5 minute read

Written by Addie Baker (they/them) Updated

Here’s a non-exhaustive list of go-to questions to help you decide if a supervisor is right for you!

Are you currently accepting students?

Goes without saying, this is the biggest roadblock. There are many reasons why an academic might say yes or no to this, ranging from taking sabbatical, to having too many current students! (If anything saying no in the latter case is a green flag, but unfortunate for rightnow!)

How many PhDs and PostDocs do you currently supervise?

  • Around 5 or fewer PhD students is generally a healthy number, though this can vary if you’re looking at having a supervisory team.
  • A good response to this question will include a specific number with relevant sign posting to their students pages, and mention of any co-supervised students beyond their own.
  • Few students isn’t a red flag, but is something to consider with caution as they may have an unusually low number for their department or other responsibilities that take them away from supervision.
  • If they have a very large number of students and don’t acknowledge what this means for you, ask how that might impact their time to supervise you.

In all cases talking to their current students is always a good way to get a good read on a supervisor.

Do you have funding to cover a new student, or is this something we would apply for together?

Or equally Do you know any additional funding opportunities?

Without adequate funding, your research experience will be vastly more stressful than it needs to be. Always check that they have or will acquire funding ahead of starting the project.

  • A clear outline of the funding available for the project such as “Yes, this project will be funded by CDT X.” or “Yes, I have a grant which covers a PhD/PostDoc student for the full duration.”

  • A vague answer is a huge red flag and should set off alarm bells! Answers like “I’m confident we can acquire funding.” should be queried to ensure that they are able to support you financially for the entire duration.
  • You can follow-up politely with “Could you elaborate on your intentions for funding? Where will you/we apply for funding? Do you have a proposal ready to send? What would you need from me?”

Some academics will have a record of their current and previous funding on their websites, check these to see if they have a secure history of funding opportunities.

What training opportunities are there for this project? Is there a training support fund to cover these costs?

Depending on your subject, you may require additional lab or equipment training beyond the scope of your previous undergraduate experience. You will also need to attend conferences, requiring accomodation and attenance fees. Check if training will be provided and if the costs will be covered by the project.

  • An experienced and prepared supervisor will have a good understanding of training opportunities in specialist software or equipment. They will also be able to give clear direction on how this is organised and how to claim for costs incurred.

  • A supervisor who is unsure and unwilling to provide additional information may expect you to handle this yourself and be more hands-off than you may like.

  • A dismissive answer like “I don’t know, you can ask person X when you start.” highlights a lack of care and support. In this case, you should contact their students to get their experiences, and ask other members of the department for advice.

CDTs typically have funding allocated to each student to cover additional training and equipment costs, inidividual projects may have less structured funding for these.

How would you describe your supervision style? How frequently do you meet with students? What are your communication preferences?

A supervisor may align with your recent interests perfectly, but you need to work well together for a successful project. Check that your working styles compliment eachother!

  • Supervisors who have a keen awareness of how they collaborate with students allow you to easily evaluate your fit. A good response may look like “I take approach X to supervision. I like to meet weekly/fortnightly for updates, but am available throughout the week via email.”

  • A non-committal and vague answer like “I’m very busy but my door is always open” highlights a clear lack of communication with their students. They may be relatively hands-off and then very pushy around key deadlines.

Some students may work better under these conditions, but having regular updates with your supervisor allows them to support you appropriately throught your project.

You may want to ask about the possibility of online meetings if you need to work from home sometimes. It also helps to have a regular meeting time each week to maintain some structure.

How flexible is the project, am I able to primarily focus on part X? Do you think this project aligns with my research interests?

Having agency over a project you intend to work on for upwards of 4 years is cruical to ensuring you enjoy your time and are motivated to do your research.

  • An honest explanation of the expectations and how much freedom you will have to pursue your research interests is telling of a good supervisor. Responses like “the core question is set, but the methods and scope are yours to develop” show a clear structure and outline your options.

  • Answers that are more vague or extreme may highlight dishonest intent or potential issues with the project going forward.

  • Supervisors who respond with “the project is totally open” without elaborating on potential routes show a lack of structure, whilst responses like “the project is entirely fixed to methods XYZ” show a lack of flexibility which may cause issues later on.

Either project style is valid, but it is important to have an open discussion about this so that you know whether you’re simply realising your supervisors vision or your own.

What is department culture like? Are there social events for staff and students?

You’re not just commiting to a project, your joining a community of researchers, so you should check whether there are suitable events to satisfy your social needs and wider career development.

  • Supervisors who can provide a clear explanation of department events and signpost to students who you can contact for more information showcase a genuine engagement with the department!

Will I be part of a research group of other students? Do they spend much time together?

  • Supervisors who are disconnected from their students and department are often less supportive and may solely be focussed on your academic output rather than personal growth.

  • Try to contact current students from the department to ask about how your potential supervisor fits into the wider department structure, they may direct you to a more engaged researcher with similar interests!

Choosing a supervisor and department who care about you as an individual will dramatically change your experience, so ensure that the environment meets your standards too.