to be successful.

Leah Howard Ph.D. in Counselor Education and Supervision, ’22

Take the next step

We’re here to answer your questions and help you through the application process. Schedule your personalized admissions appointment or contact the Office of Graduate Admissions at 678.547.6417 or [email protected].

Programs Related to the Ph.D. in Counselor Education and Supervision

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Ten platinum rules for PhD supervisors

Is it time to add PhD supervision to your skill set? Tara Brabazon explains the pitfalls, challenges and rewards of this key academic role for the rookie mentor

Tara Brabazon

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I receive strange emails. Some request money, sexual favours or a reference. Thousands, sent from students, have outlined the failures of PhD supervisors. From this dodgy digital pile, one message remains in my memory.

A young academic was outraged. He was so outraged that he used capital letters throughout the email. He was offended that I had written an article ,  aimed at prospective PhD students, that provided a guide to selecting a supervisor/adviser with care, ensuring that expectations, rights and responsibilities are assembled at the start of their enrolment. He was outraged – sorry, OUTRAGED – that I focused on students and their right to choose. I had supposedly displaced his capacity to supervise by suggesting that students check academic credentials and expertise.

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This strange email captures the dense and difficult negotiations of power within PhD supervision. Students have choices. So do supervisors and advisers. The alignment of purpose and priorities is crucial. Too often, this relationship is toxic. Therefore, let’s park the outrage and provide 10 maxims to consider as we start – or continue – as a supervisor/adviser, so that we are authentic, credible and useful.

1. Just because you have completed a PhD does not mean you can supervise one

Very few academics hold teaching qualifications, particularly outside the education disciplines. Higher degree supervision – too often – is based on homology. We supervise as we were supervised. Or – more worryingly – we supervise how we think we were supervised. This strategy has never been effective – as confirmed by PhD attrition rates . As the PhD student cohort diversifies to include more women, Indigenous and First Nation students, rainbow students, scholars of colour, students with disabilities, and a wide span of ages, homology is not only inappropriate but destructive. My first 18 completions were all students under the age of 25. My next 30 were all over 40. Our students are changing . They will not put up with platitudes, excuses or comments about the good old days.

Experience is not enough. Expertise is required. Enrol in professional development courses. Learn how to supervise. Learn about doctoral studies. It is a burgeoning field of research. Do not assume that we know what we are doing because we graduated with a PhD. Simply because we drink milk does not mean we can run a dairy farm. In no other area of our scholarly lives would we generalise from a data set of one.

2. Any academic can meet a PhD student – the skill is enabling the completion and submission of a quality thesis

It is very pleasant to supervise PhD students. They are bright people who work hard and think deeply. Yet these meetings in and of themselves do not ensure completion or that the research will reach the intellectual level required of a PhD examination.

Do you know the intellectual standard required to pass a PhD in your discipline? In other words, can you read a student’s close-to-completed thesis and know that it will pass? Can you locate the line between major and minor corrections; major corrections and a revise and resubmit; and revise and resubmit and failure? Which disciplines encourage split decisions when examiners disagree? Do you know how the policies, procedures and regulations of your institution shape and frame the PhD thesis that is sent to examiners? How does the digital submission of the thesis transform its preparation and examination?

This knowledge is derived from learning about the doctoral policies and procedures in your institution, reading a large number of doctoral theses and examination reports, and volunteering to be a viva chair or milestone assessor as often as possible. 

Talking to students over coffee or in a lab is important. Understanding the standard required for a doctoral thesis to pass with minor corrections is crucial.

3. Beginnings matter, so work hard in the first year

While the focus of the candidature – from the first day – must be on the examination, a short and successful enrolment is based on a powerhouse first year. Some of the most dreadful – and longest – candidatures I have seen have emerged from supervisors allowing students to wander about, thinking about their honours, master’s or capstone projects, drinking coffee and ambling through conferences, while complaining about their lack of progress.

The best candidatures begin as if the student is driving in a Grand Prix. Start your engines. Hammer to the first corner. It is important that students do not simply redo earlier projects. Find a subject area quickly, and then render it discrete, manageable and viable. If students can rapidly determine research questions, even if they are clumsy, then they have a focus. A strong first year of enrolment gives students confidence; they can publish early in the project and start to gain meaningful feedback.

4. Assess the student’s information literacy in the first month of their enrolment

Two pathways connect a student and a supervisor. The first involves teaching a student through their undergraduate years, and they continue through to a PhD with you as their supervisor. The second pathway involves students selecting you to supervise their project from outside your courses, university or country. Both modes of admission hold dangers, mainly involving assumptions about information literacy, academic literacy and disciplinary literacy.

