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Avoid Much Frustration

Clarify Expectations For Graduate Studies Before You Begin

Posted September 23rd, 2009

Avoiding frustration

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Most students who apply to graduate school are so focused on getting into a program that interest them, that they tend to overlook some of the other critical factors that will determine how much they enjoy the experience, and whether they get what they are after. It is essential, for example, that the student and his or her graduate supervisor that are well-matched. A good match is made, based not only on research interests, but also in terms of expectations concerning various aspects of the student-supervisor relationship. Very few students appreciate this last point before they begin graduate school, but all are well aware of it by the time they finish!

Some of the most dreadful situations graduate students find themselves in can be easily avoided by asking the right questions before its too late. The best way to avoid an unpleasant relationship with your graduate supervisor is to find out in advance what she or he expects of you in terms of work habits and communication. Once these expectations are clear, it is much easier to develop and maintain a positive and rewarding relationship with the supervisor. It might also help you dodge a bullet if you discover that a prospective graduate supervisor has unreasonable expectations.

The vast majority of new graduate students just resign themselves to whatever student-supervisor relationship is dealt to them. A common thought process is something like, “Oh well, I will just have to take what I get. It’s being in the right program (or working with a top expert in my field) that really matters to me.” But thinking this way is risky, as it will dramatically increase the chances that you run into some type of trouble with your graduate supervisor. Both the student and supervisor have expectations, and it is in the best interests of both parties that they are compatible.

The supervisor’s expectations

Ask your potential supervisors about their policies regarding the following areas:

Independence of research. Are they actively and directly involved in research, or do they rely on the graduate students to conduct all the research and report the findings? Some professors prefer to operate their research program at arms-length -- managing the directions and priorities of the research conducted by the students they supervise. Typically, the graduate students and any other research trainees take care of doing the actual data collection. Many professors want to be involved in the hands-on work, but somewhere along the way they get too caught up in teaching or committee work, consulting or reviewing, frequent travel to conferences or other engagements, or other such things that are incompatible with day-to-day research. If a supervisor is too busy doing other things, you might not be able to count on getting timely advice or feedback. A professor who is actively involved in research alongside of his or her graduate students, however, is likely to be available for frequent consultation.

Background knowledge and skills. Does your potential supervisor have any particular expectations regarding your background knowledge and skills? If you are missing some essential background, what would you need to do to get it?

Research direction. Does the potential supervisor expect graduate students to take on a particular research project? This happens frequently at the Master's level, and also to some extent for most students working toward a Ph.D. There is no reason to go begin a graduate program without advance knowledge of the research you will undertake while there. You should be aware of any projects the prospective supervisor already has in mind for you.

Work habits. When a faculty member becomes unhappy with a graduate student, it often has to do with some aspect of the student’s work habits. Misunderstandings and misperceptions can be behind such a disagreement between student and supervisor, and many situations could be avoided by setting out clear expectations at the beginning. Of course, if you have not yet started your program and are just deciding whether or not this potential supervisor is a good match for you, it is premature to ask that person for detailed expectations regarding work habits. You can ask their current graduate students, however.

Control over the direction of research. It is essential that the student and supervisor see eye-to-eye on this issue. Often, the new graduate student will just let the supervisor dictate the terms of the research to the student, who is then responsible for carrying out the work and writing a thesis. If this type of relationship develops between student and supervisor early on, then it is very hard to change later on. Not surprisingly, the lack of control leads many graduate students to feel somewhat oppressed by their graduate supervisors.

Time and accessibility. How much time does your supervisor have for you on a weekly or monthly basis? Find out whether your potential supervisor prefers to communicate by e-mail, telephone, or in person, and ask how frequently you will hold formal meetings.

Feedback. This is an easy topic to bring up with a potential graduate supervisor. He or she will probably be impressed that you took the initiative and asked about this. What type of feedback do you expect from your supervisor? How do you respond to negative feedback? Do you like feedback that’s general or more detailed?

Priorities. Does the potential supervisor expect you to have your thesis research as your number one priority? Would you be expected to concentrate on research from the outset, or would the supervisor want you to complete your coursework first?

Financial support. You should also ask potential supervisors about their general expectations regarding financial support for graduate students. Does he or she require students to have scholarships, or are there other forms of financial support that are normally available to students in this program? This may be a more difficult topic to raise than most, but there is no need to be overly shy about it. Any potential supervisor you contact will understand that financial support is a central topic for nearly all graduate students. Believe it or not, it is also a major issue for the faculty members who will decide whether or not to supervise your graduate work.

Keep in mind that most of us tend to become aware of our expectations only when they are not met. You can avoid unpleasant surprises later on by spelling things out before you get too far. Some advisors recommend that the graduate student and supervisor develop a set of general guidelines for working together that both can agree to, and write it up like a contract. That might be a useful document to create if you actually end up doing your graduate studies under this person’s supervision. But do not expect to be able to get it all in writing before you even get into the program. You would probably be seen as too brazen if you were to ask a potential supervisor for a written statement of what they expect from graduate students. You need to talk with them about all the important issues discussed in this article, and you simply have to accept their word as honest and accurate.

Don’t leave it to luck

Understanding what your prospective supervisor expects of you as graduate student is essential to a successful student-supervisor relationship. Although many graduate-school applicants appreciate the importance of finding prospective graduate supervisors with research interests similar to their own, very few will think to also look for a supervisor with similar expectations for the student-supervisor relationship. Do not be complacent about this factor -- it can make all the difference to your enjoyment and success as a graduate student.

This article was provided by Dave G. Mumby, Ph.D. Author of the book:

For more information about applying to graduate or professional school, check out the eBook

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