I see postgraduate research student candidature as an apprenticeship for a research career because it is not just about developing research skills. Students have to be able to prepare applications for research grants, supervise research projects, manage staff and know how to communicate. These are all prerequisites for an independent research scientist.
Students are encouraged from the beginning to read in depth and put forward research proposals in order to investigate their own ideas. Their ideas are also modified where appropriate so that productivity can be achieved early in the candidature (crucial to completing a PhD in less than three and a half years). By the end of candidature I expect to be working with the student as a colleague rather than a supervisor.
The apprenticeship concept extends to the student's involvement in the preparation of my research grants, as well as the management of current grants. This may be seen as a burden but past students are doing well in obtaining grants. I also encourage postgraduate students to undertake the supervision of undergraduate research projects. Of course I assume overall responsibility for the undergraduates, but all supervision and assessment is discussed with the postgraduate student.
I have recently involved my students in the total process of the selecting and recruiting of laboratory technicians. While only providing a supervisory role in these 'real life' exercises, I have been extremely impressed with the success of this initiative.
Emphasis is given to communication at all levels. I aim to get all students to publish their research work as first authors before they submit their thesis. Whenever a student presents at a scientific meeting or a departmental seminar, I expect it to be the very best they can achieve. That they practice is taken for granted and now I find my students expect that I also will practice my own presentations and benefit from their critical appraisal.
I would consider that the very best supervision I can achieve is if the student thinks that we only have occasional discussions about their project; that they are working autonomously on their own research.
I check my supervision, however, by anticipating what each student will be doing each day as I come to work. If I can't anticipate what they will be doing then I'm losing the supervision plot.
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