Before my students start their supervision – whether I have known them for years or just begun a teaching and learning relationship – I ensure that they complete a PhD set-up document . This pamphlet, which I have used for every student I have supervised over 24 years, incorporates all modes of the doctorate – including the PhD by prior publication and the artefact-and-exegesis thesis – and fulfils a diagnostic role. It ensures that the student is thinking about a topic, they verify methodological, epistemological and ontological considerations, and also log their information literacy. For the supervisor, the completed set-up document and the subsequent meeting – which I usually schedule for two hours – provides the initiation into the doctoral programme.

From this diagnostic tool, a suite of professional development programmes can be inserted into the candidature, particularly involving the library, librarians and information literacy. From this foundation, literature reviews, systematic reviews and scoping reviews can emerge, which enable a rapid narrowing of the project and the development of research questions. 

5. Assumptions kill doctorates

Students maintain assumptions about a PhD. So do supervisors. If these assumptions are not communicated and managed, students and supervisors move through the candidature misunderstanding each other. The resultant “conversations” are hooked into confusion, resentment, bitterness and anger. Statements such as: “It’s your PhD” and “Tell me what you want me to do next” pepper the enrolment. The set up document and initial meeting replace assumptions with talking points about the rights, responsibilities and roles of supervisors and students. A clear, honest discussion about meeting frequency, feedback, modes of communication and the management of challenges at the start of a candidature not only saves time but reduces the likelihood of changing supervisors through the programme and cuts student attrition.

6. The selection of examiners is the single most important moment in a doctoral programme

Examination matters to a PhD. Our last stand for quality assurance and excellence in our universities resides in doctoral programmes. If we “dial a mate” and bring in friends to examine, it is time to close our universities.  Standards matter. When I was dean of graduate research, it was amazing how often I had very senior colleagues attacking me with aggression only seen in extreme cage fighting about the importance of their research partner, grant collaborator, co-author or former student acting as an examiner. The mantra would progress as follows (yes, this is a direct quotation): “There are only three experts in this field in the world. I am one of them and I am friends with the other two.” In this case, the area with only three international experts was – wait for it – body image.

Select an examiner who is intensely research-active, aligned to the field of the thesis without being so close that the student would be viewed as a threat, and resolutely independent of the supervisor.

To ensure a strong selection of external examiners, enact a full digital evaluation to ensure that they are research-active and a decent person, rather than in need of a Snickers at the first critique or differing view. Finally – and this is sad to write – select experienced researchers, supervisors and examiners. The toughest examiners are – obviously – the most inexperienced. They have a data set of one: their own thesis. They are a genius (obviously). Any thesis they read in the early years after their own submission and examination must be substandard (to their own).

To shift to the Star Wars universe, find a Yoda examiner rather than one with the impetuous confidence of a young Obi Wan or Luke Skywalker.

7. Make sure the SOCK is obvious, clear and present in the abstract (and the introduction and conclusion)

The PhD has one characteristic: a significant, original contribution to knowledge (SOCK) . Without a SOCK, a PhD will not pass. Each word is important. Research can be a contribution but not original. It can be original but not significant. Supervisor and student must work together to ensure that the SOCK is the strong frame for the candidature and thesis. The earlier a student can ascertain their SOCK, the smoother the progression to completion.

The SOCK is presented in the second sentence of the abstract: “My significant, original contribution to knowledge is…” As supervisors, we need to move the student into the space where they can complete this sentence as early as possible in their enrolment.

Examiners are paid very little to assess a thesis. It is hard work. Think about an examiner reading a thesis while drinking a glass of chianti. Therefore, in every chapter, a student must remind the chianti-fuelled examiner about the purpose of this chapter and how it aligns with the SOCK of the thesis. Ensure that the abstract, introduction, conclusion and every single chapter hook into the SOCK.

8. PhD students are not your slaves, sexual partners, un(der)paid research assistants or writers of your articles

One of the saddest memories of my academic career emerged in a meeting (obviously) when I had started as a dean of graduate research. Senior scholars – research heavyweights – were assembled in the room. Very early in the meeting one of these Mike Tysons described their PhD students as “slaves.” That was appalling. What was chilling was the laughter that erupted in response to this nasty noun. 

