10/02/2026
Student-supervisor relationship - Part 1.
In view of our discussion regarding student-supervisor relationship, it is important to note that every centre of higher learning has regulatory guidelines for research, grading, and supervision. It is an important document with well-defined responsibilities for both supervisors and students inclusively. This document clarifies academic concepts for staff and students alike. It is a legal document with policy implication for all users at different levels. In this document is the supervision policy among others, intended to guide student and staff on different aspects of study. Do you know your institutional supervision policy?
The role of a supervisor is defined. Accordingly, supervisors are to supervise, guide, watch, support, and empower students through the process of designing, implementing, presenting, and publishing their researches. The legal impetus for student supervision academically, revolves around guidance, promotion of quality and integral academic work, and personal and professional growth. It is important that supervisors tailor supervisory activities around these benchmarks for effective outcome. As a supervisor, you must ask yourself these questions '' Am I providing the right guidance to my students? Is this work of great quality based on global, national, and institutional standards? Is my approach of supervision promoting personal and professional growth and development?'' If yes, well done. If otherwise, there is work to do!
From a supervisors' stands, the assumption is that students, at the point of research writing, which is usually at the end of the course, should have acquired considerable knowledge of research method, analysis, and report writing. Unfortunately, that is usually not the case. Thus, the question necessitating an answer is ''Why do students have paucity of research knowledge after hours of teaching/training on research method and more?''
Though the answer to this question might be encapsulated in an intersection of complex factors we cannot exhaust here, supervisors still have the responsibility to supervise, as per the regulatory guidelines of the institution wherein they teach.
Researchers contributory rate in academic work differs by countries and institutions. In the UK, for instance, supervisors' contribution towards an academic work of any sort is 20% in most schools, while students shoulder the responsibility for 80% of their work. This rule is clearly documented and communicated to everyone at all levels of learning and the right support provided. Little wonder why students in the stated country understand when to reach out to their supervisors, when to expect responses from them, and more. If I may ask, what is the position of your institution in this context?
Hitherto, the first point of call for any student with the passion to succeed in research and related activities within an academic setting is to know what the guidelines suggest in relation to their research and supervisory needs. I hope this helps.
A detailed video in context will be shared soon.
