One thing I noticed with the dozen or so such statements I examined, was a lack of images. The inclusion of images has been shown to make documents more credible, so I have put some in. Also I have included formal references, to make the document more scholarly. Here is a draft. Comments would be appreciated:
Statement of Supervisory Expectations
Research School of Computer Science & Climate Change Institute, The Australian National University (ANU)
Philosophy of Research Supervision
Even if your focus is exclusively on research, you will be engaged in a learning process and will need courses to acquire essential research and communication skills. The optimal blend of research and coursework will depend on your individual requirements and the program you enroll in.
Under the University's accreditation policy, those in a research program can spend up to one third of their time undertaking coursework (ANU, 2012).
Professional practice students will have more coursework, but still need to spend at least one third of their time on research. Graduate coursework students will spend most of their time on coursework, but can expect to undertake a one or two semester supervised project.
As one of a team of supervisors, my job is to help you to decide what skills and experience you would like from your studies and guide you on the path to achieve these. Also I can help with the topic you are studying, where it falls within my experience (see my background for details).
Setting GoalsYou will need to assess your current skills, compare this with your ambitions and what your university program requires. The university has a "Tool for Online Assessment of Skills and Training" to help you identify the useful transferable skills you already have and what you need to be built up (Schaffarczyk & Connell, 2012). I can help you to map out your individual path to the goals using off-the-shelf courses, your research program and specialist custom training.
Before deciding on the details of your study, stop and consider why:
- Are you planning a career in academia?
- Do you want to advance in your profession?
- Are you simply curious to learn more?
Setting milestonesTime management is essential to university work (and is a skill highly valued by employers). Your program will have some milestones set by the university to monitor your progress.
A research student will normally aim to complete a literature review one quarter the way through their program, then a thesis proposal after the first third and have conducted the research ready to write up two thirds through. Students undertaking a professional doctorate, or a Masters, will be spending less time on research, but with similar proportions for a literature review, thesis proposal, research and write up. Coursework masters students will undertake the same process in as little as twelve weeks.
The targets set for graduate programs are broad and designed to be flexible. You will need to set further detailed targets, where you will aim to have achieved measurable, useful tasks.
University is not a matter of sitting waiting for inspiration. A good university program is designed like a computer program: top-down. You need to start by thinking about what you want to have achieved by the end of your studies and work back to see how to get there. You will be encouraged to use tools such as the Graduate Information Literacy Skills Audit, to see what skills you have and what is needed. Your supervisors will help you map out the detail of courses and activities will be needed to achieve your goals.
Your time and resources are limited and need to be applied most efficiently to reach the goals.
As a computer professional, I will emphasize the use on-line facilities to keep in touch with you. You may never need to visit the campus, but most students will be on-campus for at least part of their time. In any case personal contact is important, face-to-face, or on-line. Success rarely comes from sitting alone. You will be encouraged to team up with other students in your own discipline and across the university.
Narrow technical skills are of little value if you are unable to communicate with colleagues and clients. The university offers extensive optional courses in formal writing, presenting and in business skills. I will be encouraging you to make full use of these courses, to make your coursework and research more productive.
Documenting Your ProgressEmployers will want evidence from you of what you did at university and this is more than just a copy of your degree. You will need to collect evidence of the skills you have gained at all stages of your study. Higher degree students will normally prepare a thesis.
While not required for most programs, I will encourage you to also produce a portfolio of work undertaken, often called an "e-Portfolio" where you list all courses undertaken, with samples of work (Manathunga, 2004). The milestones set provide a useful starting point for this portfolio.
Also in your portfolio I will encourage you to include extra-curricular activities relevant to "generic" skills, such as oral presentation, teamwork, and leadership. Examples could be materials produced in non-assessed courses, awards for presentations, certificates from a university sporting team, or your commission in the university regiment.
Writing and Other SkillsIn supervising your research I will not be alone. There will will be at least three supervisors: a senior academic, myself and another. In addition there are educational and technical specialists to assist. But in the end a successful university higher degree depends on you. One of the most important skills is academic writing. It is not the job of your supervisors to teach you how to write, this is a skill which has to be learned in formal coursework and by practice.
As well as the usual university courses in your topic, there are courses on skills to help your study and in your future career. These are generally not-assessed, being purely for your own benefit and available to enrolled students at no extra cost. I will be encouraging you to round out your more formal studies with these courses.
The university provides a "How to Learn: Student guide to Free training at The ANU", detailing free courses and services for students of the university. The services offered go beyond the usual how to use a computer and include topic design, thesis writing and supervision, project management. There are also podcasts and the Postgraduate and Research Students' Association (PARSA) has additional "Resources for Distance Students".
The ANU Academic Skills and Learning Centre provides courses of value to coursework and research students. There is also the ANU Pro Vice-Chancellor (Innovation) Graduate Program and Innovation ACT, for learning to turn your ideas into products.
Providing FeedbackYou will receive formal feedback on the milestones set for your programa and feedback from individual supervisors. The long term nature of postgraduate research, in comparison to self-contained semester courses, requires a different form of feedback (East, Bitchener & Basturkmen, 2012). At times your supervisor's feedback will seem frustratingly cryptic, this is not done out of a lack of interest, but based on years of experiencing and research which shows that too much "help" does not help the student.
What you must doThe college has a detailed Self Assessment Guide to help you determine what is the right program for you. Also there is a college Pre-application Process to make the formal application the with the Application Manager a little easier.
The Research School has a database of project topics. You don't have to choose one of these, but it might help with choosing an area of interest and give some ideas. Your topic will be refined over the course of your studies.
ReferencesEast, M., Bitchener, J., & Basturkmen, H. (2012). What constitutes effective feedback to postgraduate research students? The students’ perspective. Journal of University Teaching & Learning Practice, 9(2), 7. Retrieved from http://ro.uow.edu.au/jutlp/vol9/iss2/7/
Manathunga, C., Lant, P., & Mellick, G. (2007). Developing professional researchers: research students’ graduate attributes. Studies in Continuing Education, 29(1), 19-36. doi: 10.1080/01580370601146270 Retrieved from http://www.tandfonline.com/doi/full/10.1080/01580370601146270
Schaffarczyk, S., & Connell, L. (2012). Graduate Research to Research Career: Transferable Skills Training Models. 2012 Quality in Postgraduate Research Conference, 111. Retrieved from http://goo.gl/zowTN
Sinclair, M. (2004). The pedagogy of'good'PhD supervision: A national cross-disciplinary investigation of PhD supervision. Canberra: Department of Education, Science and Training. Retrieved from http://web.archive.org/web/20060828062332/http://www.dest.gov.au/NR/rdonlyres/07C6492B-F1BE-45C6-A283-6098B6952D29/2536/phd_supervision.pdf#page=7
The Australian National University. (2012). Academic Programs and Courses Accreditation. Retrieved from http://policies.anu.edu.au/policies/academic_programs_and_courses_accreditation/policy
Von Konsky, B. (2008). Defining the ICT profession: A partnership of stakeholders. Paper presented at the 21 s t Annual Conference of the National Advisory Committee on Computing Qualifications, Auckland, New Zealand. Retrieved from http://www.naccq.ac.nz/conferences/2008/15.pdf
Worthington, T. (2012). A Green computing professional education course online: Designing and delivering a course in ICT sustainability using Internet and eBooks. Paper presented at the Computer Science & Education (ICCSE), 2012 7th International Conference on, Melbourne, Australia. Retrieved from http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=6295070&isnumber=6295013