PhD students do not exist to serve or service the supervisor. They are not drawing breath so that they can complete a supervisor’s research project or write a supervisor’s articles. We all know – personally and professionally – shocking stories about supervisors “appropriating” the work of their students or adding their name to papers in which they had minimal intellectual input. Research codes of conduct around the world – most stemming from the Vancouver protocol – are creating changes, with institutions and journals demanding transparency and integrity from all authors through the submission process.

PhD students need a supervisor to protect, guide, mentor and enable. It is an unequal relationship. Shocking cases have been revealed around the world of the sexual exploitation of students, from sexual harassment through to sexual assault. These cases demean all scholars. The standards we walk past are the standards we accept. A PhD candidate is a student, and therefore worthy of respect, care, guidance and clarity in the standards of a professional relationship.

9. Create a strong supervisory team

Most university systems around the world insist on a supervisory team. That change is welcome; we cannot guarantee that the scholars who start the supervision will remain in place until the examination. A team adds safety, and a safety net for the student.

Supervisory teams, composed of two or more colleagues, are important. Sometimes, the relationships are fraught or non-existent. Many co-supervisors are simply on paper for administrative purposes and not involved in the project. The best relationships involve one of the supervisors using their specific expertise – often in methodology – to enable the creation of a chapter. When that part of the project is completed, they step back from the supervision. 

Supervisors should meet before any student is involved in the process to discuss their expectations, hopes and concerns about the project and the student. How often are meetings held? Who is involved in those meetings? How is feedback to be organised? How are disagreements – scholarly or otherwise – to be resolved? These questions must be answered and agreed on before the student is involved in the process.

10. Do not confuse the production of refereed articles with the construction of a thesis

Every PhD should have a dissemination strategy. Research must be available to ensure citizens and fellow scholars can use it – and transform it. Examiners also recognise the value of peer-reviewed publications as part of the PhD. Experienced supervisors remember that  the best examiners differentiate between the processes of  peer reviewing and examination. 

I have published more than 250 refereed articles. I have graduated from only one PhD. The confusion between publishing articles and examination dumbs down our doctorates. Indeed, it is becoming customary to assume that three refereed articles are sufficient in scope, scale and quality to create a successful PhD examination.

Three articles in three years would not reach the level required to be “research-active” as a scholar. Many of us produce between five and 10 articles every year. Indeed, the PhD by prior publication , an unusual but burgeoning mode of doctorate, submits a long (20,000-40,000 words) contextual statement confirming the significant, original contribution to knowledge, followed by a large number of publications, often spanning from 12 to 25 articles. 

In terms of quality assurance, how could three articles be equivalent to an integrated research project of 100,000 words? Indeed, how could three articles be equivalent to the 12 or more publications submitted through a PhD by prior publication?

Fine PhDs have been passed without any publications emerging from them. Theses with refereed articles have been subjected to revision and re-examination. Publishing research during a PhD is valuable. It must not be assumed that peer review and examination are equivalent or converge.

A final note: supervising PhD students is a privilege. It is not a right. Doctoral studies and the scholarship of supervision (SoS) literature are revealing how supervisory quality is built through experience, expertise, professional development and research-led andragogy. Our responsibilities as supervisors are not only to our students but also to our disciplines, to research ethics and the maintenance of standards. Great PhD students are our future. Great PhD supervisors remain at their service.

Tara Brabazon is professor of cultural studies at Flinders University. Her most recent books are 12 rules for (Academic) Life: A Stroppy Feminist Guide to Teaching, Learning, Politics and Jordan Peterson (Springer, 2022) and Comma: How to Restart, Reclaim and Reboot your PhD (Author’s Republic, 2022).

If you found this interesting and want advice and insight from academics and university staff delivered direct to your inbox each week,  sign up for the THE Campus newsletter .

For more insights from Tara Brabazon:

How to get students through their PhD thesis

10 truths a PhD supervisor will never tell you

How not to write a PhD thesis

14 essential PhD questions answered

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Connecting with a Supervisor

How to find and connect with potential supervisors.

Your relationship with your supervisor will be one of the most important factors contributing to the success of your graduate studies. Taking the time to find a supervisor who will complement your research and learning style will help to ensure the success of this relationship. Below are some important considerations to assist you in your efforts.

Do you need to select a supervisor?

Every department at McGill has different admissions procedures. While some will expect you to connect with a potential supervisor prior to applying, others will assign a supervisor to you after you have been accepted. Make sure to carefully read the requirements of the program into which you are applying, available on the departmental website, to find out the supervisory procedures for that department. If it is unclear, contact the Graduate Program Director to clarify.

