My method of PhD supervision
Supervising PhD students is often described as one of the most rewarding yet challenging aspects of academia. For many doctoral students, the supervisory relationship can be a source of frustration, confusion, and even loneliness. At the same time, supervision requires striking a delicate balance between being a mentor, a project leader, and a guide who helps shape a future independent researcher.
Over the years, I’ve supervised PhD candidates in different universities and countries, from different walks of life and different career stages (from recently graduated to mid-career part-time PhD candidates), and all very different characters. Based on my experience, I’ve developed a supervision approach rooted in three core pillars: the technical, the planning, and the personal. These pillars help me keep our work focused, ensure timely progress, and most importantly, support my students as full human beings.
🧠 The Technical
This pillar is all about the content of the research. It includes the scientific methods, the experimental or theoretical work, and the academic skills that a researcher needs in their PhD years (writing papers, presenting at conferences, and knowing how to navigate the system). In our meetings, we discuss the ideas and troubleshoot results. For writing papers, I start from close supervision (helping setting up the outline, seeing what needs to go where, and editing various rounds), and then gradually during the PhD years let them take more responsibility.
📈 The Progress and Planning
PhD trajectories are long and winding, and time management is crucial. I make sure we regularly check whether the student is on track with their own goals and with any project-related deliverables (and unfortunately, in many cases project timelines and timelines to PhD thesis completion are not fully aligned). This includes both the timeline for the research project and the administrative milestones related to the PhD (like the manuscript deadlines, progress reports, or defense dates). We break down the work into manageable chunks, and I encourage my students to build their own planning systems. Younger students tend to need more support in this part of the process, whereas those who are mid-career or have a few years of experience are often already skilled at project and time management.
💬 The Personal
Perhaps the most overlooked part of supervision is supporting the student as a person. Many PhD students are far from home, navigating life in a new culture or city, and facing personal and emotional challenges on top of academic pressure. I see supervision as a modern version of the master-apprentice model. I try to create a safe space where my students feel seen, heard, and valued; not just for their research output, but for who they are. I see it as my responsibility to support their well-being, and a way to contribute to a more compassionate academia.
Good supervision isn’t about micromanaging or letting students drift on their own. It’s about setting up a structure of support, guidance, and trust. With a focus on technical growth, realistic planning, and genuine personal connection, I aim to help my PhD students not just complete their dissertations, but to grow into independent researchers (who will not hide behind a column when they see me at a conference after their graduation).
How do you supervise PhD candidates
