Time to train the supervisors

When postgraduates have problems with the academics who supervise them, it can be disastrous. The key lies in the training, says Emma Haughton

Published: 06 February 2002

So you've managed to get approval for your postgraduate research proposal, and the funding to make it feasible, but how well it all goes will in a large part depend on your supervisor. Like it or not, a supervisor's experience and expertise are vital for the success of any postgraduate project, and though most scientists are highly motivated professionals with years of experience, they often have little formal training as a teacher or mentor.

All too often, problems between students and supervisors are left to fester, and only come to light when the consequences get out of hand – recent incidents in the scientific press reveal accusations of exploitation, bullying, and even falsified data, some of which have tragically resulted in student suicides. Most cases never make the headlines, but can nevertheless lead to lost opportunities and blighted careers.

Not surprising then that universities and research organisations are starting to acknowledge the importance of appropriate training for supervisors. The Quality Assurance Agency (QAA) recommended that "supervisors should possess recognised subject expertise and should have the necessary skills and experience to monitor, support and direct research students' work" – and that institutions should consider the "provision of training for supervisors and continuing staff development".

With this in mind, the Biotechnology and Biological Sciences Research Council (BBSRC) funded a three-year pilot scheme at the Institute for Animal Health (IAH), which it now hopes will roll out to universities and institutes throughout the UK. The Training and Accreditation Programme for Postgraduate Supervisors (Tapps), aims to provide improved training, recognition and support for supervisors of postgraduate students by encouraging the supervisors to gain accreditation for their skills against set criteria.

Dr Peter Mertens, the chair of the committee overseeing Tapps and a senior academic tutor at IAH – which found that its postgraduate students placed time spent with the supervisor as the most important single factor in completion of their PhD – believes the scheme will open the way for supervisors to demonstrate their competence. "The supervisor's role is complex and demanding, particularly for senior scientists with full-time research commitments of their own, although they often receive little recognition or support for the supervisory aspects of their work," he says. "Ultimately we hope that professional bodies and higher education institutions will adapt the scheme for other disciplines, so that all supervisors who wish to can be accredited."

As part of the programme, Tapps will foster discussion groups, training workshops, a website and an e-mail distribution network, all offering greater support in what can clearly be a challenging role. "Improved training and recognition is an effective way of improving the support that we provide, as supervisors, to our students, enhancing their experience of postgraduate training," says Dr Mertens.

To gain accreditation, supervisors must submit a portfolio of evidence demonstrating competence in the essential areas of postgraduate supervision. "Tapps is designed to be flexible, recognising both the varied academic backgrounds of supervisors and that relevant high quality training is valuable from any source," says Dr Mertens. "Indeed a competent supervisor could in theory become accredited through experience, without additional training, following a model for accreditation that is accepted in other professions."

So what will Tapps mean for you, the research student? Its main objective is to ensure good supervision for postgraduate researchers by providing better support for their supervisors. Supervisors who are already competent, motivated and experienced are unlikely to have to make a great change to their supervisory practice, although by providing relevant training and opportunities to discuss supervisory issues, the scheme should help them to maintain a high standard.

Tapps also places considerable importance on the role of the supervisor in ensuring appropriate treatment, involvement and support for students, from the initial recruitment and selection process, throughout your years of training and research, right through to the final write-up or examination, and the start of your new career.