Identify Potential Supervisors

• Browse our Program Pages to identify the department in which your research of interest is taking place.
• Develop a shortlist of potential supervisors from the Faculty members working in your area. In comparing them, try to identify who would be the ideal supervisor for you both in terms of research interests and teaching/learning style.
• Review Faculty member research profiles to locate potential supervisors with research interests similar to your own. Check Departmental websites under the menu heading ‘Faculty’.
• Think laterally – if you don’t find what you’re looking for in one department, look at the research profiles of Faculty in related fields.

What to look for

By looking at a Faculty member’s CV and talking to them as well as to their current and former students, you can get a good idea as to who might be the best supervisor for you. 

A good supervisor should be able to provide you with some direction, while allowing you to take initiative. There are a number of factors that can promote a successful supervisory relationship. These include:

• Expertise : Are they working on your area of research?
• Experience: Have they supervised many students before?
• Availability : Will they be available to meet with you when you need them?
• Research agenda : How active is their research?
• Publishing: How often do they publish? Do they co-author with other professors in the department or with students?
• Collegiality and interpersonal relationship: How well will you get on with each other?

Make a connection

Prior to researching and speaking to potential supervisors, make sure to contact the academic unit offering your program in order to establish a relationship. 

The Graduate Program Coordinator will be your main contact person within the unit and will provide you with pertinent information. They will answer your questions about program requirements, the admissions process, supplemental materials, funding opportunities and the procedure for finding a supervisor within the department.

When you are ready to contact potential supervisors, approaching them by email is a good initial step. Ensure that your messages are tailored to each professor, not generic. You must catch the interest of the professor quickly and make a good first impression.

• Write a concise and professional letter.  The message should start with Dear Professor/Dr. (lastname) and end with "Yours sincerely" followed by your full name and contact information (or the formal equivalent in a message written in French). 
• Attach your Curriculum Vitae and unofficial transcripts. Note, you may complete and submit the Canadian Common CV . State why you are writing  (e.g.  I am applying to the M.Sc. program in specify program).
• State why you are interested in graduate studies (including career goals) and emphasize any research or leadership experience and analytical skills.
• If you already have funding, state the amount, duration and source.
• State why you are approaching this particular professor, and why your research interests and goals are a good match. Refer briefly to specific published articles by the professor that interest you.
• Offer an opportunity for further discussion (teleconference, videoconference, or if you are in Montreal, an in-person interview).

Questions and issues to discuss with potential supervisors:

• Capacity:  Does the professor currently have graduate students? Not enough? Too many? Looking for more?
• Expectations: Working hours, frequency of student-supervisor meetings, group meetings, reports, record keeping, contribution to general duties, assistance from and to other personnel/students, and meeting program milestones.
• Expected attendance at journal clubs, seminars, etc, aside from official requirements of the Graduate Program.
• Financial considerations: stipend, presentation/attendance at conferences.
• Conventions on authorship (within the norms of the discipline and McGill’s Regulation on the Conduct of Research .
• Review of written work : extent of supervisor’s involvement with student’s presentations, thesis preparation, time frame for return of comments, etc.
• Supervisory style: keeping in mind the questions above.
• Student Success :   how many students have they supervised through to graduation? Have the students finished their program in good time? Have many of the students published? How have the students done in the job market?
• Personality: trust your instincts as to whether you would be a good match.

Visit Campus

If at all possible, try to visit McGill and meet with your potential supervisor. Not only will this give you an opportunity to show them how excited you are to work together, but it will also allow you to get a sense of their personality. After identifying potential supervisors, call or email them to find out if they are taking on new students.

Away from McGill?

If you are unable to visit with your potential supervisor in person, you will need to rely on communication by phone, email or videoconference. Even if you are communicating at a distance, try to establish a personal connection. Show your potential supervisor why you are interested in working with them in particular.

Talk to current/former students

Talking to the current and former students of a potential supervisor is a good way to find out about their supervisory style, and will allow you to determine whether you work in a similar way.

• If you are visiting McGill, consider meeting up with some students in person to discuss working with this supervisor.
• If not, ask either the professor or the Graduate Program Coordinator/Secretary to provide you with email addresses or phone numbers.

Questions to ask current/former students

• What has been their experience working with this supervisor? Is the supervisor readily available when questions or problems arise?
• What is expected of them as graduate students working under this supervisor? Does the supervisor take a hands-on or laissez-faire approach to supervision?
• What do they feel are this supervisor’s strengths in terms of graduate supervision?
• What do they feel are their weaknesses in terms of graduate supervision?

Department and University Information

Graduate and postdoctoral studies.

Graduate Research Hub

Graduate research training policy faqs.

The Graduate Research Training Policy (MPF1321) has been revised and approved by the Academic Board. The revised policy will be published and take effect from 1 January 2025. Please review the frequently asked questions below to help address common inquiries regarding the policy changes.

Policy overview

Most changes will take effect from 1 January 2025, allowing time for preparation and transition.

Some changes may take effect in 2024 as systems are updated. They will be published on the Graduate Research Hub and the Staff Hub and communicated as they are introduced. They may be supported by interim changes to the policy.

Summary of changes:

• numbers of candidates per supervisor
• supervisory load percentages
• advisory committee chair requirements
• masters examination outcomes
• removal of third examiner
• introduction of moderation and adjudication in examinations
• removal of post-submission examiner anonymity
• authorship requirements for publications incorporated in theses
• late submission management
• late submission committee
• introduction of viva examination.

The Supervisor Eligibility and Registration Policy (MPF1322) will be rescinded, and the content merged into the updated Graduate Research Training Policy (MPF1321) to streamline guidance and make it easier to navigate.

The policy updates aim to improve the clarity, effectiveness, and fairness of graduate research processes.

The Graduate Research Training Policy (MPF 1321) has also been simplified and merged with the Supervisor Eligibility and Registration Policy (MPF1322) to provide clearer, more accessible guidance.

The policy will be available on the Melbourne Policy Library from January 2025. The new accompanying processes will also be available from January 2025.

You should familiarise yourself with the policy if you are:

• a current graduate researcher
• a registered supervisor, or intending to register as a supervisor
• an advisory committee chair or committee member
• a graduate research administrator
• a graduate research academic coordinator
• a head of department
• an associate Dean (graduate research) (or equivalent).

The Graduate Research Hub should be your first point for information about processes and recent changes. If you still need help, contact your faculty Graduate Research team .

Detailed guidance and support material will be made available on the Graduate Research Hub and Staff Hub in the lead-up to 1 January 2025.

Changes for supervisors

Currently the maximum supervisory load is measured in full-time equivalent (FTE) candidates, with the current limit being seven FTE.

Supervisory load will be measured as a headcount of candidates, rather than as seven equivalent full-time candidates.

Supervisors may have up to ten candidates. If they have the capacity to support more than ten candidates, they can take on further candidates with the approval of their dean. This change does not affect existing supervision arrangements and is effective from 1 January 2025, however waivers of the new limit won’t be required for candidates commencing prior to 30 June 2025.

From 1 January 2025, principal supervisors must take on at least 40 per cent of the supervisory load, while co-supervisors take on at least 20 per cent. This helps to ensure balanced guidance for each candidate and maintains a reasonable limit on the number of co-supervisors per candidate.

Deans (or Associate Deans Graduate Research) may approve as an exception a candidate having more than three co-supervisors, in which case the co-supervisors percentage can be below 20 per cent. An alternative is for these additional co-supervisors to be appointed as advisory committee members.

Current supervision arrangements will remain in place until the candidate completes. However, new supervisory teams and any changes to supervision from 1 January 2025 must meet the new requirements on percentages.

There will be no impact on current supervisions if a supervisor already manages more than ten candidates. However, approval will be required for any additional candidates from 1 July 2025.

Approval will depend on supervisor capacity, workload and available resources. Approvers are under no obligation to endorse supervisions beyond the threshold of ten candidates.

If a supervisor wishes to take on more than ten candidates, they can submit a request to their Dean (or Associate Dean (Graduate Research) or equivalent, on dean’s delegation). In this request, supervisors must provide evidence of capacity to support additional candidates effectively. The Dean’s approval must be communicated to faculty graduate research teams before supervisors can be added to a candidate’s record.

To support smoother transitions for new candidates who commence from 1 January 2025, supervisory agreements must be completed within three months of commencement. This will ensure early alignment on expectations and goals.

This does not affect current candidates.

If a candidate requests a change in supervision, the online form will be sent to the advisory committee chair to endorse, instead of the current principal supervisor. This is to ensure that the candidate’s is considered with impartiality.

Changes to authorship and thesis content

For theses submitted from 1 January 2025 onwards, candidates must demonstrate a substantial contribution to any publication included in the thesis and clearly state their specific role in the work. The current requirement, which mandates responsibility for more than 50 per cent of the work, will no longer apply. However, for theses submitted in 2024, the current policy remains in effect.

No, the new policy emphasises the candidate's substantial contribution rather than requiring them to write the first draft.

A clear statement must be included in the preface of your thesis detailing the candidate’s specific contributions to the publication. In January 2025, the Graduate Research Hub will contain updated instructions regarding the preparation of theses.

Changes to advisory committees

For new committees, the chair of the advisory committee will be a senior academic (Level C or above) who has had at least one completion as a principal supervisor. These requirements will ensure that experienced leadership is guiding the committee and supporting the candidate.

Advisory committee chairs will become responsible for endorsing requests for changes to supervisors and advisory committee membership, rather than supervisors.

The policy also clarifies the chair’s responsibilities. These include confirming whether the candidate’s research project is on track and that appropriate supervisory arrangements are in place throughout the candidature.

In most cases, the advisory committee chairs will fulfil the role as the viva chair. There will be clear guidance and training provided before the viva is introduced.

No, the chair must be independent of the research project.

Clear guidelines have been provided to help avoid potential conflicts of interest – such as close personal relationships with candidates or advisory committee members – to ensure professional and objective supervision.

At first, the chair acts as an impartial mediator to help resolve conflicts and ensure that the candidate’s progress is not hindered. If mediation is not successful, the chair must provide guidance on appropriate escalations if the candidate chooses to take further action.

Essential training requirements for candidates

Essential training, including Research Integrity Online Training (RIOT) and Preventing Sexual Misconduct training, must be completed within the first six months of candidature to assist candidates in navigating research responsibilities with confidence. Both RIOT and Preventing Sexual Misconduct training are accessible through TrainME.

Changes to thesis submission and examination

The viva examination is a required part of the PhD journey, where the candidate will present and discuss their thesis with a panel of experts, demonstrating their understanding, originality, and the significance of their research. This process allows candidates to engage deeply with their examiners and helps them develop and demonstrate strong communication skills, which are highly valued in academic and professional settings. The viva examination will take place after the examiners have reviewed the thesis and will involve the examiners asking questions about the research. It is designed to assess both the candidate's depth of knowledge and communication abilities.

If a candidate does not submit their thesis within the maximum late submission period and has not had late submission approved, their candidature will be terminated for unsatisfactory progress.

All PhD candidates who commence from 1 January 2025 will be required to complete a viva examination, unless they have exceptional circumstances that are approved. It is anticipated that such circumstances will be extremely rare.

PhD candidates who commence prior to 2025 will be given the option to undertake a viva (expected to be available from late 2025).

Professional Doctorate, for example, Doctor of Education (DEd) and masters, candidates will not complete a viva examination.

The examination outcomes have been simplified to:

• Pass with Minor Revision (PR)
• Major Revision (MR)

The masters degree (research) candidates will continue to be examined by thesis only (including creative outputs) and will not be examined by viva.

Numeric grades (H1, H2A, and so on) will still be provided but examiners no longer provide an outcome such as Pass or Pass with Minor revisions.

Masters candidates will no longer be required to revise their thesis, and where a thesis is passed (that is, awarded a grade of 65 per cent or more), the thesis as submitted will be the version included in the University’s repository.

If examiners disagree, the chair of examiners will facilitate a discussion to reach an agreement. If no agreement is reached, an independent adjudicator will address the areas of disagreement and provide a recommendation.

The adjudicator resolves specific disagreements between examiners, rather than acting as a third examiner.

Changes to Late Submission

The initial late submission period is now six months, with the possibility of extensions up to a total of two years for doctoral candidates and one year for masters candidates. Late submission is only possible with the approval of the relevant committee.

During the late submission period, candidates will remain enrolled, continue to receive supervision, and have access to university services such as library resources and email.

These changes ensure that candidates can stay supported and engaged with their research while addressing any delay.

Yes, candidates may seek approval for an extension to the initial late submission. The maximum late submission period continues to be two years for doctoral degrees and one year for masters degrees (research).

Yes, candidates will continue to have access to their supervisors and university resources, ensuring they have the necessary support to complete their thesis.

Yes, candidates will remain enrolled and maintain access to essential university services, such as the library and student email .

Changes to candidature management

Yes, changes to supervisory arrangements can be requested and must be approved by the head of department. Please refer to the Graduate Research Hub for points to consider before you request a change in supervision.

Requests must be submitted via the Apply to change supervisors form for the advisory committee chair to endorse the change and then to the head of department for approval.

The head of department will appoint an interim principal supervisor if your principal supervisor is unavailable for two or more consecutive months.

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